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"content": "\u003cp>\u003cstrong>Update, 10:30 p.m. Sunday:\u003c/strong> The Oakland Education Association said the teachers’ strike would continue tomorrow morning unless the Oakland Unified School District completed and produced an accurate document reflecting an agreement reached earlier between the two groups by 11 p.m.\u003c/p>\n\u003cp>“We started this strike because of OUSD’s dysfunction and if we are on strike tomorrow, it is because of their indifference to our students, lack of respect for educators and inability to complete the simplest of tasks,” the Oakland Education Association said on \u003ca href=\"https://twitter.com/OaklandEA/status/1657981551194566656\">Twitter\u003c/a> Sunday night. “Unless you hear otherwise, we will see you on the picket line at 7:30 am tomorrow.”\u003c/p>\n\u003cp>https://twitter.com/OaklandEA/status/1657981551194566656\u003c/p>\n\u003cp>\u003cstrong>Original story, 4:16 p.m. Sunday.\u003c/strong> The Oakland Unified School District and striking teachers have reached agreement on four “common good” provisions that had been sticking points during the walkout that is now in its second week.\u003c/p>\n\u003cp>“We are still on strike, but momentum is on our side,” the Oakland Education Association said on \u003ca href=\"https://twitter.com/OaklandEA?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\">Twitter\u003c/a> Saturday night.\u003c/p>\n\u003cp>https://twitter.com/OaklandEA/status/1657569419877560321\u003c/p>\n\u003cp>The union representing 3,000 educators, counselors and other workers has maintained the district has failed to bargain in good faith on a new three-year contract that also makes more traditional demands like higher salaries. The striking workers want their contract to also include provisions that address racial equity, homelessness and environmental justice for students.\u003c/p>\n\u003cp>[aside postID=\"news_11949281,news_11948465,news_11912597\" label=\"Related Posts\"]On Saturday night, four of those demands had been agreed upon, relating to housing and transportation; the community schools grant; the Black thriving community schools initiative; and school closures, the \u003ca href=\"https://www.eastbaytimes.com/2023/05/14/oaklands-striking-teachers-and-school-district-reach-agreement-on-four-common-good-demands/\">Bay Area News Group\u003c/a> reported.\u003c/p>\n\u003cp>It was not immediately clear Sunday morning how close the two sides were on reaching a deal on the demands still left on the table, particularly related to increased compensation.\u003c/p>\n\u003cp>Superintendent Kyla Johnson-Trammell said in a message to parents last week that the district, the state’s 11th largest, is offering raises of as much as 22% for some teachers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Teachers have maintained that adding support beyond the classroom would improve learning conditions and retain educators. Other common good demands include providing more mental health support, fixing deteriorating schools and offering subsidized transportation for students from lower-income families.\u003c/p>\n\u003cp>The strike comes at the end of the school year, which wraps up May 25. But the district’s 80 schools have remained open to the district’s 34,000 students, with meals being offered and office staff educating and supervising. Only about 1,200 students have shown up to school since the strike started May 4, district spokesperson John Sasaki said last week.\u003c/p>\n\u003cp>\u003cem>The Associated Press and KQED’s Spencer Whitney contributed reporting to this story.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n",
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"title": "Oakland Teachers' Strike Continues Despite Incremental Gains at Bargaining Table",
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"content": "\u003cp>\u003cem>This article will no longer be updated.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Update, 2 p.m. Friday:\u003c/strong> As the standoff between striking educators and the Oakland Unified School District continues into its seventh school day, a major sticking point remains the “common good” demands from the union, with both sides citing wildly varying figures on the costs of implementing them.\u003c/p>\n\u003cp>In an emailed statement Thursday evening, OUSD Director of Communications John Sasaki told KQED that the Oakland Education Association’s proposal is “cost prohibitive” and that the overall price tag could run upwards of $1 billion. Sasaki said many of the “common good” demands would fall under \u003ca href=\"https://www.ousd.org/site/handlers/filedownload.ashx?moduleinstanceid=39353&dataid=36993&FileName=2020%20Facilities%20Master%20Plan.pdf\">OUSD’s Facilities Master Plan (PDF)\u003c/a>, which “shows the District has a total of $3.4 billion in upgrades and other changes that must happen to get all schools upgraded and modernized,” adding that OEA’s proposal is “far too costly for the District to handle” and that it should not be included in any collective bargaining agreement.\u003c/p>\n\u003cp>But Rachel Warino of the California Teachers Association — which has expressed its solidarity with the OEA — said OUSD’s numbers are “months old” and “ridiculous.”\u003c/p>\n\u003cp>“The goals we are committed to winning would cost an estimated $500,000 annually — this would be to pay for staffing increases including counselors,” Warino said, in a statement emailed to KQED on Thursday evening. “It’s unfortunate that the district is spending time sending out outlandish claims about proposals that are months old when we are 6 days into a strike. It’s unfair and unhelpful for our Oakland community.”\u003c/p>\n\u003cp>Warino did not provide cost estimates for the rest of the “common good” proposals, which include housing unhoused students in vacant school buildings and replacing HVAC systems in aging school buildings. On Wednesday, OEA Interim President Ismael Armendariz argued the union’s common good proposals “reflect the priorities identified by Oakland educators and in conversations with thousands of OUSD parents and community members,” and that several of them “would not cost the district a dime.”\u003c/p>\n\u003cfigure id=\"attachment_11949362\" class=\"wp-caption aligncenter\" style=\"max-width: 1620px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11949362\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC_9874.jpg\" alt=\"a group of people which appears to be multi-ethnic in composition walks down a street carrying a large banner reading 'ready to strike for a fair contract' in both English and Spanish\" width=\"1620\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC_9874.jpg 1620w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC_9874-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC_9874-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC_9874-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC_9874-1536x1024.jpg 1536w\" sizes=\"(max-width: 1620px) 100vw, 1620px\">\u003cfigcaption class=\"wp-caption-text\">OUSD educators and their supporters rally outside Glenview Elementary in Oakland on May 11. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>On Friday morning, State Superintendent of Public Instruction Tony Thurmond, who has been mediating the negotiations since last Thursday, praised both parties for “working incredibly hard” and said the talks had been “productive,” but added that it’s ultimately up to the two sides to come to an agreement.\u003c/p>\n\u003cp>“The state is providing right now historic levels of funding that can be used to provide these services for students: $4 billion for community schools, $8 billion for the Learning Recovery Emergency Block Grant, $3.5 billion dollars for arts, financial literacy and basically giving districts discretion to do as they will, $4 billion for expanded learning — after-school programs, before-school programs,” said Thurmond, in a press conference at Burbank Elementary School in Hayward. “We have not seen funding at this level before. [W]e are seeing the state provide districts with resources that they can use for programs that would support the common good of students. Ultimately, it’s up to the board of every one of our 1,000 school districts, including Oakland, to decide how those resources might get used.”\u003c/p>\n\u003cp>Thurmond said he had no idea how long the strike would last, adding that he wouldn’t be mediating if he “thought the strike would take up the whole school year.”\u003c/p>\n\u003cp>“I’m a believer that we can all win, that we can find an agreement that compensates educators the way they deserve to be compensated, that we can find a way to provide programs that support students who’ve been disadvantaged, and we can do it in a way where we prioritize getting our students back into the classroom — and that is the priority,” he said.\u003c/p>\n\u003cp>\u003cstrong>Update, 6 p.m. Thursday:\u003c/strong> As the Oakland teachers’ strike continues to grind on, the number of students attending their teacherless schools — which have remained open, behind the picket lines — has steadily dipped.\u003c/p>\n\u003cp>On Wednesday, the fifth day of the ongoing walkout, just 1,200 of OUSD’s more than 34,000 students attended one of its 77 school sites, where food and other basic services and activities are still being offered, according to district spokesperson John Sasaki.\u003c/p>\n\u003cp>Meanwhile, Oakland city officials say they’ve seen a 75% drop in attendance in city-run after-school programs since the strike began last Thursday. The teachers union and parent volunteers also have organized pop-up care centers — called “solidarity schools” — at various sites throughout the city, but it’s unclear how many students are attending them.\u003c/p>\n\u003cfigure id=\"attachment_11949257\" class=\"wp-caption alignnone\" style=\"max-width: 1620px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-11949257 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC_9905.jpg\" alt=\"In the foreground is what appears to be a middle school student in a full-body, bright green Oscar the Grouch costume, with a fuzzy brown unibrow, big googly eyes, and the person's face inside the mouth, holding a cardboard sign on a flat wooden stick that says, 'OUSD, Stop bringing us proposals that belong in the trash!' Oscar is in a crowd of people in a street, including someone to their right playing a trombone.\" width=\"1620\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC_9905.jpg 1620w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC_9905-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC_9905-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC_9905-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC_9905-1536x1024.jpg 1536w\" sizes=\"(max-width: 1620px) 100vw, 1620px\">\u003cfigcaption class=\"wp-caption-text\">Oakland Unified School District teachers, parents and students rally outside Glenview Elementary in Oakland on May 11, 2023, during a teacher strike. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>That massive disappearing act offers some indication of just how disruptive this strike has been for Oakland students and their families, who still have no idea when — or if — school will open again before the year ends in just two weeks.\u003c/p>\n\u003cp>On Thursday, the sixth day of the district-wide strike, tense negotiations continued between the teachers union and school district officials, with the union’s “common good” demands for more community services remaining the major sticking point, even as the two sides appeared close to an agreement over compensation.\u003c/p>\n\u003cp>Rosa Gonzalez, vice president of her ninth grade class at Castlemont High School in East Oakland, came out Thursday to support her teachers on the picket line, even as most of her classmates stayed home.\u003c/p>\n\u003cp>https://twitter.com/OaklandEA/status/1656747427133788161\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>“I feel bored at home,” she said. “I decided to come and strike with my teachers because they work hard. They plan lessons. They take time out of their personal lives to grade and stuff like that, and they deserve what they’re asking for.”\u003c/p>\n\u003cp>At an Oakland City Council committee hearing on Thursday, a stream of attendees spoke of the decrepit conditions they’ve witnessed in many of the district’s schools, and implored city officials to get involved in the negotiations.\u003c/p>\n\u003cp>OUSD teacher Edgar Sanchez, whose daughter attends United for Success Academy, told council members of the school’s rodent problems and “the issue of the sewage coming into the classroom.”\u003c/p>\n\u003cp>“They’ve been asking for that to be fixed for a year and a half,” he said.\u003c/p>\n\u003cp>Sanchez added that the school where he teaches doesn’t have air-conditioning in the classrooms, and said that during last year’s heat wave, teachers had to constantly move students to cooler areas of the building just to maintain a safe learning environment.\u003c/p>\n\u003cp>“So on Day Six of our strike, you all need to stand with us and push the district to do what’s right for our kids,” he said.\u003c/p>\n\u003cp>In a statement Thursday, Oakland Mayor Sheng Thao, who has remained largely quiet during the labor dispute, urged the school district and teachers union to “work together to settle the strike.”\u003c/p>\n\u003cp>\u003cb>Update, 8 a.m. Thursday:\u003c/b> Thousands of Oakland teachers, counselors and librarians, along with their supporters, once again formed picket lines in front of schools on Thursday, the sixth day of a district-wide strike that has emptied out classrooms and ground instruction to a halt, with little more than two weeks remaining in the school year and a deal still out of reach.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Vilma Serrano, bargaining co-chair, Oakland Education Association\"]‘We want to be back in our classrooms, back in our schools. But we’ll do whatever it takes to really get a strong, tentative agreement that improves teaching and learning conditions for our kids and for our members.’[/pullquote]As heated negotiations continue between the district and the teachers union — including a Tuesday session that ran until 1 a.m. — both sides say they are inching closer to a tentative contract agreement, but have given little indication as to how soon the walkout might end. Meanwhile, as an immediate resolution seemed increasingly unlikely, the district canceled its regularly scheduled Wednesday evening school board meeting.\u003c/p>\n\u003cp>Vilma Serrano, a teacher at Oakland’s Melrose Leadership Academy, and the bargaining co-chair for the Oakland Education Association, said her team is standing firm on its list of demands. She said the district this week delivered “a fuller package” counteroffer that, for the first time, suggests it is willing to consider some of the union’s \u003ca href=\"https://www.sfchronicle.com/bayarea/article/ousd-teacher-strike-oakland-schools-common-good-18081358.php\">common good proposals\u003c/a> in the new contract.\u003c/p>\n\u003cp>But “we still have many issues on the table that are unresolved. So there’s still a lot of work ahead of us to reach a tentative agreement,” Serrano said. “We want to be back in our classrooms, back in our schools. But we’ll do whatever it takes to really get a strong, tentative agreement that improves teaching and learning conditions for our kids and for our members.”\u003c/p>\n\u003cp>More support for special education teachers and their students is among the many outstanding demands on which the union refuses to budge, said Timothy Douglas, the other co-chair of OEA’s bargaining team, and a fifth grade teacher at International Community School in East Oakland.\u003c/p>\n\u003cp>“There are a lot of issues in special education that we find unacceptable and potentially illegal,” he said. “So we are really working with the district to implement a more sustainable and healthier workload model for our educators.”\u003c/p>\n\u003cp>Among those educators is Gena Rinaldi, a special education teacher at Kaiser Early Childhood Center in the Oakland hills.\u003c/p>\n\u003cp>“One of the things that we’re really focused on right now is increasing our support staff to ensure the safety of students in our classrooms,” she said, during a spirited rally Wednesday at Burbank Elementary in East Oakland. “Many of our teachers and our para-educators are not getting their lunch breaks right now because we don’t have enough staff for teachers to leave and still have supervision for our students. So we’re trying to convince the district that our youngest students need more support and we’re hopeful we can come to an agreement to make that happen.”[aside label=\"More Oakland Schools coverage\" postID=\"news_11948320,news_11937906,news_11912597\"]Meanwhile, district officials have reiterated that they’ve offered teachers an unprecedented compensation package — yielding significant pay increases of as much as 22%, plus back pay — and do not have the financial capacity or legal authority to negotiate many of the union’s key “common good” proposals.\u003c/p>\n\u003cp>“We appear close to an agreement for a robust compensation package, which would give teachers a historic raise … thereby supporting the critical goal of attracting and retaining excellent teachers,” OUSD Superintendent Kyla Johnson-Trammell said in \u003ca href=\"https://www.parentsquare.com/feeds/20430541?s=eyJhbGciOiJIUzI1NiJ9.eyJ1c2VyX2lkIjoxNjA5ODQ3OSwiZXhwIjoxNjkxNzE5Mzc5LCJ1cmwiOiJodHRwczovL3d3dy5wYXJlbnRzcXVhcmUuY29tL2ZlZWRzLzIwNDMwNTQxIiwibWV0aG9kIjoiR0VUIiwicXVlcnkiOnt9LCJyZXF1ZXN0Ijp7fX0.PePW3sJs4be05bTASVEqyC0pp0U8LRec86ZLQOe46PY\">a video message sent to families\u003c/a> on Wednesday evening. “The remaining issue is how best to work on the common good proposal, which seeks to assign the school district with addressing such broad societal issues as housing for homeless [students] and drought-tolerant landscaping.”\u003c/p>\n\u003cp>These are critical issues, Johnson-Trammell noted, but they “demand multiagency and government support,” and certainly can’t be single-handedly tackled through the school district’s limited budget. Fully implementing the proposals, district officials said, would cost more than $1 billion.\u003c/p>\n\u003cp>“Moreover, as laudable as common good causes may be, they should not hold children’s learning hostage or deprive students of the services that schools provide,” she said. “OUSD wants to find a way other than the bargaining table to take on these issues and move forward with getting students back in the classroom and putting a significant raise into employees’ paychecks now.”\u003c/p>\n\u003cp>But in an email response sent late Wednesday to KQED, Ismael Armendariz, OEA’s interim president, argued the union’s common good proposals “reflect the priorities identified by Oakland educators and in conversations with thousands of OUSD parents and community members,” and said several of them “would not cost the district a dime.”\u003c/p>\n\u003cp>“All of these issues are critical to supporting our schools,” he said. “We urge the district to spend more time negotiating in good faith and less time making outlandish claims about the total cost of the proposals in email blasts to the community.”\u003c/p>\n\u003cp>And although scores of families in the district during the walkout have continued to staunchly support teachers — and their demands — some parent leaders are lambasting the union, accusing its negotiators of pushing for unrealistic goals at the expense of the most vulnerable students.\u003c/p>\n\u003cp>“There’s a false assumption going around that this ongoing strike is meant to help Black and brown students. It’s not. Instead, this strike is proving the opposite,” Lakisha Young, co-founder of The Oakland Reach, a parent-run group, said in a statement on Wednesday. “Without school in session, the flatlands of Oakland are a ghost town, where our lower income Black and brown students already have some of the lowest reading and math scores in California and an absenteeism rate close to 50% among Black students.”\u003c/p>\n\u003cp>“The longer this strike continues,” she added, “the more it will cost us — physically, emotionally, academically, and in literal dollars.”\u003c/p>\n\u003cp>\u003cstrong>Update, 7:25 p.m. Tuesday: \u003c/strong>For Laura Kaneko, a middle school teacher at Melrose Leadership Academy in East Oakland, this strike is about much more than demanding a much-needed raise.\u003c/p>\n\u003cp>“It’s been kind of rejuvenating … to remember that our community is here supporting us not only for our compensation, but really for the common good for everybody,” said Kaneko, while attending a teacher support rally outside her school on Tuesday, the fourth day of a district-wide walkout. “They’ve made so much progress in the negotiations for a contract for our salary, but there’s still so much more.”\u003c/p>\n\u003cp>Just look at the school’s defective HVAC system, Kaneko said. “Our heater here at the site has been broken for 10 years. So it’s either too hot on warm days or it’s off on really cold days. And there’s no way for us to control that,” she said.\u003c/p>\n\u003cp>“And so one of the common good demands that we’re asking for is for a plan for there to be climate control in every classroom. Seems like a fairly reasonable thing to ask for our students’ learning conditions.”\u003c/p>\n\u003cp>Indeed, the district has largely conceded to the union’s demands for a significant pay raise, offering up to a 22% salary increase, along with a retroactive bump and a one-time payout as part of a nearly $70 million compensation package. The sticking point, though, and apparent reason the strike is still on — with just 12 days left in the school year — is the impasse over those “common good” proposals: things like building housing for the district’s many unhoused students on surplus district land, offering reparations to historically underserved Black students, addressing long-neglected safety and infrastructure issues at school sites and allowing for shared governance of the \u003ca href=\"https://www.ousd.org/communityschools\">district’s community schools\u003c/a>.\u003c/p>\n\u003cp>As the Oakland Education Association’s negotiating team on Tuesday continued to grapple with district officials behind closed doors over the terms of a new contract — with little indication of resolution anytime soon — union leaders and teachers on the picket line made clear that those demands were just as essential for a fair contract as the most generous salary increase.\u003c/p>\n\u003cp>“My message to the community is that you are here with us today. You have been with us through the years and we are with you at the bargaining table,” interim OEA President Ismael Armendariz, a special education teacher, told supporters gathered outside Melrose on Tuesday. “And your demands are central, just as valuable to us, as is our wages.”\u003c/p>\n\u003cp>An increasing number of teachers unions around the country have in recent years begun fighting for similar common good demands, including Los Angeles educators, who during a 2019 strike pushed their district to commit to a host of racial and environmental justice initiatives.\u003c/p>\n\u003cp>But OUSD leaders, and half the members of the school board, argue that these goals, while admirable, pertain to larger societal issues the district can’t single-handedly address and that certainly don’t belong in a teachers’ contract.\u003c/p>\n\u003cp>“We would love to continue partnering with teachers and the teachers union to find solutions to some of these issues that plague our communities,” Mike Hutchinson, president of the school board, told reporters on Monday.\u003c/p>\n\u003cp>But, he argued, the district’s bargaining team is not authorized to even consider many of these proposals. “Items that are outside of the scope of the contract, which are basically compensation and work conditions, are not going to be negotiated,” he said.\u003c/p>\n\u003cp>Union officials, however, say district negotiators, desperate to get students back in the classroom, are finally beginning to consider some of these proposals — even though the district has not publicly confirmed this.\u003c/p>\n\u003cp>Back at the Melrose rally, Malaika Parker, who runs Oakland’s Black Organizing Project, said the district was being extremely shortsighted in refusing to even consider many of the union’s common good proposals.\u003c/p>\n\u003cp>“The debate over teacher compensation versus common good is ridiculous,” she said. “That is a false choice. We deserve communities where all is incorporated — where our teachers are paid well and where our young people feel safe.”\u003c/p>\n\u003cp>Teachers shouldn’t have to demand these things, Parker argued.\u003c/p>\n\u003cp>“Why are our teachers, the people who we trust with our children, not automatically guaranteed respect and living conditions?” she said. “Why are we having to ask for the basics when we should be demanding the most? Our teachers, our communities, deserve to thrive.”\u003c/p>\n\u003cp>\u003cb>Update, 9 p.m. Monday:\u003c/b> Oakland school district officials and the teachers union on Monday evening announced that some 3,000 teachers and other school staff would continue striking on Tuesday, leaving classrooms across the district largely empty for a fourth day.\u003c/p>\n\u003cp>“As another day of working toward an agreement with the Oakland Education Association approaches an end, we are sorry to report we are preparing for a fourth consecutive day of the teachers’ strike,” the district said in a letter to parents, noting that schools will remain open, with food service and other resources still available for students. “But with teachers engaging in the work stoppage, school operations will be reduced as they have been since Thursday of last week.”\u003c/p>\n\u003cp>\u003cb>Update, 4:30 p.m. Monday:\u003c/b> With less than three weeks remaining in the school year, some 3,000 Oakland teachers, counselors and other school staff returned to the picket lines Monday for the third day of a district-wide strike, after the teachers union and the school district failed to reach a contract agreement over the weekend.\u003c/p>\n\u003cp>On Monday, Oakland School Board President Mike Hutchinson expressed his “disappointment for where we are today,” imploring the Oakland Education Association to come back to the negotiating table and accusing its leaders of holding up the process with unreasonable demands, at the expense of Oakland students.\u003c/p>\n\u003cp>“It’s unprecedented and simply unacceptable for our students and families to be forced into this position during a time when we should instead be focused on planning, graduation and end-of-year celebrations,” he told reporters at an afternoon press briefing.\u003c/p>\n\u003cp>Hutchinson said that despite the the union’s claims to the contrary, the district’s bargaining team has continued to negotiate in good faith and devoted countless hours toward reaching a deal, including a late-night Sunday session to review OEA’s latest counterproposal. And while State Superintendent Tony Thurmond and his staff helped support the process over the weekend, “it still did not lead us to an agreement,” Hutchinson said.\u003c/p>\n\u003cp>The district, he said, has already made a nearly $70 million \u003ca href=\"https://drive.google.com/drive/folders/1ZNSGZxnaZU5S_HBv_FNZPr0R_TbJG0xd\">“historic” offer to teachers\u003c/a> that would significantly boost their pay — up to 22% — while addressing a host of other demands for more support and resources. But Hutchinson said the union remains unrealistically fixated on its “\u003ca href=\"https://sites.google.com/view/oeabargaining-2022-2023/\">common good proposals\u003c/a>” demands — including housing for unhoused students, major school infrastructure and safety improvements, climate change actions and racial justice measures such as reparations for Black students and their families. The district supports these objectives, he said, but fundamentally lacks the capacity to take them on single-handedly.\u003c/p>\n\u003cp>“While we agree on the principles of the proposal, they simply do not belong in contract language and we have not authorized any changes to our approach to this position shared last week,” Hutchinson said. He argued that the district already has some policies in place to work toward certain common good goals, and that other demands — including more mental health services for students — have already been addressed in the current contract offer.\u003c/p>\n\u003cp>“Our students need to be back at school immediately and I cannot make this point more urgently,” he said.\u003c/p>\n\u003cp>But the union argues that the district has long been aware of, but until recently ignored, these common good proposals, which OEA presented months ago. And the district, the union insists, already has the resources in place to address them.\u003c/p>\n\u003cp>“OUSD is a district exactly designed to deal with outside things like homelessness,” said Jacob Fowler, a Lincoln Elementary School teacher and member of the union’s negotiating team, in \u003ca href=\"https://www.youtube.com/watch?v=yOgkb2v_sw4\">a video message\u003c/a> to parents over the weekend.\u003c/p>\n\u003cfigure id=\"attachment_11948680\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11948680\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/05/StrikingEducators.jpg\" alt='A huge crowd of protestors walk down a street in Oakland carrying green and yellow picket signs that read \"On Strike Unfair Labor Practices.\" Many participants wear red and one woman has a hooded sweatshirt that reads \"phenomenal teacher.\" Another sign reads \"Safe, Stable and Racially Just Schools\"' width=\"1920\" height=\"1398\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/05/StrikingEducators.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/StrikingEducators-800x583.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/StrikingEducators-1020x743.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/StrikingEducators-160x117.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/StrikingEducators-1536x1118.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Educators and their supporters march down Foothill Avenue in Oakland on the second day of an ongoing teachers strike on May 5, 2023. \u003ccite>(Erin Baldassari/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The district, he argued, receives millions of dollars a year from the state for its \u003ca href=\"https://www.ousd.org/communityschools\">community schools\u003c/a>, aimed at providing services to students outside of the normal school day. The union simply wants to make sure there is a community engagement strategy in place to determine how those funds get spent, he said.\u003c/p>\n\u003cp>“They’re not asking for any more funds. It costs the district $0 to agree to this proposal. But they’re not even addressing it,” Fowler said. “We just want a fair, complete proposal so that we can get back to the classroom quickly. If OUSD continues to drag their feet, we will continue to be on strike.”\u003c/p>\n\u003cp>Fowler added that the union has also set up “solidarity schools” across the district, run by credentialed teachers and community members, for students to attend for as long as the strike lasts.\u003c/p>\n\u003cp>In a \u003ca href=\"https://www.facebook.com/watch/live/?extid=CL-UNK-UNK-UNK-IOS_GK0T-GK1C&mibextid=YCRy0i&ref=watch_permalink&v=591680859401402\">press conference on Monday morning\u003c/a> in front of the district’s headquarters, Oakland school board members Valarie Bachelor, Jennifer Brouhard and VanCedric Williams — representing half of the board — voiced their support for the union’s common good proposals and urged the other three members of the board, including Hutchinson, to embrace them.\u003c/p>\n\u003cp>“We do not agree that common good should require a separate authorization to negotiate,” Bachelor said. As one of the largest landowners in Oakland, the district is particularly well positioned to work toward housing solutions for its many unhoused students, she added.\u003c/p>\n\u003cp>Brouhard, a retired Oakland teacher, said recent historic state funding for community schools has created the opportunity to change how decisions in schools are made.\u003c/p>\n\u003cp>“For too long, decision-making power has been held at the district level,” she said. “It must be shared with teachers, parents and students and those voices must be centered at the table.”\u003c/p>\n\u003cp>Brouhard recalled, as a teacher, sitting on committees that had no real power.\u003c/p>\n\u003cp>“We met, we met, we met. We talked about things our students needed, and they were never funded,” she said. “It’s time to have shared governance in our common good goals.”\u003c/p>\n\u003cp>\u003cb>Update, 7 p.m. Saturday: \u003c/b>No negotiations were planned over the weekend, said Oakland Education Association bargaining team member Samia Khattab, raising the prospect that striking teachers would be back on the picket lines on Monday.\u003c/p>\n\u003cp>“[Friday] evening we received a package proposal from [the OUSD] that is still incomplete and [that has] quite a few errors in it,” said Khattab, who is a teacher and librarian at Franklin Elementary School, in an interview with KQED. “We haven’t been able to sit at the table with them to go over some of these inconsistencies, to be able to discuss and walk through the proposal with them, because there is a holdup, and the holdup is that the OUSD school board has not given authority to the OUSD bargaining team to bargain on all of the proposals that the OEA has brought forth.”\u003c/p>\n\u003cp>Khattab said the 50-member OEA bargaining team was working on a counterproposal Saturday, and said she hopes the district is able to return to the table so they can begin the “back-and-forth process of settling a fair contract.”\u003c/p>\n\u003cp>“The district hasn’t responded this weekend,” said Khattab. “We have nothing on our agenda that indicates that they are going to be joining us at the table today … We will be on the picket lines unless we can come to an agreement.”\u003c/p>\n\u003cp>In a separate interview with KQED on Saturday, Deputy Mayor Kimberly Mayfield said Oakland is committed to education and that the mayor’s office has a good relationship with the districts and the teachers.\u003c/p>\n\u003cp>“Our desire is that they can work as hard as they can over this weekend to come up with a solution that will be agreeable to both parties,” said Mayfield. “I will trust the wisdom of the bargaining teams to make the best decision to bring our kids back to school and to bring our teachers back to school with safe conditions for learning.”\u003c/p>\n\u003cp>\u003cb>Update, 6 p.m. Friday:\u003c/b> Oakland teachers continued to strike for a second day Friday, with union, district and state education officials saying they planned to continue negotiating, likely through the weekend.\u003c/p>\n\u003cp>One union rally was held at the United for Success Academy in Oakland’s Fruitvale District on Thursday. Oakland Education Association representatives said they chose the OUSD middle school because it highlights the lack of needed “common good” measures that teachers are demanding in their ongoing fight for a new contract across the school district.\u003c/p>\n\u003cp>Teachers at the UFSA say the school’s buildings are old and in need of renovation, that there’s \u003ca href=\"https://oaklandside.org/2022/06/03/fruitvale-students-lead-soil-contamination-poisoning/\">lead in the soil\u003c/a> and a rat and mice infestation in the classrooms, and that they’re concerned about lead in the water.\u003c/p>\n\u003cp>https://twitter.com/KQEDnews/status/1654608654396710913\u003c/p>\n\u003cp>Maha Nusrat, a sixth grade humanities teacher who’s taught at UFSA for 13 years, told KQED that it’s impossible to separate the physical conditions of the buildings from the teaching experience, or a child’s home environment from their education.\u003c/p>\n\u003cp>“When we’re talking about common good proposals, we’re talking about disability justice, we’re talking about racial justice, we’re talking about social justice, we’re talking about schools in the flatlands having a just experience,” said Nusrat. “And that’s both in the environment, coming to a school that is welcoming, loving, safe — physically — and also [has] enough resources to actually fully serve those students that are in the building.”\u003c/p>\n\u003cp>Michael Aponte, a special education teacher going into his eighth year at UFSA, advocated for the needs of the most vulnerable students.\u003c/p>\n\u003cp>“The [special education] program at UFSA is closing down, and as a special education teacher, that really hits us where it hurts,” said Aponte. “The students need these supports and these services … We need more qualified teachers to support the most vulnerable students that we have.”\u003c/p>\n\u003cfigure id=\"attachment_11948687\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11948687\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/05/TeachersStrikeBanner.jpg\" alt=\"Striking teachers marching holding a big colorful banner.\" width=\"1920\" height=\"1443\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/05/TeachersStrikeBanner.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/TeachersStrikeBanner-800x601.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/TeachersStrikeBanner-1020x767.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/TeachersStrikeBanner-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/TeachersStrikeBanner-1536x1154.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Oakland teachers and their supporters march down Foothill Avenue from United for Success Academy, on May 5, 2023. \u003ccite>(Erin Baldassari/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Nusrat said schools like UFSA in the flatlands are a hub for families, a place to find additional resources outside the school day, and a place that serves as a safe space where students can get an “equitable education experience,” adding that UFSA is “a model” of some of the “common good” proposals teachers are demanding in the current strike.\u003c/p>\n\u003cp>“When people on campuses like ours are doing eight jobs because we simply don’t have the human power, no one is actually able to do their job that well,” said Nusrat. “We want to create wraparound services. We want to serve the whole student, including their families.”\u003c/p>\n\u003cp>While district officials have said they agree in principle with the union’s proposals, they are prioritizing teacher retention by offering raises of up to 22%. But teachers demand that their “common good” proposals be met and that OUSD have a long-term plan in place for the coming years.\u003c/p>\n\u003cp>“We would love to have that transparency of a long game,” said Nusrat. “A two-year plan, a three-year plan, a five-year plan that’s going to include some of those common good things and some of those staffing issues that actually don’t let us do the jobs that we need to in our buildings with the integrity that we want to.”\u003c/p>\n\u003cp>\u003cstrong>Update, 5 p.m. Friday:\u003c/strong> As the \u003ca href=\"https://www.kqed.org/forum/2010101893056/oaklands-teachers-are-on-strike-again\">Oakland teachers’ strike\u003c/a> continues into its second day, First Covenant Church is opening its doors during the day to support K–5 students in the district.\u003c/p>\n\u003cp>Pastor Danny Fitelson said\u003ca href=\"https://www.oaklandfcc.org/who-we-are\"> the church\u003c/a> also provided a space for students to read and learn when Oakland Unified teachers went on strike in 2019.\u003c/p>\n\u003cp>“One of our mission statements is to be a light to the city. We think this is just a way to respond to a need that our city has right now,” Fitelson said.\u003c/p>\n\u003cp>The church transformed the choir room into a library for kids to lounge, snuggle with stuffed animals, read and munch on popcorn. Volunteers offered lessons on multiplication and division, and showed a science video about building bridges using pasta.\u003c/p>\n\u003cp>The church’s board voted to provide this “community educational support program” until at least the end of next week if the strike continues.\u003c/p>\n\u003cp>“This isn’t just about everybody making more money, it’s also about trying to get schools taken care of that have maybe been neglected,” Fitelson said. “I’ve been weighing that, and I think that hopefully something will get worked out. But I know it’s tough for everybody while it’s getting worked out.”\u003c/p>\n\u003cp>Some Oakland parents remain frustrated by the disruption in schools as a teachers’ strike continues into its second day.\u003c/p>\n\u003cp>The Oakland Education Association, which represents 3,000 teachers, librarians, nurses and other staff members, has asked the district for what it’s calling “common good” proposals, including providing housing for unhoused students and investing in historically Black schools.\u003c/p>\n\u003cp>Speaking on \u003ca href=\"https://www.kqed.org/forum\">KQED’s Forum\u003c/a> on Friday morning, Lakisha Young, founder of the parent-run organization The Oakland Reach, said some of the issues being raised are deep and longstanding, and unlikely to be resolved any time soon.\u003c/p>\n\u003cp>“So when does this end?” Young said. “I feel like this is what parents are saying. They’re saying, ‘Why does my kid have to be out of school for these conversations amongst adults to happen?’”\u003c/p>\n\u003cp>The Oakland Reach and another parent group, CA Parent Power, proposed a resolution last year to the school board that would have offered families more of a say in collective bargaining.\u003c/p>\n\u003cp>[aside postID=news_11927865 hero='https://ww2.kqed.org/app/uploads/sites/10/2022/10/RS59078_Oakland_Parents_003-qut-1020x681.jpg']It’s unclear when the students and teachers will return to the classroom. State Superintendent Tony Thurmond has been mediating talks between the district and the union since Thursday.\u003c/p>\n\u003cp>Thurmond aims to continue the mediated talks through the weekend in hopes of ending the strike, though a spokesperson for the California Department of Education said several “significant items” remain unresolved.\u003c/p>\n\u003cp>\u003cstrong>Update, 7 p.m. Thursday:\u003c/strong> In an \u003ca href=\"https://www.facebook.com/OaklandEA/posts/pfbid02tGwEMfFZtoLntHwTSvwcYxuU5mjv361p4VV3AnkcQq2PY6qnbDyRWggiQ9hz3vV6l\">update posted to social media Thursday evening\u003c/a>, the Oakland Education Association confirmed that the strike would continue on Friday, with the union’s president calling for a return to the picket lines.\u003c/p>\n\u003cp>“United we will win,” said OEA President Ismael Armendariz in a video update. “We will have a midday rally at United for Success [Academy, in Oakland], to highlight our social justice and environmental justice demands. We’ll see you on the picket lines at 7:30 a.m.”\u003c/p>\n\u003cp>In the same video, Vilma Serrano, bargaining co-chair for OEA, called on Oaklanders and supporters to “push the school board to have a meeting to give the OUSD bargaining team the authority to bargain.”\u003c/p>\n\u003cp>“We learned this week that the school board has not given the OUSD full authority to bargain,” said Serrano. “It has been really deeply frustrating to get to this point after seven months of bargaining … We need to settle a contract.”\u003c/p>\n\u003cfigure id=\"attachment_11948634\" class=\"wp-caption aligncenter\" style=\"max-width: 1616px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11948634\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC7354.jpg\" alt=\"Protestors in a square, with one man holding a sign and arms raised high.\" width=\"1616\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC7354.jpg 1616w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC7354-800x535.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC7354-1020x682.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC7354-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC7354-1536x1027.jpg 1536w\" sizes=\"(max-width: 1616px) 100vw, 1616px\">\u003cfigcaption class=\"wp-caption-text\">Hundreds of Oakland teachers and their supporters converged on Frank H. Ogawa Plaza in front of City Hall Thursday afternoon for a festive rally to close out the first day of an open-ended strike. \u003ccite>(Aryk Copley/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>Update, 3 p.m. Thursday: \u003c/b>After spending the morning picketing in front of their schools, hundreds of Oakland teachers and supporters converged on Frank Ogawa Plaza in front of City Hall Thursday afternoon for a festive rally to close out the first day of an open-ended strike.\u003c/p>\n\u003cp>With union and school district negotiators still at an impasse over the terms of a new contract, it appeared likely — save for a last-minute agreement — that teachers would be spending at least one more day on the picket lines, resulting in empty classrooms and another lost day of instruction for some 34,000 students in the district, with just three weeks left in the school year.\u003c/p>\n\u003cfigure id=\"attachment_11948635\" class=\"wp-caption alignnone\" style=\"max-width: 1616px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11948635\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC7247.jpg\" alt=\"Protestors in front of Oakland City Hall, carrying signs and banners.\" width=\"1616\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC7247.jpg 1616w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC7247-800x535.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC7247-1020x682.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC7247-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC7247-1536x1027.jpg 1536w\" sizes=\"(max-width: 1616px) 100vw, 1616px\">\u003cfigcaption class=\"wp-caption-text\">Striking educators and their supporters at Frank H. Ogawa Plaza on Thursday. \u003ccite>(Aryk Copley/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Jesse Shapiro, a veteran Oakland High School history and photography teacher, said the district had not yet put forward a reasonable offer, and urged parents and other community members to be patient despite the disruption caused by the walkout.\u003c/p>\n\u003cp>“People have to understand that short-term sacrifice is something that’s necessary for long-term gains,” he said at the rally, as Bill Withers’ “Lovely Day” reverberated from the speakers behind him. “So I’d ask them to be patient, supportive of what the people who teach their children are asking for. Because we’re not just asking for us, we’re asking for them.”\u003c/p>\n\u003cp>Shapiro said his daughter, who attends an elementary school in the district, stands to directly gain from the increases teachers are demanding — rather than being subjected to a succession of novice teachers who leave the district after a year or two because the pay is so low and the resources so limited.\u003c/p>\n\u003cfigure id=\"attachment_11948637\" class=\"wp-caption alignnone\" style=\"max-width: 1616px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11948637\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC7397.jpg\" alt=\"Protestors gather and hold signs, with two female protestors engaged in a mock sword fight.\" width=\"1616\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC7397.jpg 1616w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC7397-800x535.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC7397-1020x682.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC7397-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC7397-1536x1027.jpg 1536w\" sizes=\"(max-width: 1616px) 100vw, 1616px\">\u003cfigcaption class=\"wp-caption-text\">The picket took on a festive air Thursday with hundreds gathered at Frank H. Ogawa Plaza. \u003ccite>(Aryk Copley/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I want her to be in a classroom where there’s a teacher who wants to be there, who has a manageable number of kids, who has the facilities to teach my kid in a safe environment where she wants to be when she gets into high school,” he said. “I want her to be able to have access to a counselor so she can discuss what her options are after high school. And I think every parent wants that.”\u003c/p>\n\u003cp>Karen Chan, a single mom of a fifth grader at Sequoia Elementary School in the Lower Dimond District, said she came to the rally to support teachers in their fight for a fair contract that “really values them in the classroom.”\u003c/p>\n\u003cp>“I think that we just need the district to listen to the teachers on what they’re saying,” Chan said, pointing to accounts she’s heard from teachers of working in dilapidated classrooms where the ceiling tiles were literally falling down, or where students were experiencing homelessness or suffering from serious mental health issues that were not being addressed.\u003c/p>\n\u003cfigure id=\"attachment_11948638\" class=\"wp-caption alignnone\" style=\"max-width: 1616px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-11948638 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC06636.jpg\" alt=\"Misa Takaki and her son, Akira Takaki, hold a sign that reads "We Love Teachers" at Thursday's noontime rally at Frank H. Ogawa Plaza. \" width=\"1616\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC06636.jpg 1616w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC06636-800x535.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC06636-1020x682.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC06636-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC06636-1536x1027.jpg 1536w\" sizes=\"(max-width: 1616px) 100vw, 1616px\">\u003cfigcaption class=\"wp-caption-text\">Misa Takaki and her son, Akira Takaki, hold a sign that reads “We Love Teachers” at Thursday’s noontime rally at Frank H. Ogawa Plaza. \u003ccite>(Aryk Copley/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Particularly as a single mom, Chan said, a strike like this makes life a lot more difficult. “But I think we as parents have dealt with a lot of issues the last few years, and interruptions. We’ve dealt with smoke days, we’ve dealt with the pandemic,” she said. “And this was completely preventable by the district. But we’re going to keep on dealing with it because it’s the right thing to do.”\u003c/p>\n\u003cp>Some parents, however, took to social media to voice their frustrations with both the district and the teachers union, lambasting the two sides for failing to reach an agreement.\u003c/p>\n\u003cp>“At 9pm at night, we learn our kids won’t have school tomorrow,” Lakisha Young, co-founder of parent advocacy group The Oakland Reach, wrote in a tweet late Wednesday, after the strike was announced. “I’m so disappointed in both sides. Once again, our kids are collateral damage in adult fights.”\u003c/p>\n\u003cp>\u003cstrong>Update, 12 p.m. Thursday:\u003c/strong> Thousands of \u003ca href=\"https://www.kqed.org/news/11948320/weary-oakland-parents-divided-over-whether-to-support-teachers-in-looming-strike\">Oakland teachers\u003c/a> joined picket lines early Thursday morning in front of schools, leaving classrooms largely empty, on the first day of an open-ended strike in an ongoing push for higher wages and better working conditions.\u003c/p>\n\u003cp>Luz Chavez, a resource specialist at Manzanita Community School, marched with her colleagues in front of their East Oakland elementary school, chanting, “We want justice for our students.”\u003c/p>\n\u003cp>Chavez said that while it was essential for teachers in the district to receive higher pay, this walkout is about much more than just compensation.\u003c/p>\n\u003cp>“A lot of what we’re fighting for are just basic rights, especially for our special education students,” she said. “Those are legal mandates that we aren’t meeting because we don’t have the human capacity to meet them. And a lot of the other things that we’re asking are like, for safety in our schools, for actual ACs, and not to have mice, and not to have real just basic health concerns.”\u003c/p>\n\u003cp>Ismael Armendariz, interim president of the Oakland Education Association, the union representing some 3,000 teachers and other school personnel, joined Manzanita teachers on Thursday morning. He said the district had not delivered on its promise to submit a comprehensive proposal to the union, and had consistently failed to address many of \u003ca href=\"https://sites.google.com/view/oeabargaining-2022-2023/bargaining-proposals?authuser=0\">its crucial demands\u003c/a>.\u003c/p>\n\u003cp>“We have not received anything in writing. We are waiting to receive everything in writing so that we can settle this contract,” said Armendariz. He urged the school board president to intervene in the negotiating process, which he called “dysfunctional,” accusing the district of negotiating in bad faith.\u003c/p>\n\u003cp>At a press conference on Thursday morning, Oakland school board president Mike Hutchinson denied that claim, arguing, “We have been negotiating every day.”\u003c/p>\n\u003cp>OUSD leaders said \u003ca href=\"https://www.facebook.com/ousdnews/posts/pfbid027XfdPTjL7txwyziTMF4E6SPawMrR265SCCKPD8zhH1XBDotZ5nrXrmwpQpoaUKoGl\">their latest contract offer\u003c/a>, of nearly $70 million, would give teachers a generous raise — of as much as 22% — while addressing a host of other demands, including investing to hire more counselors and performing arts teachers and giving teachers more classroom preparation time.\u003c/p>\n\u003cp>“The latest salary proposal would give teachers an unprecedented raise — one that they deserve, and one that OUSD teachers haven’t seen in years if not decades,” OUSD Superintendent Kyla Johnson-Trammell said, noting that teacher retention was her top priority.\u003c/p>\n\u003cp>https://twitter.com/e_baldi/status/1654185032083185664\u003c/p>\n\u003cp>“My team has thoughtfully planned out a way and made recommendations to make sure the district can afford this massive compensation package to maintain financial stability in the years to come.”\u003c/p>\n\u003cp>But, she said, despite negotiations that ran late into the evening on Wednesday, the union ultimately walked away because of what she called wholly unrealistic demands.\u003c/p>\n\u003cp>The union is asking the district to “singularly solve complex societal realities, such as homelessness, that go far beyond the scope of what public schools can and should do alone,” Johnson-Trammell said. “As a district we simply can’t do everything, and it is our mission critical that we remain focused on prioritizing our primary purpose, which is teaching and learning and student well-being.”\u003c/p>\n\u003cp>State Superintendent Tony Thurmond on Thursday said he had invited the union and the district to come back to the table, where he and his team could “formally mediate negotiations to end the strike.” Thurmond offered to arrange a meeting space where his staff could “lead, facilitate, and mediate discussions between the parties.”\u003c/p>\n\u003cp>“We are disappointed that the parties could not find an agreement in time to avert a strike,” he said in a statement. “Our goal is to help the parties reach an agreement and to end the strike so that students can return to class as quickly as possible.”\u003c/p>\n\u003cp>\u003cstrong>Original story, 5 a.m. Thursday:\u003c/strong> Some 3,000 Oakland teachers are striking Thursday morning in a push for higher wages and better resources, the teachers union and school district confirmed late Wednesday.\u003c/p>\n\u003cp>The walkout — \u003ca href=\"https://www.sfchronicle.com/education/article/ousd-teacher-strike-oakland-schools-could-close-17920873.php\">the third in just over a year\u003c/a> — comes after the two sides, who have been in intense negotiations for seven days, failed to reach an agreement over a new contract.\u003c/p>\n\u003cp>The impasse leaves the district’s more than 34,000 students stranded without teachers and other school staff, including counselors, nurses, librarians and social workers, who are also represented by the union.\u003c/p>\n\u003cp>“Educators will be on the picket line tomorrow, on strike for our students & for Oakland schools,” the Oakland Education Association said in a tweet Wednesday night, accusing the district of not negotiating in good faith. “We will continue to negotiate in good faith and hope the district will do the same.”\u003c/p>\n\u003cp>https://twitter.com/OaklandEA/status/1653983303840727040\u003c/p>\n\u003cp>The Oakland Unified School District said in a statement it couldn’t predict how long the strike would last, but pledged to continue negotiating with the teachers union. District officials held a news conference on Thursday at 10:30 a.m. at the district office in downtown Oakland “to discuss the strike, the impact it will have on Oakland’s young people, and the reasons behind it.”\u003c/p>\n\u003cp>“The end of the school year is always filled with milestone events for our students, so we want to ensure regular school resumes as soon as possible,” the district said.\u003c/p>\n\u003cp>Schools will still be open, with central office staff assigned to each site “to ensure students are safe,” according to the statement. Students are expected to attend school, but those who don’t will receive an “excused absence,” the district said.\u003c/p>\n\u003cp>School meals, including a simplified breakfast and full lunch, will still be served in each campus’ cafeteria, and most after-school programs will continue, according to the district’s multilingual \u003ca href=\"https://drive.google.com/drive/folders/1bcqhvvyZPTL8JTXCjJhMic7ipY1pSKgm\">strike information document\u003c/a>.\u003c/p>\n\u003cp>OEA contends that its teachers receive inadequate support and some of the lowest salaries in the region, even after modest gains in recent years, contributing to the district’s low teacher-retention rates. A first-year Oakland teacher \u003ca href=\"https://twitter.com/OUSDNews/status/1653844779145351169/photo/1\">currently makes just under $53,000\u003c/a>, which the union says falls far short of what is necessary to make ends meet in the Bay Area.\u003c/p>\n\u003cp>Negotiators are \u003ca href=\"https://sites.google.com/view/oeabargaining-2022-2023/bargaining-proposals?authuser=0\">demanding a 23% raise\u003c/a> for all of its members. The union has also pushed for smaller special education classes, better services for students experiencing homelessness, more nursing and mental health staff and improvements to physical infrastructure, among other asks.\u003c/p>\n\u003cp>Oakland teachers have been working without an active contract since their previous one expired in the fall of 2022. That contract only came to fruition after teachers \u003ca href=\"https://www.sfchronicle.com/bayarea/article/Parents-children-brace-for-Oakland-teacher-strike-13631422.php\">staged a six-day strike in 2019\u003c/a>.\u003c/p>\n\u003cp>“We promise you we’ve done everything we can to avert this strike,” interim union president Ismael Armendariz said during a press conference earlier this week. “The district has truly failed our students, and the time for us to act is now.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The union recently filed an unfair labor practice grievance with the state’s Public Employment Relations Board, accusing the district of not “bargaining in good faith” by arriving late or repeatedly failing to show up to bargaining sessions.\u003c/p>\n\u003cp>District officials on Tuesday said they had offered teachers a fair contract that would give all union members a 13% to 22% raise, as well as a one-time bonus and backpay. The offer would also reduce health care costs by 15%. Under that proposal, first-year teachers would get a bump of about 20% — to $63,604.\u003c/p>\n\u003cp>“Our teachers want a pay increase, and we agree they need it,” district officials said, noting they were committed to continuing to negotiate, and imploring the union to avoid calling for a walkout.\u003c/p>\n\u003cp>“Following all the turmoil and disruption of Covid, the idea that our children might be out of school yet again while both sides work to reach an agreement only harms our students and families,” the district said in the statement. “The adults need to be adults, so that students can be students.”\u003c/p>\n\u003cp>Oakland teachers most recently went on \u003ca href=\"https://abc7news.com/oakland-teacher-strike-wildcat-ousd-contract-negotiations/13004171/\">a one-day “wildcat strike”\u003c/a> in March — one not authorized by the union — over staffing cuts and what they called the school board’s unwillingness to address teacher pay. And in April 2022, \u003ca href=\"https://oaklandside.org/2022/04/29/oakland-teachers-strike-school-closures/\">teachers staged another one-day walkout\u003c/a> over the board’s decision to permanently shutter multiple schools in the district.\u003c/p>\n\u003cp>Luz Chavez, a resource specialist at Manzanita Community School, said this was “unfortunately” her fourth strike in “these long 15 years” she’s worked for the district.\u003c/p>\n\u003cp>“We’re asking for support, we’re asking for resources, we’re asking for actual human beings to be here to give those resources,” she said. “And especially with inflation and the housing market in the Bay Area, we’ve lost hordes of people every single year that we don’t ever get back.”\u003c/p>\n\u003cp>Chavez added, “We’re really asking the district to match the pay and the resources that other districts have so that it’s for our Oakland youth.”\u003c/p>\n\u003cp>\u003cem>KQED’s Phoebe Quinton, Attila Pelit, Juan Carlos Lara, Christopher Alam and Billy Cruz contributed to this story. This story was originally published on May 4.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This article will no longer be updated.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Update, 2 p.m. Friday:\u003c/strong> As the standoff between striking educators and the Oakland Unified School District continues into its seventh school day, a major sticking point remains the “common good” demands from the union, with both sides citing wildly varying figures on the costs of implementing them.\u003c/p>\n\u003cp>In an emailed statement Thursday evening, OUSD Director of Communications John Sasaki told KQED that the Oakland Education Association’s proposal is “cost prohibitive” and that the overall price tag could run upwards of $1 billion. Sasaki said many of the “common good” demands would fall under \u003ca href=\"https://www.ousd.org/site/handlers/filedownload.ashx?moduleinstanceid=39353&dataid=36993&FileName=2020%20Facilities%20Master%20Plan.pdf\">OUSD’s Facilities Master Plan (PDF)\u003c/a>, which “shows the District has a total of $3.4 billion in upgrades and other changes that must happen to get all schools upgraded and modernized,” adding that OEA’s proposal is “far too costly for the District to handle” and that it should not be included in any collective bargaining agreement.\u003c/p>\n\u003cp>But Rachel Warino of the California Teachers Association — which has expressed its solidarity with the OEA — said OUSD’s numbers are “months old” and “ridiculous.”\u003c/p>\n\u003cp>“The goals we are committed to winning would cost an estimated $500,000 annually — this would be to pay for staffing increases including counselors,” Warino said, in a statement emailed to KQED on Thursday evening. “It’s unfortunate that the district is spending time sending out outlandish claims about proposals that are months old when we are 6 days into a strike. It’s unfair and unhelpful for our Oakland community.”\u003c/p>\n\u003cp>Warino did not provide cost estimates for the rest of the “common good” proposals, which include housing unhoused students in vacant school buildings and replacing HVAC systems in aging school buildings. On Wednesday, OEA Interim President Ismael Armendariz argued the union’s common good proposals “reflect the priorities identified by Oakland educators and in conversations with thousands of OUSD parents and community members,” and that several of them “would not cost the district a dime.”\u003c/p>\n\u003cfigure id=\"attachment_11949362\" class=\"wp-caption aligncenter\" style=\"max-width: 1620px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11949362\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC_9874.jpg\" alt=\"a group of people which appears to be multi-ethnic in composition walks down a street carrying a large banner reading 'ready to strike for a fair contract' in both English and Spanish\" width=\"1620\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC_9874.jpg 1620w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC_9874-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC_9874-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC_9874-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC_9874-1536x1024.jpg 1536w\" sizes=\"(max-width: 1620px) 100vw, 1620px\">\u003cfigcaption class=\"wp-caption-text\">OUSD educators and their supporters rally outside Glenview Elementary in Oakland on May 11. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>On Friday morning, State Superintendent of Public Instruction Tony Thurmond, who has been mediating the negotiations since last Thursday, praised both parties for “working incredibly hard” and said the talks had been “productive,” but added that it’s ultimately up to the two sides to come to an agreement.\u003c/p>\n\u003cp>“The state is providing right now historic levels of funding that can be used to provide these services for students: $4 billion for community schools, $8 billion for the Learning Recovery Emergency Block Grant, $3.5 billion dollars for arts, financial literacy and basically giving districts discretion to do as they will, $4 billion for expanded learning — after-school programs, before-school programs,” said Thurmond, in a press conference at Burbank Elementary School in Hayward. “We have not seen funding at this level before. [W]e are seeing the state provide districts with resources that they can use for programs that would support the common good of students. Ultimately, it’s up to the board of every one of our 1,000 school districts, including Oakland, to decide how those resources might get used.”\u003c/p>\n\u003cp>Thurmond said he had no idea how long the strike would last, adding that he wouldn’t be mediating if he “thought the strike would take up the whole school year.”\u003c/p>\n\u003cp>“I’m a believer that we can all win, that we can find an agreement that compensates educators the way they deserve to be compensated, that we can find a way to provide programs that support students who’ve been disadvantaged, and we can do it in a way where we prioritize getting our students back into the classroom — and that is the priority,” he said.\u003c/p>\n\u003cp>\u003cstrong>Update, 6 p.m. Thursday:\u003c/strong> As the Oakland teachers’ strike continues to grind on, the number of students attending their teacherless schools — which have remained open, behind the picket lines — has steadily dipped.\u003c/p>\n\u003cp>On Wednesday, the fifth day of the ongoing walkout, just 1,200 of OUSD’s more than 34,000 students attended one of its 77 school sites, where food and other basic services and activities are still being offered, according to district spokesperson John Sasaki.\u003c/p>\n\u003cp>Meanwhile, Oakland city officials say they’ve seen a 75% drop in attendance in city-run after-school programs since the strike began last Thursday. The teachers union and parent volunteers also have organized pop-up care centers — called “solidarity schools” — at various sites throughout the city, but it’s unclear how many students are attending them.\u003c/p>\n\u003cfigure id=\"attachment_11949257\" class=\"wp-caption alignnone\" style=\"max-width: 1620px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-11949257 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC_9905.jpg\" alt=\"In the foreground is what appears to be a middle school student in a full-body, bright green Oscar the Grouch costume, with a fuzzy brown unibrow, big googly eyes, and the person's face inside the mouth, holding a cardboard sign on a flat wooden stick that says, 'OUSD, Stop bringing us proposals that belong in the trash!' Oscar is in a crowd of people in a street, including someone to their right playing a trombone.\" width=\"1620\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC_9905.jpg 1620w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC_9905-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC_9905-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC_9905-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC_9905-1536x1024.jpg 1536w\" sizes=\"(max-width: 1620px) 100vw, 1620px\">\u003cfigcaption class=\"wp-caption-text\">Oakland Unified School District teachers, parents and students rally outside Glenview Elementary in Oakland on May 11, 2023, during a teacher strike. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>That massive disappearing act offers some indication of just how disruptive this strike has been for Oakland students and their families, who still have no idea when — or if — school will open again before the year ends in just two weeks.\u003c/p>\n\u003cp>On Thursday, the sixth day of the district-wide strike, tense negotiations continued between the teachers union and school district officials, with the union’s “common good” demands for more community services remaining the major sticking point, even as the two sides appeared close to an agreement over compensation.\u003c/p>\n\u003cp>Rosa Gonzalez, vice president of her ninth grade class at Castlemont High School in East Oakland, came out Thursday to support her teachers on the picket line, even as most of her classmates stayed home.\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp> \u003c/p>\n\u003cp>“I feel bored at home,” she said. “I decided to come and strike with my teachers because they work hard. They plan lessons. They take time out of their personal lives to grade and stuff like that, and they deserve what they’re asking for.”\u003c/p>\n\u003cp>At an Oakland City Council committee hearing on Thursday, a stream of attendees spoke of the decrepit conditions they’ve witnessed in many of the district’s schools, and implored city officials to get involved in the negotiations.\u003c/p>\n\u003cp>OUSD teacher Edgar Sanchez, whose daughter attends United for Success Academy, told council members of the school’s rodent problems and “the issue of the sewage coming into the classroom.”\u003c/p>\n\u003cp>“They’ve been asking for that to be fixed for a year and a half,” he said.\u003c/p>\n\u003cp>Sanchez added that the school where he teaches doesn’t have air-conditioning in the classrooms, and said that during last year’s heat wave, teachers had to constantly move students to cooler areas of the building just to maintain a safe learning environment.\u003c/p>\n\u003cp>“So on Day Six of our strike, you all need to stand with us and push the district to do what’s right for our kids,” he said.\u003c/p>\n\u003cp>In a statement Thursday, Oakland Mayor Sheng Thao, who has remained largely quiet during the labor dispute, urged the school district and teachers union to “work together to settle the strike.”\u003c/p>\n\u003cp>\u003cb>Update, 8 a.m. Thursday:\u003c/b> Thousands of Oakland teachers, counselors and librarians, along with their supporters, once again formed picket lines in front of schools on Thursday, the sixth day of a district-wide strike that has emptied out classrooms and ground instruction to a halt, with little more than two weeks remaining in the school year and a deal still out of reach.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘We want to be back in our classrooms, back in our schools. But we’ll do whatever it takes to really get a strong, tentative agreement that improves teaching and learning conditions for our kids and for our members.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>As heated negotiations continue between the district and the teachers union — including a Tuesday session that ran until 1 a.m. — both sides say they are inching closer to a tentative contract agreement, but have given little indication as to how soon the walkout might end. Meanwhile, as an immediate resolution seemed increasingly unlikely, the district canceled its regularly scheduled Wednesday evening school board meeting.\u003c/p>\n\u003cp>Vilma Serrano, a teacher at Oakland’s Melrose Leadership Academy, and the bargaining co-chair for the Oakland Education Association, said her team is standing firm on its list of demands. She said the district this week delivered “a fuller package” counteroffer that, for the first time, suggests it is willing to consider some of the union’s \u003ca href=\"https://www.sfchronicle.com/bayarea/article/ousd-teacher-strike-oakland-schools-common-good-18081358.php\">common good proposals\u003c/a> in the new contract.\u003c/p>\n\u003cp>But “we still have many issues on the table that are unresolved. So there’s still a lot of work ahead of us to reach a tentative agreement,” Serrano said. “We want to be back in our classrooms, back in our schools. But we’ll do whatever it takes to really get a strong, tentative agreement that improves teaching and learning conditions for our kids and for our members.”\u003c/p>\n\u003cp>More support for special education teachers and their students is among the many outstanding demands on which the union refuses to budge, said Timothy Douglas, the other co-chair of OEA’s bargaining team, and a fifth grade teacher at International Community School in East Oakland.\u003c/p>\n\u003cp>“There are a lot of issues in special education that we find unacceptable and potentially illegal,” he said. “So we are really working with the district to implement a more sustainable and healthier workload model for our educators.”\u003c/p>\n\u003cp>Among those educators is Gena Rinaldi, a special education teacher at Kaiser Early Childhood Center in the Oakland hills.\u003c/p>\n\u003cp>“One of the things that we’re really focused on right now is increasing our support staff to ensure the safety of students in our classrooms,” she said, during a spirited rally Wednesday at Burbank Elementary in East Oakland. “Many of our teachers and our para-educators are not getting their lunch breaks right now because we don’t have enough staff for teachers to leave and still have supervision for our students. So we’re trying to convince the district that our youngest students need more support and we’re hopeful we can come to an agreement to make that happen.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Meanwhile, district officials have reiterated that they’ve offered teachers an unprecedented compensation package — yielding significant pay increases of as much as 22%, plus back pay — and do not have the financial capacity or legal authority to negotiate many of the union’s key “common good” proposals.\u003c/p>\n\u003cp>“We appear close to an agreement for a robust compensation package, which would give teachers a historic raise … thereby supporting the critical goal of attracting and retaining excellent teachers,” OUSD Superintendent Kyla Johnson-Trammell said in \u003ca href=\"https://www.parentsquare.com/feeds/20430541?s=eyJhbGciOiJIUzI1NiJ9.eyJ1c2VyX2lkIjoxNjA5ODQ3OSwiZXhwIjoxNjkxNzE5Mzc5LCJ1cmwiOiJodHRwczovL3d3dy5wYXJlbnRzcXVhcmUuY29tL2ZlZWRzLzIwNDMwNTQxIiwibWV0aG9kIjoiR0VUIiwicXVlcnkiOnt9LCJyZXF1ZXN0Ijp7fX0.PePW3sJs4be05bTASVEqyC0pp0U8LRec86ZLQOe46PY\">a video message sent to families\u003c/a> on Wednesday evening. “The remaining issue is how best to work on the common good proposal, which seeks to assign the school district with addressing such broad societal issues as housing for homeless [students] and drought-tolerant landscaping.”\u003c/p>\n\u003cp>These are critical issues, Johnson-Trammell noted, but they “demand multiagency and government support,” and certainly can’t be single-handedly tackled through the school district’s limited budget. Fully implementing the proposals, district officials said, would cost more than $1 billion.\u003c/p>\n\u003cp>“Moreover, as laudable as common good causes may be, they should not hold children’s learning hostage or deprive students of the services that schools provide,” she said. “OUSD wants to find a way other than the bargaining table to take on these issues and move forward with getting students back in the classroom and putting a significant raise into employees’ paychecks now.”\u003c/p>\n\u003cp>But in an email response sent late Wednesday to KQED, Ismael Armendariz, OEA’s interim president, argued the union’s common good proposals “reflect the priorities identified by Oakland educators and in conversations with thousands of OUSD parents and community members,” and said several of them “would not cost the district a dime.”\u003c/p>\n\u003cp>“All of these issues are critical to supporting our schools,” he said. “We urge the district to spend more time negotiating in good faith and less time making outlandish claims about the total cost of the proposals in email blasts to the community.”\u003c/p>\n\u003cp>And although scores of families in the district during the walkout have continued to staunchly support teachers — and their demands — some parent leaders are lambasting the union, accusing its negotiators of pushing for unrealistic goals at the expense of the most vulnerable students.\u003c/p>\n\u003cp>“There’s a false assumption going around that this ongoing strike is meant to help Black and brown students. It’s not. Instead, this strike is proving the opposite,” Lakisha Young, co-founder of The Oakland Reach, a parent-run group, said in a statement on Wednesday. “Without school in session, the flatlands of Oakland are a ghost town, where our lower income Black and brown students already have some of the lowest reading and math scores in California and an absenteeism rate close to 50% among Black students.”\u003c/p>\n\u003cp>“The longer this strike continues,” she added, “the more it will cost us — physically, emotionally, academically, and in literal dollars.”\u003c/p>\n\u003cp>\u003cstrong>Update, 7:25 p.m. Tuesday: \u003c/strong>For Laura Kaneko, a middle school teacher at Melrose Leadership Academy in East Oakland, this strike is about much more than demanding a much-needed raise.\u003c/p>\n\u003cp>“It’s been kind of rejuvenating … to remember that our community is here supporting us not only for our compensation, but really for the common good for everybody,” said Kaneko, while attending a teacher support rally outside her school on Tuesday, the fourth day of a district-wide walkout. “They’ve made so much progress in the negotiations for a contract for our salary, but there’s still so much more.”\u003c/p>\n\u003cp>Just look at the school’s defective HVAC system, Kaneko said. “Our heater here at the site has been broken for 10 years. So it’s either too hot on warm days or it’s off on really cold days. And there’s no way for us to control that,” she said.\u003c/p>\n\u003cp>“And so one of the common good demands that we’re asking for is for a plan for there to be climate control in every classroom. Seems like a fairly reasonable thing to ask for our students’ learning conditions.”\u003c/p>\n\u003cp>Indeed, the district has largely conceded to the union’s demands for a significant pay raise, offering up to a 22% salary increase, along with a retroactive bump and a one-time payout as part of a nearly $70 million compensation package. The sticking point, though, and apparent reason the strike is still on — with just 12 days left in the school year — is the impasse over those “common good” proposals: things like building housing for the district’s many unhoused students on surplus district land, offering reparations to historically underserved Black students, addressing long-neglected safety and infrastructure issues at school sites and allowing for shared governance of the \u003ca href=\"https://www.ousd.org/communityschools\">district’s community schools\u003c/a>.\u003c/p>\n\u003cp>As the Oakland Education Association’s negotiating team on Tuesday continued to grapple with district officials behind closed doors over the terms of a new contract — with little indication of resolution anytime soon — union leaders and teachers on the picket line made clear that those demands were just as essential for a fair contract as the most generous salary increase.\u003c/p>\n\u003cp>“My message to the community is that you are here with us today. You have been with us through the years and we are with you at the bargaining table,” interim OEA President Ismael Armendariz, a special education teacher, told supporters gathered outside Melrose on Tuesday. “And your demands are central, just as valuable to us, as is our wages.”\u003c/p>\n\u003cp>An increasing number of teachers unions around the country have in recent years begun fighting for similar common good demands, including Los Angeles educators, who during a 2019 strike pushed their district to commit to a host of racial and environmental justice initiatives.\u003c/p>\n\u003cp>But OUSD leaders, and half the members of the school board, argue that these goals, while admirable, pertain to larger societal issues the district can’t single-handedly address and that certainly don’t belong in a teachers’ contract.\u003c/p>\n\u003cp>“We would love to continue partnering with teachers and the teachers union to find solutions to some of these issues that plague our communities,” Mike Hutchinson, president of the school board, told reporters on Monday.\u003c/p>\n\u003cp>But, he argued, the district’s bargaining team is not authorized to even consider many of these proposals. “Items that are outside of the scope of the contract, which are basically compensation and work conditions, are not going to be negotiated,” he said.\u003c/p>\n\u003cp>Union officials, however, say district negotiators, desperate to get students back in the classroom, are finally beginning to consider some of these proposals — even though the district has not publicly confirmed this.\u003c/p>\n\u003cp>Back at the Melrose rally, Malaika Parker, who runs Oakland’s Black Organizing Project, said the district was being extremely shortsighted in refusing to even consider many of the union’s common good proposals.\u003c/p>\n\u003cp>“The debate over teacher compensation versus common good is ridiculous,” she said. “That is a false choice. We deserve communities where all is incorporated — where our teachers are paid well and where our young people feel safe.”\u003c/p>\n\u003cp>Teachers shouldn’t have to demand these things, Parker argued.\u003c/p>\n\u003cp>“Why are our teachers, the people who we trust with our children, not automatically guaranteed respect and living conditions?” she said. “Why are we having to ask for the basics when we should be demanding the most? Our teachers, our communities, deserve to thrive.”\u003c/p>\n\u003cp>\u003cb>Update, 9 p.m. Monday:\u003c/b> Oakland school district officials and the teachers union on Monday evening announced that some 3,000 teachers and other school staff would continue striking on Tuesday, leaving classrooms across the district largely empty for a fourth day.\u003c/p>\n\u003cp>“As another day of working toward an agreement with the Oakland Education Association approaches an end, we are sorry to report we are preparing for a fourth consecutive day of the teachers’ strike,” the district said in a letter to parents, noting that schools will remain open, with food service and other resources still available for students. “But with teachers engaging in the work stoppage, school operations will be reduced as they have been since Thursday of last week.”\u003c/p>\n\u003cp>\u003cb>Update, 4:30 p.m. Monday:\u003c/b> With less than three weeks remaining in the school year, some 3,000 Oakland teachers, counselors and other school staff returned to the picket lines Monday for the third day of a district-wide strike, after the teachers union and the school district failed to reach a contract agreement over the weekend.\u003c/p>\n\u003cp>On Monday, Oakland School Board President Mike Hutchinson expressed his “disappointment for where we are today,” imploring the Oakland Education Association to come back to the negotiating table and accusing its leaders of holding up the process with unreasonable demands, at the expense of Oakland students.\u003c/p>\n\u003cp>“It’s unprecedented and simply unacceptable for our students and families to be forced into this position during a time when we should instead be focused on planning, graduation and end-of-year celebrations,” he told reporters at an afternoon press briefing.\u003c/p>\n\u003cp>Hutchinson said that despite the the union’s claims to the contrary, the district’s bargaining team has continued to negotiate in good faith and devoted countless hours toward reaching a deal, including a late-night Sunday session to review OEA’s latest counterproposal. And while State Superintendent Tony Thurmond and his staff helped support the process over the weekend, “it still did not lead us to an agreement,” Hutchinson said.\u003c/p>\n\u003cp>The district, he said, has already made a nearly $70 million \u003ca href=\"https://drive.google.com/drive/folders/1ZNSGZxnaZU5S_HBv_FNZPr0R_TbJG0xd\">“historic” offer to teachers\u003c/a> that would significantly boost their pay — up to 22% — while addressing a host of other demands for more support and resources. But Hutchinson said the union remains unrealistically fixated on its “\u003ca href=\"https://sites.google.com/view/oeabargaining-2022-2023/\">common good proposals\u003c/a>” demands — including housing for unhoused students, major school infrastructure and safety improvements, climate change actions and racial justice measures such as reparations for Black students and their families. The district supports these objectives, he said, but fundamentally lacks the capacity to take them on single-handedly.\u003c/p>\n\u003cp>“While we agree on the principles of the proposal, they simply do not belong in contract language and we have not authorized any changes to our approach to this position shared last week,” Hutchinson said. He argued that the district already has some policies in place to work toward certain common good goals, and that other demands — including more mental health services for students — have already been addressed in the current contract offer.\u003c/p>\n\u003cp>“Our students need to be back at school immediately and I cannot make this point more urgently,” he said.\u003c/p>\n\u003cp>But the union argues that the district has long been aware of, but until recently ignored, these common good proposals, which OEA presented months ago. And the district, the union insists, already has the resources in place to address them.\u003c/p>\n\u003cp>“OUSD is a district exactly designed to deal with outside things like homelessness,” said Jacob Fowler, a Lincoln Elementary School teacher and member of the union’s negotiating team, in \u003ca href=\"https://www.youtube.com/watch?v=yOgkb2v_sw4\">a video message\u003c/a> to parents over the weekend.\u003c/p>\n\u003cfigure id=\"attachment_11948680\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11948680\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/05/StrikingEducators.jpg\" alt='A huge crowd of protestors walk down a street in Oakland carrying green and yellow picket signs that read \"On Strike Unfair Labor Practices.\" Many participants wear red and one woman has a hooded sweatshirt that reads \"phenomenal teacher.\" Another sign reads \"Safe, Stable and Racially Just Schools\"' width=\"1920\" height=\"1398\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/05/StrikingEducators.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/StrikingEducators-800x583.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/StrikingEducators-1020x743.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/StrikingEducators-160x117.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/StrikingEducators-1536x1118.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Educators and their supporters march down Foothill Avenue in Oakland on the second day of an ongoing teachers strike on May 5, 2023. \u003ccite>(Erin Baldassari/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The district, he argued, receives millions of dollars a year from the state for its \u003ca href=\"https://www.ousd.org/communityschools\">community schools\u003c/a>, aimed at providing services to students outside of the normal school day. The union simply wants to make sure there is a community engagement strategy in place to determine how those funds get spent, he said.\u003c/p>\n\u003cp>“They’re not asking for any more funds. It costs the district $0 to agree to this proposal. But they’re not even addressing it,” Fowler said. “We just want a fair, complete proposal so that we can get back to the classroom quickly. If OUSD continues to drag their feet, we will continue to be on strike.”\u003c/p>\n\u003cp>Fowler added that the union has also set up “solidarity schools” across the district, run by credentialed teachers and community members, for students to attend for as long as the strike lasts.\u003c/p>\n\u003cp>In a \u003ca href=\"https://www.facebook.com/watch/live/?extid=CL-UNK-UNK-UNK-IOS_GK0T-GK1C&mibextid=YCRy0i&ref=watch_permalink&v=591680859401402\">press conference on Monday morning\u003c/a> in front of the district’s headquarters, Oakland school board members Valarie Bachelor, Jennifer Brouhard and VanCedric Williams — representing half of the board — voiced their support for the union’s common good proposals and urged the other three members of the board, including Hutchinson, to embrace them.\u003c/p>\n\u003cp>“We do not agree that common good should require a separate authorization to negotiate,” Bachelor said. As one of the largest landowners in Oakland, the district is particularly well positioned to work toward housing solutions for its many unhoused students, she added.\u003c/p>\n\u003cp>Brouhard, a retired Oakland teacher, said recent historic state funding for community schools has created the opportunity to change how decisions in schools are made.\u003c/p>\n\u003cp>“For too long, decision-making power has been held at the district level,” she said. “It must be shared with teachers, parents and students and those voices must be centered at the table.”\u003c/p>\n\u003cp>Brouhard recalled, as a teacher, sitting on committees that had no real power.\u003c/p>\n\u003cp>“We met, we met, we met. We talked about things our students needed, and they were never funded,” she said. “It’s time to have shared governance in our common good goals.”\u003c/p>\n\u003cp>\u003cb>Update, 7 p.m. Saturday: \u003c/b>No negotiations were planned over the weekend, said Oakland Education Association bargaining team member Samia Khattab, raising the prospect that striking teachers would be back on the picket lines on Monday.\u003c/p>\n\u003cp>“[Friday] evening we received a package proposal from [the OUSD] that is still incomplete and [that has] quite a few errors in it,” said Khattab, who is a teacher and librarian at Franklin Elementary School, in an interview with KQED. “We haven’t been able to sit at the table with them to go over some of these inconsistencies, to be able to discuss and walk through the proposal with them, because there is a holdup, and the holdup is that the OUSD school board has not given authority to the OUSD bargaining team to bargain on all of the proposals that the OEA has brought forth.”\u003c/p>\n\u003cp>Khattab said the 50-member OEA bargaining team was working on a counterproposal Saturday, and said she hopes the district is able to return to the table so they can begin the “back-and-forth process of settling a fair contract.”\u003c/p>\n\u003cp>“The district hasn’t responded this weekend,” said Khattab. “We have nothing on our agenda that indicates that they are going to be joining us at the table today … We will be on the picket lines unless we can come to an agreement.”\u003c/p>\n\u003cp>In a separate interview with KQED on Saturday, Deputy Mayor Kimberly Mayfield said Oakland is committed to education and that the mayor’s office has a good relationship with the districts and the teachers.\u003c/p>\n\u003cp>“Our desire is that they can work as hard as they can over this weekend to come up with a solution that will be agreeable to both parties,” said Mayfield. “I will trust the wisdom of the bargaining teams to make the best decision to bring our kids back to school and to bring our teachers back to school with safe conditions for learning.”\u003c/p>\n\u003cp>\u003cb>Update, 6 p.m. Friday:\u003c/b> Oakland teachers continued to strike for a second day Friday, with union, district and state education officials saying they planned to continue negotiating, likely through the weekend.\u003c/p>\n\u003cp>One union rally was held at the United for Success Academy in Oakland’s Fruitvale District on Thursday. Oakland Education Association representatives said they chose the OUSD middle school because it highlights the lack of needed “common good” measures that teachers are demanding in their ongoing fight for a new contract across the school district.\u003c/p>\n\u003cp>Teachers at the UFSA say the school’s buildings are old and in need of renovation, that there’s \u003ca href=\"https://oaklandside.org/2022/06/03/fruitvale-students-lead-soil-contamination-poisoning/\">lead in the soil\u003c/a> and a rat and mice infestation in the classrooms, and that they’re concerned about lead in the water.\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>Maha Nusrat, a sixth grade humanities teacher who’s taught at UFSA for 13 years, told KQED that it’s impossible to separate the physical conditions of the buildings from the teaching experience, or a child’s home environment from their education.\u003c/p>\n\u003cp>“When we’re talking about common good proposals, we’re talking about disability justice, we’re talking about racial justice, we’re talking about social justice, we’re talking about schools in the flatlands having a just experience,” said Nusrat. “And that’s both in the environment, coming to a school that is welcoming, loving, safe — physically — and also [has] enough resources to actually fully serve those students that are in the building.”\u003c/p>\n\u003cp>Michael Aponte, a special education teacher going into his eighth year at UFSA, advocated for the needs of the most vulnerable students.\u003c/p>\n\u003cp>“The [special education] program at UFSA is closing down, and as a special education teacher, that really hits us where it hurts,” said Aponte. “The students need these supports and these services … We need more qualified teachers to support the most vulnerable students that we have.”\u003c/p>\n\u003cfigure id=\"attachment_11948687\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11948687\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/05/TeachersStrikeBanner.jpg\" alt=\"Striking teachers marching holding a big colorful banner.\" width=\"1920\" height=\"1443\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/05/TeachersStrikeBanner.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/TeachersStrikeBanner-800x601.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/TeachersStrikeBanner-1020x767.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/TeachersStrikeBanner-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/TeachersStrikeBanner-1536x1154.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Oakland teachers and their supporters march down Foothill Avenue from United for Success Academy, on May 5, 2023. \u003ccite>(Erin Baldassari/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Nusrat said schools like UFSA in the flatlands are a hub for families, a place to find additional resources outside the school day, and a place that serves as a safe space where students can get an “equitable education experience,” adding that UFSA is “a model” of some of the “common good” proposals teachers are demanding in the current strike.\u003c/p>\n\u003cp>“When people on campuses like ours are doing eight jobs because we simply don’t have the human power, no one is actually able to do their job that well,” said Nusrat. “We want to create wraparound services. We want to serve the whole student, including their families.”\u003c/p>\n\u003cp>While district officials have said they agree in principle with the union’s proposals, they are prioritizing teacher retention by offering raises of up to 22%. But teachers demand that their “common good” proposals be met and that OUSD have a long-term plan in place for the coming years.\u003c/p>\n\u003cp>“We would love to have that transparency of a long game,” said Nusrat. “A two-year plan, a three-year plan, a five-year plan that’s going to include some of those common good things and some of those staffing issues that actually don’t let us do the jobs that we need to in our buildings with the integrity that we want to.”\u003c/p>\n\u003cp>\u003cstrong>Update, 5 p.m. Friday:\u003c/strong> As the \u003ca href=\"https://www.kqed.org/forum/2010101893056/oaklands-teachers-are-on-strike-again\">Oakland teachers’ strike\u003c/a> continues into its second day, First Covenant Church is opening its doors during the day to support K–5 students in the district.\u003c/p>\n\u003cp>Pastor Danny Fitelson said\u003ca href=\"https://www.oaklandfcc.org/who-we-are\"> the church\u003c/a> also provided a space for students to read and learn when Oakland Unified teachers went on strike in 2019.\u003c/p>\n\u003cp>“One of our mission statements is to be a light to the city. We think this is just a way to respond to a need that our city has right now,” Fitelson said.\u003c/p>\n\u003cp>The church transformed the choir room into a library for kids to lounge, snuggle with stuffed animals, read and munch on popcorn. Volunteers offered lessons on multiplication and division, and showed a science video about building bridges using pasta.\u003c/p>\n\u003cp>The church’s board voted to provide this “community educational support program” until at least the end of next week if the strike continues.\u003c/p>\n\u003cp>“This isn’t just about everybody making more money, it’s also about trying to get schools taken care of that have maybe been neglected,” Fitelson said. “I’ve been weighing that, and I think that hopefully something will get worked out. But I know it’s tough for everybody while it’s getting worked out.”\u003c/p>\n\u003cp>Some Oakland parents remain frustrated by the disruption in schools as a teachers’ strike continues into its second day.\u003c/p>\n\u003cp>The Oakland Education Association, which represents 3,000 teachers, librarians, nurses and other staff members, has asked the district for what it’s calling “common good” proposals, including providing housing for unhoused students and investing in historically Black schools.\u003c/p>\n\u003cp>Speaking on \u003ca href=\"https://www.kqed.org/forum\">KQED’s Forum\u003c/a> on Friday morning, Lakisha Young, founder of the parent-run organization The Oakland Reach, said some of the issues being raised are deep and longstanding, and unlikely to be resolved any time soon.\u003c/p>\n\u003cp>“So when does this end?” Young said. “I feel like this is what parents are saying. They’re saying, ‘Why does my kid have to be out of school for these conversations amongst adults to happen?’”\u003c/p>\n\u003cp>The Oakland Reach and another parent group, CA Parent Power, proposed a resolution last year to the school board that would have offered families more of a say in collective bargaining.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>It’s unclear when the students and teachers will return to the classroom. State Superintendent Tony Thurmond has been mediating talks between the district and the union since Thursday.\u003c/p>\n\u003cp>Thurmond aims to continue the mediated talks through the weekend in hopes of ending the strike, though a spokesperson for the California Department of Education said several “significant items” remain unresolved.\u003c/p>\n\u003cp>\u003cstrong>Update, 7 p.m. Thursday:\u003c/strong> In an \u003ca href=\"https://www.facebook.com/OaklandEA/posts/pfbid02tGwEMfFZtoLntHwTSvwcYxuU5mjv361p4VV3AnkcQq2PY6qnbDyRWggiQ9hz3vV6l\">update posted to social media Thursday evening\u003c/a>, the Oakland Education Association confirmed that the strike would continue on Friday, with the union’s president calling for a return to the picket lines.\u003c/p>\n\u003cp>“United we will win,” said OEA President Ismael Armendariz in a video update. “We will have a midday rally at United for Success [Academy, in Oakland], to highlight our social justice and environmental justice demands. We’ll see you on the picket lines at 7:30 a.m.”\u003c/p>\n\u003cp>In the same video, Vilma Serrano, bargaining co-chair for OEA, called on Oaklanders and supporters to “push the school board to have a meeting to give the OUSD bargaining team the authority to bargain.”\u003c/p>\n\u003cp>“We learned this week that the school board has not given the OUSD full authority to bargain,” said Serrano. “It has been really deeply frustrating to get to this point after seven months of bargaining … We need to settle a contract.”\u003c/p>\n\u003cfigure id=\"attachment_11948634\" class=\"wp-caption aligncenter\" style=\"max-width: 1616px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11948634\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC7354.jpg\" alt=\"Protestors in a square, with one man holding a sign and arms raised high.\" width=\"1616\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC7354.jpg 1616w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC7354-800x535.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC7354-1020x682.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC7354-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC7354-1536x1027.jpg 1536w\" sizes=\"(max-width: 1616px) 100vw, 1616px\">\u003cfigcaption class=\"wp-caption-text\">Hundreds of Oakland teachers and their supporters converged on Frank H. Ogawa Plaza in front of City Hall Thursday afternoon for a festive rally to close out the first day of an open-ended strike. \u003ccite>(Aryk Copley/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>Update, 3 p.m. Thursday: \u003c/b>After spending the morning picketing in front of their schools, hundreds of Oakland teachers and supporters converged on Frank Ogawa Plaza in front of City Hall Thursday afternoon for a festive rally to close out the first day of an open-ended strike.\u003c/p>\n\u003cp>With union and school district negotiators still at an impasse over the terms of a new contract, it appeared likely — save for a last-minute agreement — that teachers would be spending at least one more day on the picket lines, resulting in empty classrooms and another lost day of instruction for some 34,000 students in the district, with just three weeks left in the school year.\u003c/p>\n\u003cfigure id=\"attachment_11948635\" class=\"wp-caption alignnone\" style=\"max-width: 1616px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11948635\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC7247.jpg\" alt=\"Protestors in front of Oakland City Hall, carrying signs and banners.\" width=\"1616\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC7247.jpg 1616w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC7247-800x535.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC7247-1020x682.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC7247-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC7247-1536x1027.jpg 1536w\" sizes=\"(max-width: 1616px) 100vw, 1616px\">\u003cfigcaption class=\"wp-caption-text\">Striking educators and their supporters at Frank H. Ogawa Plaza on Thursday. \u003ccite>(Aryk Copley/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Jesse Shapiro, a veteran Oakland High School history and photography teacher, said the district had not yet put forward a reasonable offer, and urged parents and other community members to be patient despite the disruption caused by the walkout.\u003c/p>\n\u003cp>“People have to understand that short-term sacrifice is something that’s necessary for long-term gains,” he said at the rally, as Bill Withers’ “Lovely Day” reverberated from the speakers behind him. “So I’d ask them to be patient, supportive of what the people who teach their children are asking for. Because we’re not just asking for us, we’re asking for them.”\u003c/p>\n\u003cp>Shapiro said his daughter, who attends an elementary school in the district, stands to directly gain from the increases teachers are demanding — rather than being subjected to a succession of novice teachers who leave the district after a year or two because the pay is so low and the resources so limited.\u003c/p>\n\u003cfigure id=\"attachment_11948637\" class=\"wp-caption alignnone\" style=\"max-width: 1616px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11948637\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC7397.jpg\" alt=\"Protestors gather and hold signs, with two female protestors engaged in a mock sword fight.\" width=\"1616\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC7397.jpg 1616w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC7397-800x535.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC7397-1020x682.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC7397-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC7397-1536x1027.jpg 1536w\" sizes=\"(max-width: 1616px) 100vw, 1616px\">\u003cfigcaption class=\"wp-caption-text\">The picket took on a festive air Thursday with hundreds gathered at Frank H. Ogawa Plaza. \u003ccite>(Aryk Copley/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I want her to be in a classroom where there’s a teacher who wants to be there, who has a manageable number of kids, who has the facilities to teach my kid in a safe environment where she wants to be when she gets into high school,” he said. “I want her to be able to have access to a counselor so she can discuss what her options are after high school. And I think every parent wants that.”\u003c/p>\n\u003cp>Karen Chan, a single mom of a fifth grader at Sequoia Elementary School in the Lower Dimond District, said she came to the rally to support teachers in their fight for a fair contract that “really values them in the classroom.”\u003c/p>\n\u003cp>“I think that we just need the district to listen to the teachers on what they’re saying,” Chan said, pointing to accounts she’s heard from teachers of working in dilapidated classrooms where the ceiling tiles were literally falling down, or where students were experiencing homelessness or suffering from serious mental health issues that were not being addressed.\u003c/p>\n\u003cfigure id=\"attachment_11948638\" class=\"wp-caption alignnone\" style=\"max-width: 1616px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-11948638 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC06636.jpg\" alt=\"Misa Takaki and her son, Akira Takaki, hold a sign that reads "We Love Teachers" at Thursday's noontime rally at Frank H. Ogawa Plaza. \" width=\"1616\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC06636.jpg 1616w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC06636-800x535.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC06636-1020x682.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC06636-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/DSC06636-1536x1027.jpg 1536w\" sizes=\"(max-width: 1616px) 100vw, 1616px\">\u003cfigcaption class=\"wp-caption-text\">Misa Takaki and her son, Akira Takaki, hold a sign that reads “We Love Teachers” at Thursday’s noontime rally at Frank H. Ogawa Plaza. \u003ccite>(Aryk Copley/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Particularly as a single mom, Chan said, a strike like this makes life a lot more difficult. “But I think we as parents have dealt with a lot of issues the last few years, and interruptions. We’ve dealt with smoke days, we’ve dealt with the pandemic,” she said. “And this was completely preventable by the district. But we’re going to keep on dealing with it because it’s the right thing to do.”\u003c/p>\n\u003cp>Some parents, however, took to social media to voice their frustrations with both the district and the teachers union, lambasting the two sides for failing to reach an agreement.\u003c/p>\n\u003cp>“At 9pm at night, we learn our kids won’t have school tomorrow,” Lakisha Young, co-founder of parent advocacy group The Oakland Reach, wrote in a tweet late Wednesday, after the strike was announced. “I’m so disappointed in both sides. Once again, our kids are collateral damage in adult fights.”\u003c/p>\n\u003cp>\u003cstrong>Update, 12 p.m. Thursday:\u003c/strong> Thousands of \u003ca href=\"https://www.kqed.org/news/11948320/weary-oakland-parents-divided-over-whether-to-support-teachers-in-looming-strike\">Oakland teachers\u003c/a> joined picket lines early Thursday morning in front of schools, leaving classrooms largely empty, on the first day of an open-ended strike in an ongoing push for higher wages and better working conditions.\u003c/p>\n\u003cp>Luz Chavez, a resource specialist at Manzanita Community School, marched with her colleagues in front of their East Oakland elementary school, chanting, “We want justice for our students.”\u003c/p>\n\u003cp>Chavez said that while it was essential for teachers in the district to receive higher pay, this walkout is about much more than just compensation.\u003c/p>\n\u003cp>“A lot of what we’re fighting for are just basic rights, especially for our special education students,” she said. “Those are legal mandates that we aren’t meeting because we don’t have the human capacity to meet them. And a lot of the other things that we’re asking are like, for safety in our schools, for actual ACs, and not to have mice, and not to have real just basic health concerns.”\u003c/p>\n\u003cp>Ismael Armendariz, interim president of the Oakland Education Association, the union representing some 3,000 teachers and other school personnel, joined Manzanita teachers on Thursday morning. He said the district had not delivered on its promise to submit a comprehensive proposal to the union, and had consistently failed to address many of \u003ca href=\"https://sites.google.com/view/oeabargaining-2022-2023/bargaining-proposals?authuser=0\">its crucial demands\u003c/a>.\u003c/p>\n\u003cp>“We have not received anything in writing. We are waiting to receive everything in writing so that we can settle this contract,” said Armendariz. He urged the school board president to intervene in the negotiating process, which he called “dysfunctional,” accusing the district of negotiating in bad faith.\u003c/p>\n\u003cp>At a press conference on Thursday morning, Oakland school board president Mike Hutchinson denied that claim, arguing, “We have been negotiating every day.”\u003c/p>\n\u003cp>OUSD leaders said \u003ca href=\"https://www.facebook.com/ousdnews/posts/pfbid027XfdPTjL7txwyziTMF4E6SPawMrR265SCCKPD8zhH1XBDotZ5nrXrmwpQpoaUKoGl\">their latest contract offer\u003c/a>, of nearly $70 million, would give teachers a generous raise — of as much as 22% — while addressing a host of other demands, including investing to hire more counselors and performing arts teachers and giving teachers more classroom preparation time.\u003c/p>\n\u003cp>“The latest salary proposal would give teachers an unprecedented raise — one that they deserve, and one that OUSD teachers haven’t seen in years if not decades,” OUSD Superintendent Kyla Johnson-Trammell said, noting that teacher retention was her top priority.\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>“My team has thoughtfully planned out a way and made recommendations to make sure the district can afford this massive compensation package to maintain financial stability in the years to come.”\u003c/p>\n\u003cp>But, she said, despite negotiations that ran late into the evening on Wednesday, the union ultimately walked away because of what she called wholly unrealistic demands.\u003c/p>\n\u003cp>The union is asking the district to “singularly solve complex societal realities, such as homelessness, that go far beyond the scope of what public schools can and should do alone,” Johnson-Trammell said. “As a district we simply can’t do everything, and it is our mission critical that we remain focused on prioritizing our primary purpose, which is teaching and learning and student well-being.”\u003c/p>\n\u003cp>State Superintendent Tony Thurmond on Thursday said he had invited the union and the district to come back to the table, where he and his team could “formally mediate negotiations to end the strike.” Thurmond offered to arrange a meeting space where his staff could “lead, facilitate, and mediate discussions between the parties.”\u003c/p>\n\u003cp>“We are disappointed that the parties could not find an agreement in time to avert a strike,” he said in a statement. “Our goal is to help the parties reach an agreement and to end the strike so that students can return to class as quickly as possible.”\u003c/p>\n\u003cp>\u003cstrong>Original story, 5 a.m. Thursday:\u003c/strong> Some 3,000 Oakland teachers are striking Thursday morning in a push for higher wages and better resources, the teachers union and school district confirmed late Wednesday.\u003c/p>\n\u003cp>The walkout — \u003ca href=\"https://www.sfchronicle.com/education/article/ousd-teacher-strike-oakland-schools-could-close-17920873.php\">the third in just over a year\u003c/a> — comes after the two sides, who have been in intense negotiations for seven days, failed to reach an agreement over a new contract.\u003c/p>\n\u003cp>The impasse leaves the district’s more than 34,000 students stranded without teachers and other school staff, including counselors, nurses, librarians and social workers, who are also represented by the union.\u003c/p>\n\u003cp>“Educators will be on the picket line tomorrow, on strike for our students & for Oakland schools,” the Oakland Education Association said in a tweet Wednesday night, accusing the district of not negotiating in good faith. “We will continue to negotiate in good faith and hope the district will do the same.”\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>The Oakland Unified School District said in a statement it couldn’t predict how long the strike would last, but pledged to continue negotiating with the teachers union. District officials held a news conference on Thursday at 10:30 a.m. at the district office in downtown Oakland “to discuss the strike, the impact it will have on Oakland’s young people, and the reasons behind it.”\u003c/p>\n\u003cp>“The end of the school year is always filled with milestone events for our students, so we want to ensure regular school resumes as soon as possible,” the district said.\u003c/p>\n\u003cp>Schools will still be open, with central office staff assigned to each site “to ensure students are safe,” according to the statement. Students are expected to attend school, but those who don’t will receive an “excused absence,” the district said.\u003c/p>\n\u003cp>School meals, including a simplified breakfast and full lunch, will still be served in each campus’ cafeteria, and most after-school programs will continue, according to the district’s multilingual \u003ca href=\"https://drive.google.com/drive/folders/1bcqhvvyZPTL8JTXCjJhMic7ipY1pSKgm\">strike information document\u003c/a>.\u003c/p>\n\u003cp>OEA contends that its teachers receive inadequate support and some of the lowest salaries in the region, even after modest gains in recent years, contributing to the district’s low teacher-retention rates. A first-year Oakland teacher \u003ca href=\"https://twitter.com/OUSDNews/status/1653844779145351169/photo/1\">currently makes just under $53,000\u003c/a>, which the union says falls far short of what is necessary to make ends meet in the Bay Area.\u003c/p>\n\u003cp>Negotiators are \u003ca href=\"https://sites.google.com/view/oeabargaining-2022-2023/bargaining-proposals?authuser=0\">demanding a 23% raise\u003c/a> for all of its members. The union has also pushed for smaller special education classes, better services for students experiencing homelessness, more nursing and mental health staff and improvements to physical infrastructure, among other asks.\u003c/p>\n\u003cp>Oakland teachers have been working without an active contract since their previous one expired in the fall of 2022. That contract only came to fruition after teachers \u003ca href=\"https://www.sfchronicle.com/bayarea/article/Parents-children-brace-for-Oakland-teacher-strike-13631422.php\">staged a six-day strike in 2019\u003c/a>.\u003c/p>\n\u003cp>“We promise you we’ve done everything we can to avert this strike,” interim union president Ismael Armendariz said during a press conference earlier this week. “The district has truly failed our students, and the time for us to act is now.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The union recently filed an unfair labor practice grievance with the state’s Public Employment Relations Board, accusing the district of not “bargaining in good faith” by arriving late or repeatedly failing to show up to bargaining sessions.\u003c/p>\n\u003cp>District officials on Tuesday said they had offered teachers a fair contract that would give all union members a 13% to 22% raise, as well as a one-time bonus and backpay. The offer would also reduce health care costs by 15%. Under that proposal, first-year teachers would get a bump of about 20% — to $63,604.\u003c/p>\n\u003cp>“Our teachers want a pay increase, and we agree they need it,” district officials said, noting they were committed to continuing to negotiate, and imploring the union to avoid calling for a walkout.\u003c/p>\n\u003cp>“Following all the turmoil and disruption of Covid, the idea that our children might be out of school yet again while both sides work to reach an agreement only harms our students and families,” the district said in the statement. “The adults need to be adults, so that students can be students.”\u003c/p>\n\u003cp>Oakland teachers most recently went on \u003ca href=\"https://abc7news.com/oakland-teacher-strike-wildcat-ousd-contract-negotiations/13004171/\">a one-day “wildcat strike”\u003c/a> in March — one not authorized by the union — over staffing cuts and what they called the school board’s unwillingness to address teacher pay. And in April 2022, \u003ca href=\"https://oaklandside.org/2022/04/29/oakland-teachers-strike-school-closures/\">teachers staged another one-day walkout\u003c/a> over the board’s decision to permanently shutter multiple schools in the district.\u003c/p>\n\u003cp>Luz Chavez, a resource specialist at Manzanita Community School, said this was “unfortunately” her fourth strike in “these long 15 years” she’s worked for the district.\u003c/p>\n\u003cp>“We’re asking for support, we’re asking for resources, we’re asking for actual human beings to be here to give those resources,” she said. “And especially with inflation and the housing market in the Bay Area, we’ve lost hordes of people every single year that we don’t ever get back.”\u003c/p>\n\u003cp>Chavez added, “We’re really asking the district to match the pay and the resources that other districts have so that it’s for our Oakland youth.”\u003c/p>\n\u003cp>\u003cem>KQED’s Phoebe Quinton, Attila Pelit, Juan Carlos Lara, Christopher Alam and Billy Cruz contributed to this story. This story was originally published on May 4.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>As Oakland teachers \u003ca href=\"https://www.sfchronicle.com/bayarea/article/oakland-teachers-strike-schools-close-ousd-18001248.php\">threaten to once again go on strike\u003c/a> as soon as Thursday, parents in the district say they are split over whether to support them this time around.\u003c/p>\n\u003cp>Part of an ongoing push for higher wages and smaller class sizes, the walkout could potentially strand some 34,000 students for at least one day. It would mark the \u003ca href=\"https://www.sfchronicle.com/education/article/ousd-teacher-strike-oakland-schools-could-close-17920873.php\">third teacher walkout in just over a year\u003c/a>, a track record that Lakisha Young, founder of the parent-run organization The Oakland REACH, calls “excessive.”\u003c/p>\n\u003cp>“They always strike during a bargaining agreement,” Young said, noting that she supports teachers’ demands, but not their tactics. “Enough is enough.”\u003c/p>\n\u003cp>Oakland teachers most recently launched \u003ca href=\"https://abc7news.com/oakland-teacher-strike-wildcat-ousd-contract-negotiations/13004171/\">a one-day wildcat strike\u003c/a> in March, which was not authorized by the union, over staffing cuts and what they called the school board’s unwillingness to address teacher pay. And in April 2022, \u003ca href=\"https://oaklandside.org/2022/04/29/oakland-teachers-strike-school-closures/\">educators staged a one-day walkout\u003c/a> over the board’s decision to permanently shutter multiple schools in the district.\u003c/p>\n\u003cp>Young said students and their families have already suffered from enough disruption during the pandemic, when schools were forced to operate remotely. Last year, \u003ca href=\"https://www.sfchronicle.com/bayarea/article/California-reading-and-math-scores-finally-show-17530574.php\">just over a third\u003c/a> of students in the district tested proficient in reading levels. In math, it was just over a quarter.\u003c/p>\n\u003cp>“In a district where most kids can’t read and kids can’t do math, we need to have every kid in the building doing work every day,” Young said. “They should not be missing school.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Other parent leaders, however, said they would stand in solidarity with teachers, even if that meant having to scramble to find alternative options for their kids.\u003c/p>\n\u003cp>“We see the conditions teachers are experiencing,” said Pecolia Manigo, a parent and former school board candidate. “We know how difficult it is to recruit teachers, even ones who live in our lovely city of Oakland.”\u003c/p>\n\u003cp>The Oakland Education Association has argued that the teachers it represents receive inadequate support and some of the lowest salaries in the region, even after modest gains in recent years. Meanwhile, just 57% of teachers are assigned to classrooms they are actually credentialed to teach – one of the lowest ratios in the state, \u003ca href=\"https://edsource.org/2022/oakland-with-the-lowest-ratio-of-fully-prepared-rightly-assigned-teachers-has-a-strategy-to-address-teacher-churn/676288\">according to EdSource\u003c/a>.\u003c/p>\n\u003cp>“We promise you we’ve done everything we can to avert this strike,” interim union president Ismael Armendariz said during a Monday evening press conference announcing the potential walkout. “The district has truly failed our students, and the time for us to act is now.”\u003c/p>\n\u003cp>[aside label=\"More Education Coverage\" tag=\"education\"]The union accuses the district of bargaining in bad faith and repeatedly failing to show up, or arriving late, to bargaining sessions.\u003c/p>\n\u003cp>The district did not respond to requests for comment. But in a statement it issued Tuesday, officials said they had offered teachers a fair contract that would provide raises of up to 22%.\u003c/p>\n\u003cp>“Our teachers want a pay increase, and we agree they need it,” the district said. “We are committed to continuing to work with our labor leaders to discuss their salaries and support services for our students without the need for a strike. Let’s not interrupt our students’ learning.”\u003c/p>\n\u003cp>But Samia Khattab, an OUSD teacher-librarian on the union’s bargaining team, says this isn’t just about the money.\u003c/p>\n\u003cp>“Compensation is one out of the 20 proposals that we put forth,” she said. The other sticking points concern mental health support for students, smaller special education classes, more services for students experiencing homelessness and improvements to physical infrastructure, among other asks.\u003c/p>\n\u003cp>“It is ultimately our goal that the contract that we hopefully will ratify soon will reflect the values that we hold in order to have racially just, safe and high-quality schools in Oakland,” Khattab said. She added that state and county education officials, including California Superintendent of Public Instruction Tony Thurmond, had gotten involved in negotiations today to help avert a strike.\u003c/p>\n\u003cp>Last week, after the union voted overwhelmingly to authorize a strike, talks between the two sides resumed in earnest, but Vilma Serrano, the union’s lead negotiator, said more work was needed.\u003c/p>\n\u003cp>“We have been making some progress,” Serrano said. But, she added, “We’re still needing to see movement on our common good demands to really support our community and our students in other ways beyond just our normal teaching and learning.”\u003c/p>\n\u003cp>Robert Daves, a former OUSD English teacher, said low salaries and lack of support were big reasons he left the district in the spring of 2020, before leaving the profession altogether.\u003c/p>\n\u003cp>“If you’re part of a team that is bringing resources to address problems, then you kind of feel like you’re all in the trenches together,” said Daves, who now works as a field chemist, and is the parent of a middle school student in the district. “But if you feel like you’re a lone voice in the wilderness, it can be isolating and lonely to be in a classroom.”\u003c/p>\n\u003cp>He said that although a strike would be an inconvenience for his family, he intended to fully support his former colleagues.\u003c/p>\n\u003cp>“I don’t feel like this is out of greed,” Daves said. “This is out of [teachers] wanting smaller class sizes, wanting a wage that allows them to live in the Bay Area and not be broke all the time.”\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>As Oakland teachers \u003ca href=\"https://www.sfchronicle.com/bayarea/article/oakland-teachers-strike-schools-close-ousd-18001248.php\">threaten to once again go on strike\u003c/a> as soon as Thursday, parents in the district say they are split over whether to support them this time around.\u003c/p>\n\u003cp>Part of an ongoing push for higher wages and smaller class sizes, the walkout could potentially strand some 34,000 students for at least one day. It would mark the \u003ca href=\"https://www.sfchronicle.com/education/article/ousd-teacher-strike-oakland-schools-could-close-17920873.php\">third teacher walkout in just over a year\u003c/a>, a track record that Lakisha Young, founder of the parent-run organization The Oakland REACH, calls “excessive.”\u003c/p>\n\u003cp>“They always strike during a bargaining agreement,” Young said, noting that she supports teachers’ demands, but not their tactics. “Enough is enough.”\u003c/p>\n\u003cp>Oakland teachers most recently launched \u003ca href=\"https://abc7news.com/oakland-teacher-strike-wildcat-ousd-contract-negotiations/13004171/\">a one-day wildcat strike\u003c/a> in March, which was not authorized by the union, over staffing cuts and what they called the school board’s unwillingness to address teacher pay. And in April 2022, \u003ca href=\"https://oaklandside.org/2022/04/29/oakland-teachers-strike-school-closures/\">educators staged a one-day walkout\u003c/a> over the board’s decision to permanently shutter multiple schools in the district.\u003c/p>\n\u003cp>Young said students and their families have already suffered from enough disruption during the pandemic, when schools were forced to operate remotely. Last year, \u003ca href=\"https://www.sfchronicle.com/bayarea/article/California-reading-and-math-scores-finally-show-17530574.php\">just over a third\u003c/a> of students in the district tested proficient in reading levels. In math, it was just over a quarter.\u003c/p>\n\u003cp>“In a district where most kids can’t read and kids can’t do math, we need to have every kid in the building doing work every day,” Young said. “They should not be missing school.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Other parent leaders, however, said they would stand in solidarity with teachers, even if that meant having to scramble to find alternative options for their kids.\u003c/p>\n\u003cp>“We see the conditions teachers are experiencing,” said Pecolia Manigo, a parent and former school board candidate. “We know how difficult it is to recruit teachers, even ones who live in our lovely city of Oakland.”\u003c/p>\n\u003cp>The Oakland Education Association has argued that the teachers it represents receive inadequate support and some of the lowest salaries in the region, even after modest gains in recent years. Meanwhile, just 57% of teachers are assigned to classrooms they are actually credentialed to teach – one of the lowest ratios in the state, \u003ca href=\"https://edsource.org/2022/oakland-with-the-lowest-ratio-of-fully-prepared-rightly-assigned-teachers-has-a-strategy-to-address-teacher-churn/676288\">according to EdSource\u003c/a>.\u003c/p>\n\u003cp>“We promise you we’ve done everything we can to avert this strike,” interim union president Ismael Armendariz said during a Monday evening press conference announcing the potential walkout. “The district has truly failed our students, and the time for us to act is now.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The union accuses the district of bargaining in bad faith and repeatedly failing to show up, or arriving late, to bargaining sessions.\u003c/p>\n\u003cp>The district did not respond to requests for comment. But in a statement it issued Tuesday, officials said they had offered teachers a fair contract that would provide raises of up to 22%.\u003c/p>\n\u003cp>“Our teachers want a pay increase, and we agree they need it,” the district said. “We are committed to continuing to work with our labor leaders to discuss their salaries and support services for our students without the need for a strike. Let’s not interrupt our students’ learning.”\u003c/p>\n\u003cp>But Samia Khattab, an OUSD teacher-librarian on the union’s bargaining team, says this isn’t just about the money.\u003c/p>\n\u003cp>“Compensation is one out of the 20 proposals that we put forth,” she said. The other sticking points concern mental health support for students, smaller special education classes, more services for students experiencing homelessness and improvements to physical infrastructure, among other asks.\u003c/p>\n\u003cp>“It is ultimately our goal that the contract that we hopefully will ratify soon will reflect the values that we hold in order to have racially just, safe and high-quality schools in Oakland,” Khattab said. She added that state and county education officials, including California Superintendent of Public Instruction Tony Thurmond, had gotten involved in negotiations today to help avert a strike.\u003c/p>\n\u003cp>Last week, after the union voted overwhelmingly to authorize a strike, talks between the two sides resumed in earnest, but Vilma Serrano, the union’s lead negotiator, said more work was needed.\u003c/p>\n\u003cp>“We have been making some progress,” Serrano said. But, she added, “We’re still needing to see movement on our common good demands to really support our community and our students in other ways beyond just our normal teaching and learning.”\u003c/p>\n\u003cp>Robert Daves, a former OUSD English teacher, said low salaries and lack of support were big reasons he left the district in the spring of 2020, before leaving the profession altogether.\u003c/p>\n\u003cp>“If you’re part of a team that is bringing resources to address problems, then you kind of feel like you’re all in the trenches together,” said Daves, who now works as a field chemist, and is the parent of a middle school student in the district. “But if you feel like you’re a lone voice in the wilderness, it can be isolating and lonely to be in a classroom.”\u003c/p>\n\u003cp>He said that although a strike would be an inconvenience for his family, he intended to fully support his former colleagues.\u003c/p>\n\u003cp>“I don’t feel like this is out of greed,” Daves said. “This is out of [teachers] wanting smaller class sizes, wanting a wage that allows them to live in the Bay Area and not be broke all the time.”\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"title": "Reversal of Oakland School Closures Renews Hope of Reparations for Black Students",
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"headTitle": "Reversal of Oakland School Closures Renews Hope of Reparations for Black Students | KQED",
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"content": "\u003cp>The decision by Oakland’s new school board to rescind a school closure plan has renewed hope in the reparations movement to improve the outcomes of Oakland Unified School District’s Black students.\u003c/p>\n\u003cp>But the movement remains in limbo.\u003c/p>\n\u003cp>In March 2021, the school board passed the \u003ca href=\"https://drive.google.com/file/d/1knTRaGliW06LnPCATRmaILnwrgViLgsC/view\">Reparations for Black Students\u003c/a> resolution, an initiative to provide more resources for almost 8,000 Black students. For some observers, the resolution acknowledged the inequitable education students have received for generations.\u003c/p>\n\u003cp>The resolution created a task force to monitor academic performance and, among other things, provide anti-racism training to district teachers and staff. Early versions of the resolution included a ban on school closures where more than 30% of the students are Black, a line item that was opposed by the school district and Chris Learned, the state trustee who oversaw the district’s finances. It was ultimately removed from the final resolution.\u003c/p>\n\u003cp>For two decades, the school district has been under state receivership because of a $100 million bailout in 2003. To address budget shortfalls, the school board voted in January 2022 to close what it deemed were underperforming schools with low enrollment. The vote sparked protests, which included a hunger strike, a 125-day occupation of Parker Elementary School after the district closed it, and a State Department of Justice inquiry into claims that the plan continued a trend of discrimination against the district’s Black students.\u003c/p>\n\u003cfigure id=\"attachment_11942027\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11942027 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/02/RS53519_20220204-IMG_2625-2-qut-800x599.jpg\" alt=\"A group of protesters hold signs against school closures as they march on a city street.\" width=\"800\" height=\"599\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS53519_20220204-IMG_2625-2-qut-800x599.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS53519_20220204-IMG_2625-2-qut-1020x763.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS53519_20220204-IMG_2625-2-qut-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS53519_20220204-IMG_2625-2-qut-1536x1150.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS53519_20220204-IMG_2625-2-qut.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Educators, parents, youth and supporters protest during a citywide rally at Oakland City Hall on Feb. 4, 2022. The rally was one of several events last year in support of the Reparations for Black Students campaign. \u003ccite>(Amaya Edwards/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The closures derailed the reparations effort to hold the school district accountable for improving the education of Black students. But the reversal, which was approved during a special meeting in January, has activists and community members cautiously optimistic about OUSD’s future. The action was made possible by newly elected board members who opposed the previous board’s decision.\u003c/p>\n\u003cp>As the \u003ca href=\"https://www.kqed.org/reparations\">California Reparations Task Force\u003c/a> continues to study and develop proposals for the entire state, a look into Oakland’s effort reveals just how difficult reparations can be to implement.\u003c/p>\n\u003cp>“We are now finally positioned to start doing things differently,” said Mike Hutchinson, the school board’s new president. “We have to embed this work in the district so it becomes a core part of what we do, and I think we are starting to do that.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Luz Cázares, the current trustee, will have to sign off for the reversal to be permanent. The Alameda County Office of Education must also approve. \u003ca href=\"https://oaklandside.org/2023/01/19/ousd-oakland-school-closures-hutchinson-alameda-county-castro/\">As \u003cem>The Oaklandside\u003c/em>’s Ashley McBride reported\u003c/a>, “the board’s decision could also threaten a separate influx of state cash the district was expecting as a result of closing schools.”\u003c/p>\n\u003cp>Still, if the decision is confirmed by the state, it will save five elementary schools that serve predominantly students of color — Brookfield, Grass Valley, Horace Mann, Carl B. Munck, Fred T. Korematsu Discovery Academy and Hillcrest Elementary School, which would also continue to serve kindergarten through eighth grade. The majority of students at Grass Valley and Carl B. Munck are Black.\u003c/p>\n\u003cp>“Having the board make that decision as soon as it did has really given the system a breath of fresh air,” said Pecolia Manigo, chair of the Black Students and Families Thriving Task Force, the body created to implement the reparations resolution.\u003c/p>\n\u003ch2>Ongoing fight against systemic racism\u003c/h2>\n\u003cp>Jordan Rancifer was captivated by the stories of anti-Black racism in Oakland’s public schools that he heard in the Oakland High School auditorium in 2017.\u003c/p>\n\u003cp>“It piqued my interest because it’s like, damn, I’m not the only one having these racial experiences in OUSD,” he recalled in an interview with KQED.\u003c/p>\n\u003cp>The event was one of a series of community listening sessions held by the \u003ca href=\"https://www.oaklandkidsfirst.org/programs/j4os/\">Justice for Oakland Students coalition\u003c/a>. Students described being called racist slurs by peers. They said they felt ignored when they brought concerns to school administrators, and alienated by curricula that neglected Black experiences. Parents described years of limited enrollment in programs meant to support Black students and funding that always seemed to quickly run out.\u003c/p>\n\u003cfigure id=\"attachment_11942014\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11942014 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/02/RS62640_Jordan-Photo-2-qut-800x600.jpg\" alt=\"A young Black man with a black hoodie and shoulder-length black twists looks at the camera while standing on a sidewalk in an urban street.\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62640_Jordan-Photo-2-qut-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62640_Jordan-Photo-2-qut-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62640_Jordan-Photo-2-qut-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62640_Jordan-Photo-2-qut-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62640_Jordan-Photo-2-qut.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Jordan Rancifer poses for a photo on Grand Avenue in Oakland on April 15, 2022. Rancifer spoke at the listening sessions that led to the Reparations for Black Students resolution when he was a senior at Oakland Technical High School. Now he’s studying political science at Cal State East Bay. \u003ccite>(Annelise Finney/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Rancifer was then a senior struggling in math at Oakland Technical High School. He shared his experience in a room full of teachers, students and parents.\u003c/p>\n\u003cp>“I just didn’t feel like, as a Black man, I was being helped or noticed,” said Rancifer, now 23 and studying political science at Cal State East Bay. “They just kind of let me fail.”\u003c/p>\n\u003cp>Black students accounted for \u003ca href=\"https://dashboards.ousd.org/views/Enrollment/Snapshot?:embed=y&:showAppBanner=false&:display_count=n&:showVizHome=n&:origin=viz_share_link\">20.5% of district enrollment\u003c/a> — roughly 10,000 out of 50,000 students — in the 2021–2022 academic year, according to OUSD’s dashboard. Two decades ago, Black students accounted for nearly half. Since then, the district has shuttered 16 majority Black schools, fracturing school communities and separating students from friends and familiar teachers. At the listening sessions, speakers said the closures contributed to the exodus of Black families from district schools.\u003c/p>\n\u003cp>The listening sessions laid the foundation for the reparations resolution.\u003c/p>\n\u003cp>The resolution promised to address the declining enrollment and poor outcomes of Black students, and set its sights on ending the achievement gap, also called the opportunity gap, by 2026.[pullquote align=\"right\" size=\"medium\" citation=\"Pecolia Manigo, chair, Black Students and Families Thriving Task Force\"]‘Having the board make that decision as soon as it did has really given the system a breath of fresh air.’[/pullquote]In September 2021, the district created the \u003ca href=\"https://drive.google.com/file/d/1PlZalR3MLPd6M4XK5_ORtdu8oK0d26Ox/view\">Black Students and Families Thriving Task Force\u003c/a>, a 25-member volunteer body to carry out the resolution. By that time, Rancifer was in college. His mother, Kampala Taiz-Rancifer, an Oakland teacher and vice president of the Oakland teachers union, became the task force secretary.\u003c/p>\n\u003cp>“The thing that makes me so excited about our work is being able to bring Black folks into a safe space, and for them to know that they’re not alone in their experiences and that other folks are experiencing the same thing, but that they can also come up with the solutions,” said Manigo, who is also executive director of the Bay Area Parent Leadership Action Network, an Oakland-based nonprofit that empowers parents to advocate for their children in public schools.\u003c/p>\n\u003cp>According to Manigo and Hutchinson, things were going smoothly for months after the task force began its work. The volunteer group of Black parents, educators, district employees and community activists met regularly on Zoom, gathering virtually to view colorful slide decks put together by Manigo, mother of two OUSD students and one OUSD graduate.\u003c/p>\n\u003cp>OUSD receives special state funding for students from lower-income families and foster youth, many of whom are Black. The task force aims to track how OUSD invests that money.\u003c/p>\n\u003cp>Oakland has been trying to improve the outcomes for Black students for decades. OUSD founded the African American Male Achievement program in 2010 and what is now known as the African American Female Excellence program in 2015. Data shows the programs improved graduation rates and lowered rates of suspensions.\u003c/p>\n\u003cp>But the impact of other, more diffuse efforts like curriculum changes and diversifying staff is harder to trace. The task force set out to build a system to quantify the impact of district interventions.\u003c/p>\n\u003cp>“Being able to say whether something is effective or not effective, and whether it’s helping to close opportunity gaps or not … we knew that that was a big challenge,” said Manigo, who was unsuccessful in her bid for a school board seat in November.\u003c/p>\n\u003cp>According to Manigo, the school closure plan, announced four months after the task force began its work, revealed that the district was unwilling “to understand the implications of the lived experience and wisdom that so many of us had been putting before them.”\u003c/p>\n\u003cp>The closure plan felt like a betrayal. “By saying reparations, there is an immediate demand to stop the harm,” Manigo said.\u003c/p>\n\u003cfigure id=\"attachment_11942012\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11942012 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/02/RS62641_Manigo-qut-800x596.jpg\" alt=\"A Black woman with a purple top and short cropped hair smiles at the camera as she stands in a park.\" width=\"800\" height=\"596\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62641_Manigo-qut-800x596.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62641_Manigo-qut-1020x760.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62641_Manigo-qut-160x119.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62641_Manigo-qut-1536x1145.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62641_Manigo-qut.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Pecolia Manigo poses in Maxwell Park in Oakland on Aug. 25, 2022. Manigo is the chair of the Black Students and Families Thriving Task Force. \u003ccite>(Annelise Finney/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Instead of focusing on improving outcomes for Black students, conflict grew among members of the task force who found themselves on opposing sides of the closure debate.\u003c/p>\n\u003cp>“We are in a highly polarized political context and I think our minds are pretty trained to put a stake in the ground and not move from that,” said Dr. Dexter Moore Jr., the superintendent’s representative on the task force. “It put a wedge in the work. No question about it.”\u003c/p>\n\u003cp>Last March, a report presented by Moore to the school board on behalf of the district superintendent showed that a year after the reparations resolution was passed, many of the worrying trends affecting Black students continued.\u003c/p>\n\u003cp>Black students were being suspended at more than twice the district average, and more than half of Black students were chronically absent, which Moore attributed in part to the impact of a surge in COVID-19 cases at the time. Between the 2020–21 and 2021–22 school years, \u003ca href=\"https://dashboards.ousd.org/views/Enrollment/Historic?%3Aembed=y&%3AshowShareOptions=true&%3Adisplay_count=no&%3AshowVizHome=no&%3Arender=false#7\">Black student enrollment dropped by more than 400 students\u003c/a>, continuing the decades-long pattern of Black students leaving the district, according to OUSD data. Dr. Kyla Johnson-Trammell, district superintendent, instructed the task force to pause indefinitely.\u003c/p>\n\u003cp>The task force initially refused to stop holding meetings, but momentum waned.\u003c/p>\n\u003cp>“We went from 25 folks being able to meet in the very early days and having really great conversations looking over different indicators and putting metrics to those things, to then eventually 15, 16, 17, to slowly but surely many individuals just stepping back,” Manigo said.\u003c/p>\n\u003cp>The task force stopped holding public meetings in April. Not enough members were regularly attending to have a quorum. Ten months later, meetings have yet to resume. But developments since the new year might signal a change.\u003c/p>\n\u003cp>Hutchinson has nominated board members Clifford Thompson and VanCedric Williams, co-author of the reparations resolution, to new positions as board liaisons to the task force. He hopes Thompson and Williams will help the task force rebuild its membership.\u003c/p>\n\u003cfigure id=\"attachment_11942017\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11942017\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/02/RS62639_Hutchinson-qut-800x589.jpg\" alt='A Black man with clean shaven head and wearing a blue hoodie that reads \"Protect West Oakland Mural\" smiles at the camera with people in the background.' width=\"800\" height=\"589\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62639_Hutchinson-qut-800x589.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62639_Hutchinson-qut-1020x751.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62639_Hutchinson-qut-160x118.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62639_Hutchinson-qut-1536x1130.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62639_Hutchinson-qut.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Mike Hutchinson, an outspoken opponent of school closures in Oakland, became the president of Oakland’s school board in January. \u003ccite>(Annelise Finney/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Manigo feels frustrated that so much time was lost fighting the district, especially in a year with a massive state budget surplus. Instead of galvanizing energy around petitioning the state for more funding for Oakland schools, Manigo said community organizers like her spent the year fighting with the district to keep schools open.\u003c/p>\n\u003cp>“What was lost was the opportunity to really tell the Oakland story, to give lawmakers and the larger community hope that we really can create a district where all students are valued, where racially just schools are real,” she said.\u003c/p>\n\u003cp>That model could be important, because what Black students are up against in Oakland is similar to what Black students face throughout the state. \u003ca href=\"https://oag.ca.gov/system/files/media/ab3121-interim-report-preliminary-recommendations-2022.pdf\">California remains the sixth most segregated state in the country for Black students (PDF)\u003c/a>, according to the interim report published by the state reparations task force in June. “In California’s highly segregated schools, schools attended by white and Asian children receive more funding and resources than schools with predominantly Black and Latino children,” the report says.\u003c/p>\n\u003cp>It’s a reality with deep roots. \u003ca href=\"https://clerk.assembly.ca.gov/sites/clerk.assembly.ca.gov/files/archive/Statutes/1855/1855.PDF\">In 1855, California passed a law that withheld state funds from schools that taught Black and Chinese children (PDF).\u003c/a> Although California taxed Black residents to pay for public schools, the money was only used for the education of white children.[aside label=\"Related Stories\" postID=\"news_11941976,news_11941469\"]Systemic racism continues to affect Black students. According to statewide data, in 2021–2022 \u003ca href=\"http://www.ed-data.org/state/CA/ps_NTI5Mjg%5E?_gl=1*1dpu79i*_ga*MTI4MDk1MjYxOS4xNjc1NzEyMjg0*_ga_475QR6J62K*MTY3NTcxMjI4NC4xLjEuMTY3NTcxMzM5NC42MC4wLjA.\">only 30% of Black students met English language arts standards and less than 16% met the standard in math\u003c/a>, placing Black students behind all other racial groups.\u003c/p>\n\u003cp>Gov. Gavin Newsom’s 2023–2024 budget attempted to address some of this inequity, but \u003ca href=\"https://edsource.org/2023/critics-say-newsoms-proposal-for-low-performing-students-fails-black-students/684148\">the budget proposal drew criticism\u003c/a> from advocates who say they want to see more funding and support specifically for Black students.\u003c/p>\n\u003cp>What has played out in Oakland’s school district is not an anomaly when it comes to reparations, said Dr. Cheryl Grills, a state task force member.\u003c/p>\n\u003cp>“It’s sometimes harder to implement things in the spirit in which they were intended than it is to get the win on the books,” said Grills, professor at Loyola Marymount University.\u003c/p>\n\u003cp>The state task force, which \u003ca href=\"https://oag.ca.gov/ab3121/meetings\">meets Friday and Saturday in Sacramento\u003c/a>, is expected to publish its plan for repairing almost 200 years of anti-Black racism in the state in June. To address racial disparities in public education, \u003ca href=\"https://oag.ca.gov/system/files/media/task-force-agenda-consolidated-prelim-props.pdf\">preliminary policy proposals (PDF)\u003c/a> being considered include an increase in funding to schools through the local control funding formula, which determines how much money schools receive from the state. The preliminary proposals include repealing or amending Proposition 209, the 1996 ballot measure that prohibits state and local government affirmative action programs in the areas of public employment, public education and public contracting. “Proposition 209 is widely viewed as an impediment to the adoption of remedial measures,” the task force stated in the proposal document.\u003c/p>\n\u003cp>No part of a reparations plan will become law without the support of the governor and the state Legislature. Like the reparations push in Oakland, it will require consistent public pressure.\u003c/p>\n\u003cp>“There is a historic moment that could happen in California,” Manigo said. “And I believe that the time is now.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The decision by Oakland’s new school board to rescind a school closure plan has renewed hope in the reparations movement to improve the outcomes of Oakland Unified School District’s Black students.\u003c/p>\n\u003cp>But the movement remains in limbo.\u003c/p>\n\u003cp>In March 2021, the school board passed the \u003ca href=\"https://drive.google.com/file/d/1knTRaGliW06LnPCATRmaILnwrgViLgsC/view\">Reparations for Black Students\u003c/a> resolution, an initiative to provide more resources for almost 8,000 Black students. For some observers, the resolution acknowledged the inequitable education students have received for generations.\u003c/p>\n\u003cp>The resolution created a task force to monitor academic performance and, among other things, provide anti-racism training to district teachers and staff. Early versions of the resolution included a ban on school closures where more than 30% of the students are Black, a line item that was opposed by the school district and Chris Learned, the state trustee who oversaw the district’s finances. It was ultimately removed from the final resolution.\u003c/p>\n\u003cp>For two decades, the school district has been under state receivership because of a $100 million bailout in 2003. To address budget shortfalls, the school board voted in January 2022 to close what it deemed were underperforming schools with low enrollment. The vote sparked protests, which included a hunger strike, a 125-day occupation of Parker Elementary School after the district closed it, and a State Department of Justice inquiry into claims that the plan continued a trend of discrimination against the district’s Black students.\u003c/p>\n\u003cfigure id=\"attachment_11942027\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11942027 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/02/RS53519_20220204-IMG_2625-2-qut-800x599.jpg\" alt=\"A group of protesters hold signs against school closures as they march on a city street.\" width=\"800\" height=\"599\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS53519_20220204-IMG_2625-2-qut-800x599.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS53519_20220204-IMG_2625-2-qut-1020x763.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS53519_20220204-IMG_2625-2-qut-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS53519_20220204-IMG_2625-2-qut-1536x1150.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS53519_20220204-IMG_2625-2-qut.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Educators, parents, youth and supporters protest during a citywide rally at Oakland City Hall on Feb. 4, 2022. The rally was one of several events last year in support of the Reparations for Black Students campaign. \u003ccite>(Amaya Edwards/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The closures derailed the reparations effort to hold the school district accountable for improving the education of Black students. But the reversal, which was approved during a special meeting in January, has activists and community members cautiously optimistic about OUSD’s future. The action was made possible by newly elected board members who opposed the previous board’s decision.\u003c/p>\n\u003cp>As the \u003ca href=\"https://www.kqed.org/reparations\">California Reparations Task Force\u003c/a> continues to study and develop proposals for the entire state, a look into Oakland’s effort reveals just how difficult reparations can be to implement.\u003c/p>\n\u003cp>“We are now finally positioned to start doing things differently,” said Mike Hutchinson, the school board’s new president. “We have to embed this work in the district so it becomes a core part of what we do, and I think we are starting to do that.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Luz Cázares, the current trustee, will have to sign off for the reversal to be permanent. The Alameda County Office of Education must also approve. \u003ca href=\"https://oaklandside.org/2023/01/19/ousd-oakland-school-closures-hutchinson-alameda-county-castro/\">As \u003cem>The Oaklandside\u003c/em>’s Ashley McBride reported\u003c/a>, “the board’s decision could also threaten a separate influx of state cash the district was expecting as a result of closing schools.”\u003c/p>\n\u003cp>Still, if the decision is confirmed by the state, it will save five elementary schools that serve predominantly students of color — Brookfield, Grass Valley, Horace Mann, Carl B. Munck, Fred T. Korematsu Discovery Academy and Hillcrest Elementary School, which would also continue to serve kindergarten through eighth grade. The majority of students at Grass Valley and Carl B. Munck are Black.\u003c/p>\n\u003cp>“Having the board make that decision as soon as it did has really given the system a breath of fresh air,” said Pecolia Manigo, chair of the Black Students and Families Thriving Task Force, the body created to implement the reparations resolution.\u003c/p>\n\u003ch2>Ongoing fight against systemic racism\u003c/h2>\n\u003cp>Jordan Rancifer was captivated by the stories of anti-Black racism in Oakland’s public schools that he heard in the Oakland High School auditorium in 2017.\u003c/p>\n\u003cp>“It piqued my interest because it’s like, damn, I’m not the only one having these racial experiences in OUSD,” he recalled in an interview with KQED.\u003c/p>\n\u003cp>The event was one of a series of community listening sessions held by the \u003ca href=\"https://www.oaklandkidsfirst.org/programs/j4os/\">Justice for Oakland Students coalition\u003c/a>. Students described being called racist slurs by peers. They said they felt ignored when they brought concerns to school administrators, and alienated by curricula that neglected Black experiences. Parents described years of limited enrollment in programs meant to support Black students and funding that always seemed to quickly run out.\u003c/p>\n\u003cfigure id=\"attachment_11942014\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11942014 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/02/RS62640_Jordan-Photo-2-qut-800x600.jpg\" alt=\"A young Black man with a black hoodie and shoulder-length black twists looks at the camera while standing on a sidewalk in an urban street.\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62640_Jordan-Photo-2-qut-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62640_Jordan-Photo-2-qut-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62640_Jordan-Photo-2-qut-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62640_Jordan-Photo-2-qut-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62640_Jordan-Photo-2-qut.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Jordan Rancifer poses for a photo on Grand Avenue in Oakland on April 15, 2022. Rancifer spoke at the listening sessions that led to the Reparations for Black Students resolution when he was a senior at Oakland Technical High School. Now he’s studying political science at Cal State East Bay. \u003ccite>(Annelise Finney/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Rancifer was then a senior struggling in math at Oakland Technical High School. He shared his experience in a room full of teachers, students and parents.\u003c/p>\n\u003cp>“I just didn’t feel like, as a Black man, I was being helped or noticed,” said Rancifer, now 23 and studying political science at Cal State East Bay. “They just kind of let me fail.”\u003c/p>\n\u003cp>Black students accounted for \u003ca href=\"https://dashboards.ousd.org/views/Enrollment/Snapshot?:embed=y&:showAppBanner=false&:display_count=n&:showVizHome=n&:origin=viz_share_link\">20.5% of district enrollment\u003c/a> — roughly 10,000 out of 50,000 students — in the 2021–2022 academic year, according to OUSD’s dashboard. Two decades ago, Black students accounted for nearly half. Since then, the district has shuttered 16 majority Black schools, fracturing school communities and separating students from friends and familiar teachers. At the listening sessions, speakers said the closures contributed to the exodus of Black families from district schools.\u003c/p>\n\u003cp>The listening sessions laid the foundation for the reparations resolution.\u003c/p>\n\u003cp>The resolution promised to address the declining enrollment and poor outcomes of Black students, and set its sights on ending the achievement gap, also called the opportunity gap, by 2026.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>In September 2021, the district created the \u003ca href=\"https://drive.google.com/file/d/1PlZalR3MLPd6M4XK5_ORtdu8oK0d26Ox/view\">Black Students and Families Thriving Task Force\u003c/a>, a 25-member volunteer body to carry out the resolution. By that time, Rancifer was in college. His mother, Kampala Taiz-Rancifer, an Oakland teacher and vice president of the Oakland teachers union, became the task force secretary.\u003c/p>\n\u003cp>“The thing that makes me so excited about our work is being able to bring Black folks into a safe space, and for them to know that they’re not alone in their experiences and that other folks are experiencing the same thing, but that they can also come up with the solutions,” said Manigo, who is also executive director of the Bay Area Parent Leadership Action Network, an Oakland-based nonprofit that empowers parents to advocate for their children in public schools.\u003c/p>\n\u003cp>According to Manigo and Hutchinson, things were going smoothly for months after the task force began its work. The volunteer group of Black parents, educators, district employees and community activists met regularly on Zoom, gathering virtually to view colorful slide decks put together by Manigo, mother of two OUSD students and one OUSD graduate.\u003c/p>\n\u003cp>OUSD receives special state funding for students from lower-income families and foster youth, many of whom are Black. The task force aims to track how OUSD invests that money.\u003c/p>\n\u003cp>Oakland has been trying to improve the outcomes for Black students for decades. OUSD founded the African American Male Achievement program in 2010 and what is now known as the African American Female Excellence program in 2015. Data shows the programs improved graduation rates and lowered rates of suspensions.\u003c/p>\n\u003cp>But the impact of other, more diffuse efforts like curriculum changes and diversifying staff is harder to trace. The task force set out to build a system to quantify the impact of district interventions.\u003c/p>\n\u003cp>“Being able to say whether something is effective or not effective, and whether it’s helping to close opportunity gaps or not … we knew that that was a big challenge,” said Manigo, who was unsuccessful in her bid for a school board seat in November.\u003c/p>\n\u003cp>According to Manigo, the school closure plan, announced four months after the task force began its work, revealed that the district was unwilling “to understand the implications of the lived experience and wisdom that so many of us had been putting before them.”\u003c/p>\n\u003cp>The closure plan felt like a betrayal. “By saying reparations, there is an immediate demand to stop the harm,” Manigo said.\u003c/p>\n\u003cfigure id=\"attachment_11942012\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11942012 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/02/RS62641_Manigo-qut-800x596.jpg\" alt=\"A Black woman with a purple top and short cropped hair smiles at the camera as she stands in a park.\" width=\"800\" height=\"596\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62641_Manigo-qut-800x596.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62641_Manigo-qut-1020x760.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62641_Manigo-qut-160x119.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62641_Manigo-qut-1536x1145.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62641_Manigo-qut.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Pecolia Manigo poses in Maxwell Park in Oakland on Aug. 25, 2022. Manigo is the chair of the Black Students and Families Thriving Task Force. \u003ccite>(Annelise Finney/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Instead of focusing on improving outcomes for Black students, conflict grew among members of the task force who found themselves on opposing sides of the closure debate.\u003c/p>\n\u003cp>“We are in a highly polarized political context and I think our minds are pretty trained to put a stake in the ground and not move from that,” said Dr. Dexter Moore Jr., the superintendent’s representative on the task force. “It put a wedge in the work. No question about it.”\u003c/p>\n\u003cp>Last March, a report presented by Moore to the school board on behalf of the district superintendent showed that a year after the reparations resolution was passed, many of the worrying trends affecting Black students continued.\u003c/p>\n\u003cp>Black students were being suspended at more than twice the district average, and more than half of Black students were chronically absent, which Moore attributed in part to the impact of a surge in COVID-19 cases at the time. Between the 2020–21 and 2021–22 school years, \u003ca href=\"https://dashboards.ousd.org/views/Enrollment/Historic?%3Aembed=y&%3AshowShareOptions=true&%3Adisplay_count=no&%3AshowVizHome=no&%3Arender=false#7\">Black student enrollment dropped by more than 400 students\u003c/a>, continuing the decades-long pattern of Black students leaving the district, according to OUSD data. Dr. Kyla Johnson-Trammell, district superintendent, instructed the task force to pause indefinitely.\u003c/p>\n\u003cp>The task force initially refused to stop holding meetings, but momentum waned.\u003c/p>\n\u003cp>“We went from 25 folks being able to meet in the very early days and having really great conversations looking over different indicators and putting metrics to those things, to then eventually 15, 16, 17, to slowly but surely many individuals just stepping back,” Manigo said.\u003c/p>\n\u003cp>The task force stopped holding public meetings in April. Not enough members were regularly attending to have a quorum. Ten months later, meetings have yet to resume. But developments since the new year might signal a change.\u003c/p>\n\u003cp>Hutchinson has nominated board members Clifford Thompson and VanCedric Williams, co-author of the reparations resolution, to new positions as board liaisons to the task force. He hopes Thompson and Williams will help the task force rebuild its membership.\u003c/p>\n\u003cfigure id=\"attachment_11942017\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11942017\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/02/RS62639_Hutchinson-qut-800x589.jpg\" alt='A Black man with clean shaven head and wearing a blue hoodie that reads \"Protect West Oakland Mural\" smiles at the camera with people in the background.' width=\"800\" height=\"589\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62639_Hutchinson-qut-800x589.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62639_Hutchinson-qut-1020x751.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62639_Hutchinson-qut-160x118.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62639_Hutchinson-qut-1536x1130.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62639_Hutchinson-qut.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Mike Hutchinson, an outspoken opponent of school closures in Oakland, became the president of Oakland’s school board in January. \u003ccite>(Annelise Finney/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Manigo feels frustrated that so much time was lost fighting the district, especially in a year with a massive state budget surplus. Instead of galvanizing energy around petitioning the state for more funding for Oakland schools, Manigo said community organizers like her spent the year fighting with the district to keep schools open.\u003c/p>\n\u003cp>“What was lost was the opportunity to really tell the Oakland story, to give lawmakers and the larger community hope that we really can create a district where all students are valued, where racially just schools are real,” she said.\u003c/p>\n\u003cp>That model could be important, because what Black students are up against in Oakland is similar to what Black students face throughout the state. \u003ca href=\"https://oag.ca.gov/system/files/media/ab3121-interim-report-preliminary-recommendations-2022.pdf\">California remains the sixth most segregated state in the country for Black students (PDF)\u003c/a>, according to the interim report published by the state reparations task force in June. “In California’s highly segregated schools, schools attended by white and Asian children receive more funding and resources than schools with predominantly Black and Latino children,” the report says.\u003c/p>\n\u003cp>It’s a reality with deep roots. \u003ca href=\"https://clerk.assembly.ca.gov/sites/clerk.assembly.ca.gov/files/archive/Statutes/1855/1855.PDF\">In 1855, California passed a law that withheld state funds from schools that taught Black and Chinese children (PDF).\u003c/a> Although California taxed Black residents to pay for public schools, the money was only used for the education of white children.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Systemic racism continues to affect Black students. According to statewide data, in 2021–2022 \u003ca href=\"http://www.ed-data.org/state/CA/ps_NTI5Mjg%5E?_gl=1*1dpu79i*_ga*MTI4MDk1MjYxOS4xNjc1NzEyMjg0*_ga_475QR6J62K*MTY3NTcxMjI4NC4xLjEuMTY3NTcxMzM5NC42MC4wLjA.\">only 30% of Black students met English language arts standards and less than 16% met the standard in math\u003c/a>, placing Black students behind all other racial groups.\u003c/p>\n\u003cp>Gov. Gavin Newsom’s 2023–2024 budget attempted to address some of this inequity, but \u003ca href=\"https://edsource.org/2023/critics-say-newsoms-proposal-for-low-performing-students-fails-black-students/684148\">the budget proposal drew criticism\u003c/a> from advocates who say they want to see more funding and support specifically for Black students.\u003c/p>\n\u003cp>What has played out in Oakland’s school district is not an anomaly when it comes to reparations, said Dr. Cheryl Grills, a state task force member.\u003c/p>\n\u003cp>“It’s sometimes harder to implement things in the spirit in which they were intended than it is to get the win on the books,” said Grills, professor at Loyola Marymount University.\u003c/p>\n\u003cp>The state task force, which \u003ca href=\"https://oag.ca.gov/ab3121/meetings\">meets Friday and Saturday in Sacramento\u003c/a>, is expected to publish its plan for repairing almost 200 years of anti-Black racism in the state in June. To address racial disparities in public education, \u003ca href=\"https://oag.ca.gov/system/files/media/task-force-agenda-consolidated-prelim-props.pdf\">preliminary policy proposals (PDF)\u003c/a> being considered include an increase in funding to schools through the local control funding formula, which determines how much money schools receive from the state. The preliminary proposals include repealing or amending Proposition 209, the 1996 ballot measure that prohibits state and local government affirmative action programs in the areas of public employment, public education and public contracting. “Proposition 209 is widely viewed as an impediment to the adoption of remedial measures,” the task force stated in the proposal document.\u003c/p>\n\u003cp>No part of a reparations plan will become law without the support of the governor and the state Legislature. Like the reparations push in Oakland, it will require consistent public pressure.\u003c/p>\n\u003cp>“There is a historic moment that could happen in California,” Manigo said. “And I believe that the time is now.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "oakland-school-board-halts-controversial-closure-plan-sparing-5-elementary-schools",
"title": "Oakland School Board Halts Controversial Closure Plan, Sparing 5 Elementary Schools",
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"headTitle": "Oakland School Board Halts Controversial Closure Plan, Sparing 5 Elementary Schools | KQED",
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"content": "\u003cp>In a vote late Wednesday night, Oakland’s school board scrapped a \u003ca href=\"https://www.kqed.org/news/11904618/oakland-moves-to-close-seven-schools-despite-fierce-community-opposition\">previously approved plan to close or merge multiple schools\u003c/a> in the district.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/01/22-2731-Rescission-of-School-Consolidations-Mike-Hutchinson-Member-Board-of-Education-1112023-5.pdf\">The move (PDF)\u003c/a> saves five elementary schools that were set to be shuttered next year, including Brookfield, Carl B. Munck, Grass Valley, Horace Mann and Korematsu Discovery Academy.\u003c/p>\n\u003cp>Hillcrest Elementary, which was slated to lose its sixth through eighth grade classes as part of the previous plan, will also now remain intact.\u003c/p>\n\u003cp>The 4–2 vote halts February’s controversial decision to close or merge 11 schools in the district amid declining enrollment and a growing budget deficit. The reversal, however, does not apply to the five additional schools on the list that have already been closed or downsized.\u003c/p>\n\u003cp>The decision follows the recent election of several new members, including Valarie Bachelor and Jennifer Brouhard, who both campaigned last year in favor of overturning the closures.[aside label=\"Related Stories\" postID=\"news_11904618,news_11905982,news_11915396\"]“Overwhelmingly the Oakland community in all three school board races during the election made it really clear that they do not want to see any more schools close,” Bachelor said. “So I think we need to make sure those community voices are heard.”\u003c/p>\n\u003cp>The move also comes at a crucial time for many families in the district, who soon have to decide where to enroll their children next year.\u003c/p>\n\u003cp>“We’re gonna be the first city of our size in the country to walk back from school closures, to embrace full community control,” said board President Mike Hutchinson, who introduced the resolution to reverse the closures and was an early, outspoken opponent of the original plan.\u003c/p>\n\u003cp>Hutchinson said he hopes the move will make the enrollment process a little bit easier for families, and will clear the way for the board to fix the harm caused by last February’s divisive vote. That decision \u003ca href=\"https://www.kqed.org/news/11905982/how-dare-you-oakland-school-closure-decision-inspires-new-opposition-efforts\">sparked student and staff walkouts\u003c/a>, an 18-day hunger strike staged by two OUSD staff members, and an inquiry by the state Department of Justice over potential violation of students’ civil rights.\u003c/p>\n\u003cp>“The goal is not to just save our schools from closure, but the goal has to be to rebuild our schools, to finally make them the high-quality schools across this district that every community wants and deserves,” Hutchinson said.\u003c/p>\n\u003cp>For nearly three hours, the throng of students, parents and teachers who joined Wednesday’s meeting in person and over Zoom pleaded with board members to stop the closures.\u003c/p>\n\u003cp>“It shouldn’t be fair,” Olivia, a second grade student at Carl B. Munck Elementary, told the board. “I haven’t been in third grade yet and I don’t want to go to a new school because this school is awesome. I love it.”\u003c/p>\n\u003cp>At the meeting, Oakland Unified School District Superintendent Kyla Johnson-Trammell urged school supporters to also demand more support from the city and county to help the district address its declining enrollment, which has led to a reduction in state funding. She also said more needs to be done to raise teachers’ pay and offer them and district families more affordable housing options.\u003c/p>\n\u003cp>“We could double the amount of schools we have, but if we can’t attract folks to be here, we won’t have the staff that we need,” she said. “Secondly, housing. Families are moving out, our staff are moving out because it’s so expensive. That is not a problem that we can solve by ourselves.”\u003c/p>\n\u003cp>Following the vote, Carl Pezol, father of a third grader at Munck, said he felt overjoyed and relieved.\u003c/p>\n\u003cp>“It’s been a long year,” he said. “From the hunger strikes to the sit-ins, to the rallies, to the efforts, to the advocacy. There’s a lot of people who put their voice out there and put a lot of effort into this.”\u003c/p>\n\u003cp>Pezol praised the special education program at Munck, where he said his son is thriving.\u003c/p>\n\u003cp>“If they were to close that program, it would cause a lot of disruption to him, to a lot of his classmates and to our families,” he said. “Getting into a new school for a disabled kid is not easy. Getting into a new routine, new faces. … It’s just doubly hard when you have other issues to deal with.”\u003c/p>\n\u003cp>Bachelor said the district must now move quickly to reopen enrollment at the five saved schools, and ensure they all have the proper staffing, since some teachers had already begun looking for work elsewhere.\u003c/p>\n\u003cp>Hutchinson and board member VanCedric Williams also voted in favor of overturning the closure decision, while Nick Resnick, a third new member, abstained.\u003c/p>\n\u003cp>Board member Sam Davis, among the minority who voted against the move to rescind the closures, said he wanted to wait for a fiscal analysis of the impact, which won’t be ready until later this month. Davis said he’s worried the district won’t be able to pay its bills over the next few years and finally free itself from state receivership, which it has been under since 2003.\u003c/p>\n\u003cp>“Many districts with a … similar size to Oakland have 50 to 60 schools while we have 78. That’s the basic math of the situation. That’s why I supported reducing the number of schools,” he said.\u003c/p>\n\u003cp>But Bachelor argued that instead of closing schools, the district should instead be making cuts to personnel in its central office and to its many costly contracts with outside consultants.\u003c/p>\n\u003cp>“We need to take a thorough look at how much we’re spending at our central office and how much we’re spending on consultant contracts,” Bachelor said. “Too often we overlook what we can cut or what we can modify in those two spaces, and just go towards our schools and what sites we can close, and I want to change that. I want to shift that dynamic.”\u003c/p>\n\u003cp>Bachelor also said that she is now considering a push to reopen two schools —Community Day School and Parker Elementary School — located in the East Oakland community she represents that have already been closed as a result of last year’s vote.\u003c/p>\n\u003cp>“I want to have conversations with those families, those educators and those students to see what kind of program they want to have, where they want to be located and how we can best support them,” Bachelor said. “But my goal would be to reopen those school sites, or reopen those programs to ensure that we’re serving all of our students in all of our different neighborhoods.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"title": "Oakland School Board Halts Controversial Closure Plan, Sparing 5 Elementary Schools | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In a vote late Wednesday night, Oakland’s school board scrapped a \u003ca href=\"https://www.kqed.org/news/11904618/oakland-moves-to-close-seven-schools-despite-fierce-community-opposition\">previously approved plan to close or merge multiple schools\u003c/a> in the district.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/01/22-2731-Rescission-of-School-Consolidations-Mike-Hutchinson-Member-Board-of-Education-1112023-5.pdf\">The move (PDF)\u003c/a> saves five elementary schools that were set to be shuttered next year, including Brookfield, Carl B. Munck, Grass Valley, Horace Mann and Korematsu Discovery Academy.\u003c/p>\n\u003cp>Hillcrest Elementary, which was slated to lose its sixth through eighth grade classes as part of the previous plan, will also now remain intact.\u003c/p>\n\u003cp>The 4–2 vote halts February’s controversial decision to close or merge 11 schools in the district amid declining enrollment and a growing budget deficit. The reversal, however, does not apply to the five additional schools on the list that have already been closed or downsized.\u003c/p>\n\u003cp>The decision follows the recent election of several new members, including Valarie Bachelor and Jennifer Brouhard, who both campaigned last year in favor of overturning the closures.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“Overwhelmingly the Oakland community in all three school board races during the election made it really clear that they do not want to see any more schools close,” Bachelor said. “So I think we need to make sure those community voices are heard.”\u003c/p>\n\u003cp>The move also comes at a crucial time for many families in the district, who soon have to decide where to enroll their children next year.\u003c/p>\n\u003cp>“We’re gonna be the first city of our size in the country to walk back from school closures, to embrace full community control,” said board President Mike Hutchinson, who introduced the resolution to reverse the closures and was an early, outspoken opponent of the original plan.\u003c/p>\n\u003cp>Hutchinson said he hopes the move will make the enrollment process a little bit easier for families, and will clear the way for the board to fix the harm caused by last February’s divisive vote. That decision \u003ca href=\"https://www.kqed.org/news/11905982/how-dare-you-oakland-school-closure-decision-inspires-new-opposition-efforts\">sparked student and staff walkouts\u003c/a>, an 18-day hunger strike staged by two OUSD staff members, and an inquiry by the state Department of Justice over potential violation of students’ civil rights.\u003c/p>\n\u003cp>“The goal is not to just save our schools from closure, but the goal has to be to rebuild our schools, to finally make them the high-quality schools across this district that every community wants and deserves,” Hutchinson said.\u003c/p>\n\u003cp>For nearly three hours, the throng of students, parents and teachers who joined Wednesday’s meeting in person and over Zoom pleaded with board members to stop the closures.\u003c/p>\n\u003cp>“It shouldn’t be fair,” Olivia, a second grade student at Carl B. Munck Elementary, told the board. “I haven’t been in third grade yet and I don’t want to go to a new school because this school is awesome. I love it.”\u003c/p>\n\u003cp>At the meeting, Oakland Unified School District Superintendent Kyla Johnson-Trammell urged school supporters to also demand more support from the city and county to help the district address its declining enrollment, which has led to a reduction in state funding. She also said more needs to be done to raise teachers’ pay and offer them and district families more affordable housing options.\u003c/p>\n\u003cp>“We could double the amount of schools we have, but if we can’t attract folks to be here, we won’t have the staff that we need,” she said. “Secondly, housing. Families are moving out, our staff are moving out because it’s so expensive. That is not a problem that we can solve by ourselves.”\u003c/p>\n\u003cp>Following the vote, Carl Pezol, father of a third grader at Munck, said he felt overjoyed and relieved.\u003c/p>\n\u003cp>“It’s been a long year,” he said. “From the hunger strikes to the sit-ins, to the rallies, to the efforts, to the advocacy. There’s a lot of people who put their voice out there and put a lot of effort into this.”\u003c/p>\n\u003cp>Pezol praised the special education program at Munck, where he said his son is thriving.\u003c/p>\n\u003cp>“If they were to close that program, it would cause a lot of disruption to him, to a lot of his classmates and to our families,” he said. “Getting into a new school for a disabled kid is not easy. Getting into a new routine, new faces. … It’s just doubly hard when you have other issues to deal with.”\u003c/p>\n\u003cp>Bachelor said the district must now move quickly to reopen enrollment at the five saved schools, and ensure they all have the proper staffing, since some teachers had already begun looking for work elsewhere.\u003c/p>\n\u003cp>Hutchinson and board member VanCedric Williams also voted in favor of overturning the closure decision, while Nick Resnick, a third new member, abstained.\u003c/p>\n\u003cp>Board member Sam Davis, among the minority who voted against the move to rescind the closures, said he wanted to wait for a fiscal analysis of the impact, which won’t be ready until later this month. Davis said he’s worried the district won’t be able to pay its bills over the next few years and finally free itself from state receivership, which it has been under since 2003.\u003c/p>\n\u003cp>“Many districts with a … similar size to Oakland have 50 to 60 schools while we have 78. That’s the basic math of the situation. That’s why I supported reducing the number of schools,” he said.\u003c/p>\n\u003cp>But Bachelor argued that instead of closing schools, the district should instead be making cuts to personnel in its central office and to its many costly contracts with outside consultants.\u003c/p>\n\u003cp>“We need to take a thorough look at how much we’re spending at our central office and how much we’re spending on consultant contracts,” Bachelor said. “Too often we overlook what we can cut or what we can modify in those two spaces, and just go towards our schools and what sites we can close, and I want to change that. I want to shift that dynamic.”\u003c/p>\n\u003cp>Bachelor also said that she is now considering a push to reopen two schools —Community Day School and Parker Elementary School — located in the East Oakland community she represents that have already been closed as a result of last year’s vote.\u003c/p>\n\u003cp>“I want to have conversations with those families, those educators and those students to see what kind of program they want to have, where they want to be located and how we can best support them,” Bachelor said. “But my goal would be to reopen those school sites, or reopen those programs to ensure that we’re serving all of our students in all of our different neighborhoods.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "California Student Test Scores Plunged This Year. 2 Education Experts Explain What That Means",
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"content": "\u003cp>California’s Department of Education this week released student standardized test scores, showing \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2022&lstTestType=B&lstGroup=1&lstSubGroup=1&lstSchoolType=A&lstGrade=13&lstCounty=00&lstDistrict=00000&lstSchool=0000000\">a dramatic statewide decline\u003c/a> that all but wipes out the academic gains many schools had made in the years leading up to the pandemic.\u003c/p>\n\u003cp>Last spring, nearly 3 million students in third through eighth grades and 11th grade took the state assessment tests — known as the Standardized Testing and Reporting program, or STAR — which had not been administered since 2019 because of COVID concerns. The notable declines in scores have been largely attributed to learning loss due to pandemic-related disruptions.\u003c/p>\n\u003cp>On this year’s test, just over 33% of California students met state math standards, falling 7 percentage points. And fewer than half of students — 47% — met English language standards, a drop of 4 percentage points.[pullquote size=\"medium\" align=\"right\" citation=\"Christopher J. Nellum, executive director, The Education Trust–West\"]‘One thing the state can continue to do is to make sure that we continue to invest in K-12 education and to do so in ways that are equitable.’[/pullquote]Mirroring nationwide trends, there was also a significant statewide decline in scores on the \u003ca href=\"https://nces.ed.gov/nationsreportcard/\">National Assessment of Educational Progress\u003c/a>, or NAEP, often called the Nation’s Report Card.\u003c/p>\n\u003cp>To make some sense of these largely mediocre results, KQED education reporter Julia McEvoy spoke this week with two education experts: Christopher J. Nellum, executive director of The Education Trust–West, an Oakland-based educational equity nonprofit, and Alberto Carvalho, superintendent of the Los Angeles Unified School District. In LA schools, Carvalho notes, eighth graders actually made some gains in reading scores, a relative success he attributes to quickly getting computers in the hands of homebound students early on in the pandemic and offering increased opportunities for summer school and tutoring.\u003c/p>\n\u003cp>\u003cem>This interview has been edited for length and clarity.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>JULIA MCEVOY: What stuck out for you from the results of these two test results, the NAEP and California’s test?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>CHRISTOPHER J. NELLUM:\u003c/strong> We saw relative to other states, given what NAEP shared, that our results are relatively stable, though there are still gaps for our students of color across the state that exist, and in some places they widened. One of our big first takeaways is, sure, it’s good news that our results are stable, but we still are concerned that the gaps existed and maybe are wider than they were before.\u003c/p>\n\u003cp>\u003cstrong>While NAEP test scores showed declines, California students’ academic performance fell a bit less than in most other parts of the country. What do you think explains this?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>CHRISTOPHER J. NELLUM: \u003c/strong>Certainly for NAEP, I think what we’re starting to see is at least two things. One is the tremendous investments that were made by the federal government and by the state in K-12 education. Perhaps we’re seeing some of those investments at work. It certainly could have been worse. And I think those investments are starting to work, and we should give them time to continue to have that intended impact.\u003c/p>\n\u003cp>The other thing that can help us make sense of this, as we’ve heard all over the state from educators themselves and from communities, is that districts and schools were working really hard. So I think we’re seeing some shielding from the impact of the pandemic for at least those two reasons.\u003c/p>\n\u003cp>\u003cstrong>What explains LAUSD’s improved test scores relative to other districts across the country, which backslid?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>ALBERTO CARVALHO: \u003c/strong>So I think that in an otherwise very dark landscape of performance across the country, there are two bright spots. And they’re both in the South, just not your traditional south: Southern California and South Florida. LAUSD distinguishes itself in terms of growth at a time when, across the four tested areas — fourth grade reading and math and eighth grade reading [and] math — the only area where LAUSD lost some ground was in fourth grade math. But even there, it lost less ground than other districts and large cities.\u003c/p>\n\u003cp>In the other areas, we gained anywhere between 2 and 9 points, and that 9-point gain was in eighth grade reading.\u003c/p>\n\u003cp>And the reasons are simple: This is a district that invested early on in devices for students reaching a one-to-one universal connectivity for all students, better rates of attendance as well as engagement for students, aggressive professional development, a standards-aligned curriculum with progress-monitoring tools, three summers of very aggressive enrollment of those students who would need the greatest assistance, and high-dosage tutoring. You put all those elements together in addition to literacy packets that were sent home with the students, and this is what you get. Not only was there no regression as far as the NAEP is concerned but, in some cases, very strong improvement.\u003c/p>\n\u003cp>\u003cstrong>We had an achievement gap before the pandemic and we know many kids living in lower-income and working-class neighborhoods suffered more during the pandemic. What do these test scores tell us about how the pandemic affected the opportunity or achievement gap?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>ALBERTO CARVALHO: \u003c/strong>We actually saw two things with the release of the data. No. 1, American large cities did better than the nation as a whole. That’s counterintuitive. Secondly, in the case of Los Angeles, we saw a very nice progression of performance specific to Black and Brown kids, particularly African American students and students with disabilities. So there’s clear evidence, at a time when the rest of the nation is losing ground in a very aggressive way, that there’s an actual reduction of the gap.\u003c/p>\n\u003cp>With that said, performance is still low. We moved the needle aggressively, but performance is still low. We need to redouble our efforts, particularly with differentiated approaches with the most fragile students. And those are students of color, students with disabilities and English language learners.\u003c/p>\n\u003cp>\u003cstrong>CHRISTOPHER J. NELLUM: \u003c/strong>The thing that stands out to us is when you look more deeply at the results, while the declines were single-digit in many cases, we still have only 16% of Black students who are at grade level in math and just 1 in 5 Latino or Latinx students at grade level. So pandemic or not, those results are not good enough and we need to do more.[aside postID=\"news_11929990,news_11930352,news_11929574\" label=\"Related Posts\"]One thing the state can continue to do is to make sure that we continue to invest in K-12 education and to do so in ways that are equitable. And when we say that, we mean making sure that we’re getting resources to the places that have long been underinvested in and have long experienced these sorts of gaps. The other thing is making sure that we are focused on acceleration and not remediation.\u003c/p>\n\u003cp>The evidence tells us that remediation, or holding young folks back, doesn’t work. And so we need to find ways to accelerate, to supplement learning and focus on social-emotional well-being.\u003c/p>\n\u003cp>We know we’ve also seen in the data that more students have requested mental health support than ever. So we have to remember that these young folks are people, too, and if we want them to learn, we have to care for their social and emotional well-being.\u003c/p>\n\u003cp>And we are a highly multilingual state, and so we need to make sure that support is available, in particular, for English learners, and then make sure that kids can see themselves in the curriculum. That means making sure that we have culturally affirming curricula that reflects our deep and rich diversity.\u003c/p>\n\u003cp>And then finally, I don’t think we should let up on our focus on math and continuing to find ways to engage young people in math in ways that reflect not only the traditional ways in which math is taught, but also think about new learnings that have emerged about culturally affirming curriculum in math and teaching, and ways that young people can identify with.\u003c/p>\n\u003cp>So there’s a lot we can do, is the big takeaway. [ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>California’s Department of Education this week released student standardized test scores, showing \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2022&lstTestType=B&lstGroup=1&lstSubGroup=1&lstSchoolType=A&lstGrade=13&lstCounty=00&lstDistrict=00000&lstSchool=0000000\">a dramatic statewide decline\u003c/a> that all but wipes out the academic gains many schools had made in the years leading up to the pandemic.\u003c/p>\n\u003cp>Last spring, nearly 3 million students in third through eighth grades and 11th grade took the state assessment tests — known as the Standardized Testing and Reporting program, or STAR — which had not been administered since 2019 because of COVID concerns. The notable declines in scores have been largely attributed to learning loss due to pandemic-related disruptions.\u003c/p>\n\u003cp>On this year’s test, just over 33% of California students met state math standards, falling 7 percentage points. And fewer than half of students — 47% — met English language standards, a drop of 4 percentage points.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Mirroring nationwide trends, there was also a significant statewide decline in scores on the \u003ca href=\"https://nces.ed.gov/nationsreportcard/\">National Assessment of Educational Progress\u003c/a>, or NAEP, often called the Nation’s Report Card.\u003c/p>\n\u003cp>To make some sense of these largely mediocre results, KQED education reporter Julia McEvoy spoke this week with two education experts: Christopher J. Nellum, executive director of The Education Trust–West, an Oakland-based educational equity nonprofit, and Alberto Carvalho, superintendent of the Los Angeles Unified School District. In LA schools, Carvalho notes, eighth graders actually made some gains in reading scores, a relative success he attributes to quickly getting computers in the hands of homebound students early on in the pandemic and offering increased opportunities for summer school and tutoring.\u003c/p>\n\u003cp>\u003cem>This interview has been edited for length and clarity.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>JULIA MCEVOY: What stuck out for you from the results of these two test results, the NAEP and California’s test?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>CHRISTOPHER J. NELLUM:\u003c/strong> We saw relative to other states, given what NAEP shared, that our results are relatively stable, though there are still gaps for our students of color across the state that exist, and in some places they widened. One of our big first takeaways is, sure, it’s good news that our results are stable, but we still are concerned that the gaps existed and maybe are wider than they were before.\u003c/p>\n\u003cp>\u003cstrong>While NAEP test scores showed declines, California students’ academic performance fell a bit less than in most other parts of the country. What do you think explains this?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>CHRISTOPHER J. NELLUM: \u003c/strong>Certainly for NAEP, I think what we’re starting to see is at least two things. One is the tremendous investments that were made by the federal government and by the state in K-12 education. Perhaps we’re seeing some of those investments at work. It certainly could have been worse. And I think those investments are starting to work, and we should give them time to continue to have that intended impact.\u003c/p>\n\u003cp>The other thing that can help us make sense of this, as we’ve heard all over the state from educators themselves and from communities, is that districts and schools were working really hard. So I think we’re seeing some shielding from the impact of the pandemic for at least those two reasons.\u003c/p>\n\u003cp>\u003cstrong>What explains LAUSD’s improved test scores relative to other districts across the country, which backslid?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>ALBERTO CARVALHO: \u003c/strong>So I think that in an otherwise very dark landscape of performance across the country, there are two bright spots. And they’re both in the South, just not your traditional south: Southern California and South Florida. LAUSD distinguishes itself in terms of growth at a time when, across the four tested areas — fourth grade reading and math and eighth grade reading [and] math — the only area where LAUSD lost some ground was in fourth grade math. But even there, it lost less ground than other districts and large cities.\u003c/p>\n\u003cp>In the other areas, we gained anywhere between 2 and 9 points, and that 9-point gain was in eighth grade reading.\u003c/p>\n\u003cp>And the reasons are simple: This is a district that invested early on in devices for students reaching a one-to-one universal connectivity for all students, better rates of attendance as well as engagement for students, aggressive professional development, a standards-aligned curriculum with progress-monitoring tools, three summers of very aggressive enrollment of those students who would need the greatest assistance, and high-dosage tutoring. You put all those elements together in addition to literacy packets that were sent home with the students, and this is what you get. Not only was there no regression as far as the NAEP is concerned but, in some cases, very strong improvement.\u003c/p>\n\u003cp>\u003cstrong>We had an achievement gap before the pandemic and we know many kids living in lower-income and working-class neighborhoods suffered more during the pandemic. What do these test scores tell us about how the pandemic affected the opportunity or achievement gap?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>ALBERTO CARVALHO: \u003c/strong>We actually saw two things with the release of the data. No. 1, American large cities did better than the nation as a whole. That’s counterintuitive. Secondly, in the case of Los Angeles, we saw a very nice progression of performance specific to Black and Brown kids, particularly African American students and students with disabilities. So there’s clear evidence, at a time when the rest of the nation is losing ground in a very aggressive way, that there’s an actual reduction of the gap.\u003c/p>\n\u003cp>With that said, performance is still low. We moved the needle aggressively, but performance is still low. We need to redouble our efforts, particularly with differentiated approaches with the most fragile students. And those are students of color, students with disabilities and English language learners.\u003c/p>\n\u003cp>\u003cstrong>CHRISTOPHER J. NELLUM: \u003c/strong>The thing that stands out to us is when you look more deeply at the results, while the declines were single-digit in many cases, we still have only 16% of Black students who are at grade level in math and just 1 in 5 Latino or Latinx students at grade level. So pandemic or not, those results are not good enough and we need to do more.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>One thing the state can continue to do is to make sure that we continue to invest in K-12 education and to do so in ways that are equitable. And when we say that, we mean making sure that we’re getting resources to the places that have long been underinvested in and have long experienced these sorts of gaps. The other thing is making sure that we are focused on acceleration and not remediation.\u003c/p>\n\u003cp>The evidence tells us that remediation, or holding young folks back, doesn’t work. And so we need to find ways to accelerate, to supplement learning and focus on social-emotional well-being.\u003c/p>\n\u003cp>We know we’ve also seen in the data that more students have requested mental health support than ever. So we have to remember that these young folks are people, too, and if we want them to learn, we have to care for their social and emotional well-being.\u003c/p>\n\u003cp>And we are a highly multilingual state, and so we need to make sure that support is available, in particular, for English learners, and then make sure that kids can see themselves in the curriculum. That means making sure that we have culturally affirming curricula that reflects our deep and rich diversity.\u003c/p>\n\u003cp>And then finally, I don’t think we should let up on our focus on math and continuing to find ways to engage young people in math in ways that reflect not only the traditional ways in which math is taught, but also think about new learnings that have emerged about culturally affirming curriculum in math and teaching, and ways that young people can identify with.\u003c/p>\n\u003cp>So there’s a lot we can do, is the big takeaway. \u003c/p>\u003c/div>",
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"content": "\u003cp>A newly formed coalition of Oakland parents, who say they are fed up with the state of their kids’ public school education, plan to present a resolution Thursday night that could give them a seat at the table during the Oakland Unified School District’s negotiations with the teachers union.\u003c/p>\n\u003cp>This coalition is made up of two parent groups: CA Parent Power, composed of typically more white and affluent families in Oakland hills schools, and The Oakland REACH, which advocates for Black and Latinx families from the city’s flatlands.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Lakisha Young, founder, The Oakland REACH\"]‘When you think about the piss-poor education outcomes of our kids, the parents that we believe need to be most at the table are the parents who want to be at the table in a meaningful way.’[/pullquote]\u003c/p>\n\u003cp>“When you think about the piss-poor education outcomes of our kids, the parents that we believe need to be most at the table are the parents who want to be at the table in a meaningful way,” said Lakisha Young, founder of The Oakland REACH and one of the parents calling for the resolution.\u003c/p>\n\u003cp>The resolution asks the board to allow families a chance for meaningful input on all labor agreement proposals, including collective bargaining agreements (CBAs) and memoranda of understanding.\u003c/p>\n\u003cp>Those negotiations are just getting underway this week as the current contract ends October 31.\u003c/p>\n\u003cp>Gary Yee, president of the Oakland Unified School District board, said in an interview he is inclined to put the resolution on the agenda for full board discussion.\u003c/p>\n\u003cp>Yee said the board should consider the parents’ request after two and a half years of dealing with the COVID-19 pandemic that had them helping teach kids from home and working to keep them safe at school.\u003c/p>\n\u003cp>“The pandemic awakened a generation of parents to the awful reality that student outcomes in California, and especially in districts like Oakland, have been poor for decades,” said Megan Bacigalupi, a founder of the CA Parent Power group, in an emailed statement.\u003c/p>\n\u003cp>Both the district and the teachers union would have to agree to parents’ participation in the bargaining process, according to Felix De la Torre, general counsel with the California Public Employment Relations Board. Neither the school district nor the Oakland Education Association has commented on the parents’ proposal yet.\u003c/p>\n\u003cp>[aside postID=\"news_11915396,news_11921954,news_11920137\" label=\"Related Posts\"]One phase of the negotiating process, called “sunshining,” does allow for public participation. During this period, both the union and the district decide which issues they want to bargain over and disclose those to each other. Under state labor laws, the public has a chance to comment during sunshining.\u003c/p>\n\u003cp>In a statement, the California School Boards Association called parent participation “a negotiable item and possible if both parties accept that condition. At the same time, no individual party can unilaterally include parents, nor can parents insist on attending negotiations independent of an agreement between the district and union to do so.”\u003c/p>\n\u003cp>The new parent coalition is pushing for official support from the district to bring informed parents into the sunshining phase of negotiations, claiming there is a lack of transparency, leaving parents in the dark and unable to take advantage of the moments when they can, in fact, legally have a say.\u003c/p>\n\u003cp>These parents serve different constituents — but are coming together for this common goal.\u003c/p>\n\u003cp>“Given our partnership in coalition with the families in the hills, they need the bridge created as well,” Young said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Young started The Oakland REACH in 2016, to empower Black and Latinx parents to advocate for their children. During the pandemic, fearful that flatlands kids were being left behind in distance learning, Young’s group began offering \u003ca href=\"https://www.kqed.org/news/11879097/the-secret-sauce-how-a-parent-led-project-is-reimagining-public-schools-for-oaklands-black-and-latino-students\">tutoring and classes that showed results\u003c/a>.\u003c/p>\n\u003cp>CA Parent Power, led by Bacigalupi, began in 2020 in response to what some families perceived as a slow response to the reopening of schools during the pandemic, and was largely critical of teachers at the time.\u003c/p>\n\u003cp>Both groups share a distrust in the ability of the teachers union and the Oakland school district to represent their children’s interests during contract negotiations. They point to a long-term failure of Oakland Unified to improve student reading outcomes — with \u003ca href=\"https://www.caschooldashboard.org/reports/01612590000000/2019\">46.9% of Oakland students currently reading below grade level\u003c/a>, and 70.9% performing below grade level in math.\u003c/p>\n\u003cp>Keta Brown, another Oakland REACH parent, has looked at the language around the collective bargaining agreement, and she doesn’t see “kids” mentioned.\u003c/p>\n\u003cp>“You got to make certain that the consumer, which is these babies, are a part of your process and that you are keeping them at the forefront,” said Brown, who lives in an area of East Oakland where neighborhood schools have dismal math and reading scores. (She said she’s lucky she got her daughter into Edna Brewer Middle School, one of the district’s stronger middle schools. She commutes 25 minutes each way to get her child to and from school.)\u003c/p>\n\u003cp>The Oakland Educators Association has long made the case that, when it negotiates on behalf of teachers to increase pay and improve working conditions, it is in fact advocating for students. Research shows \u003ca href=\"https://www.nber.org/papers/w6691\">a quality teacher in a classroom is the strongest predictor of student success\u003c/a>. OUSD’s strategic plan currently is focused on improving student literacy and teacher quality and diversity.\u003c/p>\n\u003cp>But some families that have experienced failure over generations, and don’t want to wait any longer for meaningful change, want to better understand and hopefully shape the next three-year contract that they say will affect their kids’ education.\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“When you think about the piss-poor education outcomes of our kids, the parents that we believe need to be most at the table are the parents who want to be at the table in a meaningful way,” said Lakisha Young, founder of The Oakland REACH and one of the parents calling for the resolution.\u003c/p>\n\u003cp>The resolution asks the board to allow families a chance for meaningful input on all labor agreement proposals, including collective bargaining agreements (CBAs) and memoranda of understanding.\u003c/p>\n\u003cp>Those negotiations are just getting underway this week as the current contract ends October 31.\u003c/p>\n\u003cp>Gary Yee, president of the Oakland Unified School District board, said in an interview he is inclined to put the resolution on the agenda for full board discussion.\u003c/p>\n\u003cp>Yee said the board should consider the parents’ request after two and a half years of dealing with the COVID-19 pandemic that had them helping teach kids from home and working to keep them safe at school.\u003c/p>\n\u003cp>“The pandemic awakened a generation of parents to the awful reality that student outcomes in California, and especially in districts like Oakland, have been poor for decades,” said Megan Bacigalupi, a founder of the CA Parent Power group, in an emailed statement.\u003c/p>\n\u003cp>Both the district and the teachers union would have to agree to parents’ participation in the bargaining process, according to Felix De la Torre, general counsel with the California Public Employment Relations Board. Neither the school district nor the Oakland Education Association has commented on the parents’ proposal yet.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>One phase of the negotiating process, called “sunshining,” does allow for public participation. During this period, both the union and the district decide which issues they want to bargain over and disclose those to each other. Under state labor laws, the public has a chance to comment during sunshining.\u003c/p>\n\u003cp>In a statement, the California School Boards Association called parent participation “a negotiable item and possible if both parties accept that condition. At the same time, no individual party can unilaterally include parents, nor can parents insist on attending negotiations independent of an agreement between the district and union to do so.”\u003c/p>\n\u003cp>The new parent coalition is pushing for official support from the district to bring informed parents into the sunshining phase of negotiations, claiming there is a lack of transparency, leaving parents in the dark and unable to take advantage of the moments when they can, in fact, legally have a say.\u003c/p>\n\u003cp>These parents serve different constituents — but are coming together for this common goal.\u003c/p>\n\u003cp>“Given our partnership in coalition with the families in the hills, they need the bridge created as well,” Young said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Young started The Oakland REACH in 2016, to empower Black and Latinx parents to advocate for their children. During the pandemic, fearful that flatlands kids were being left behind in distance learning, Young’s group began offering \u003ca href=\"https://www.kqed.org/news/11879097/the-secret-sauce-how-a-parent-led-project-is-reimagining-public-schools-for-oaklands-black-and-latino-students\">tutoring and classes that showed results\u003c/a>.\u003c/p>\n\u003cp>CA Parent Power, led by Bacigalupi, began in 2020 in response to what some families perceived as a slow response to the reopening of schools during the pandemic, and was largely critical of teachers at the time.\u003c/p>\n\u003cp>Both groups share a distrust in the ability of the teachers union and the Oakland school district to represent their children’s interests during contract negotiations. They point to a long-term failure of Oakland Unified to improve student reading outcomes — with \u003ca href=\"https://www.caschooldashboard.org/reports/01612590000000/2019\">46.9% of Oakland students currently reading below grade level\u003c/a>, and 70.9% performing below grade level in math.\u003c/p>\n\u003cp>Keta Brown, another Oakland REACH parent, has looked at the language around the collective bargaining agreement, and she doesn’t see “kids” mentioned.\u003c/p>\n\u003cp>“You got to make certain that the consumer, which is these babies, are a part of your process and that you are keeping them at the forefront,” said Brown, who lives in an area of East Oakland where neighborhood schools have dismal math and reading scores. (She said she’s lucky she got her daughter into Edna Brewer Middle School, one of the district’s stronger middle schools. She commutes 25 minutes each way to get her child to and from school.)\u003c/p>\n\u003cp>The Oakland Educators Association has long made the case that, when it negotiates on behalf of teachers to increase pay and improve working conditions, it is in fact advocating for students. Research shows \u003ca href=\"https://www.nber.org/papers/w6691\">a quality teacher in a classroom is the strongest predictor of student success\u003c/a>. OUSD’s strategic plan currently is focused on improving student literacy and teacher quality and diversity.\u003c/p>\n\u003cp>But some families that have experienced failure over generations, and don’t want to wait any longer for meaningful change, want to better understand and hopefully shape the next three-year contract that they say will affect their kids’ education.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Oakland Mayor Libby Schaaf on Thursday called on the “obstructionists in Congress” to take action to stop the flow of guns into Oakland after a school shooting wounded six people Wednesday. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I want to acknowledge that Oakland, California, has long struggled with gun violence and has made incredible progress,” Schaaf said in a press conference Thursday. “And yet we will never be able to address this alone, or in isolation, without federal leadership.”[aside postID=news_11927080 hero='https://ww2.kqed.org/app/uploads/sites/10/2022/09/GettyImages-1428570615-1020x680.jpg']\u003cspan style=\"font-weight: 400\">The shooting is the latest in a series of devastating violent incidents in Oakland, with nine people killed in as many days and more injured. Four of those deaths occurred in a 24-hour period between Sept. 19 and 20. The spate of homicides has prompted city leadership to announce a ramping up of police presence in Oakland, and to renew calls for federal gun-control reform. \u003c/span>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Wednesday also marks the second school shooting in Oakland in as many months. In the previous incident at Madison Park Academy, one middle school student reportedly accidentally shot another. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Oakland Police Chief LeRonne Armstrong said officers suspect the shooting on Wednesday specifically targeted at least one person — and possibly multiple people — at the school. He said footage at the King Estates campus, which contains three schools, showed at least two shooters and an accomplice, but there could have been more.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We do believe that this incident is group- and gang-related,” Armstrong said. “We believe that this is related to ongoing conflicts in our city that has driven violence.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Armstrong said that in the footage, two shooters can be seen entering Rudsdale High School and that, soon after, they appear to identify a target and begin shooting. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the end, six adults, including two students, were wounded but survived, although two remain in critical condition. Officers determined that over 30 rounds were fired on the campus.[pullquote size=\"medium\" align=\"right\" citation=\"LeRonne Armstrong, Oakland police chief\"]‘Group and gang violence continues to be the predominant driver of violence in the city of Oakland. Of our 450 shootings this year, 137 have been attributed to group and gang violence.’[/pullquote]\u003c/span>\u003cspan style=\"font-weight: 400\">Chief Armstrong said footage of the shooting is still being reviewed, but will be released to the public eventually. No arrests have yet been made. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Guillermo Cespedes, chief of Oakland’s Department of Violence Prevention, said the department has been working hard to interrupt the cycles of violence occurring in Oakland. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After any shooting, violence-prevention staff are dispatched to speak with victims and family members. The staff try to address the needs of victims and direct them to services as well as assess for the possibility of retaliation. By speaking with those affected and “ensuring cooler heads prevail,” Cespedes says, they can break that cycle. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of the shootings that occurred earlier this month, Cespedes says several could have a high potential for retaliation, and the department has even temporarily relocated some families to prevent more attacks. He declined to share which specific cases he was referring to. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I can tell you without a doubt that some of the work that’s taken place in the last month has kept the nine homicides from becoming 18 or 21 or more,” Cespedes said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cespedes added that he agreed with Mayor Schaaf that federal movement on gun control was needed to curb the killings in Oakland. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After the most recent homicide on Tuesday, Armstrong announced in a press conference that he would be reorganizing and redeploying officers to “provide a greater presence in areas where we’ve seen violence continue to spike.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That shooting death marked the 96th homicide in the city this year, compared to 102 by the same time last year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Group and gang violence continues to be the predominant driver of violence in the city of Oakland,” Armstrong said. “Of our 450 shootings this year, 137 have been attributed to group and gang violence.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At an Oakland Unified School District board meeting Wednesday night, the board addressed the school shooting, and members of the public spoke about the impact that gun violence has had on school communities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Our young people have been expressing that they aren’t feeling safe, and besides, school safety should be the board’s priority,” said Linh Li, a student on the school board. “Our schools, our school sites, should not be easy to enter. No one should be able to enter our school with a gun.”\u003c/span>\u003c/p>\n\u003cp>\u003ci data-stringify-type=\"italic\">This story includes reporting from KQED’s Julia McEvoy.\u003c/i>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Oakland Mayor Libby Schaaf on Thursday called on the “obstructionists in Congress” to take action to stop the flow of guns into Oakland after a school shooting wounded six people Wednesday. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I want to acknowledge that Oakland, California, has long struggled with gun violence and has made incredible progress,” Schaaf said in a press conference Thursday. “And yet we will never be able to address this alone, or in isolation, without federal leadership.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cspan style=\"font-weight: 400\">The shooting is the latest in a series of devastating violent incidents in Oakland, with nine people killed in as many days and more injured. Four of those deaths occurred in a 24-hour period between Sept. 19 and 20. The spate of homicides has prompted city leadership to announce a ramping up of police presence in Oakland, and to renew calls for federal gun-control reform. \u003c/span>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Wednesday also marks the second school shooting in Oakland in as many months. In the previous incident at Madison Park Academy, one middle school student reportedly accidentally shot another. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Oakland Police Chief LeRonne Armstrong said officers suspect the shooting on Wednesday specifically targeted at least one person — and possibly multiple people — at the school. He said footage at the King Estates campus, which contains three schools, showed at least two shooters and an accomplice, but there could have been more.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We do believe that this incident is group- and gang-related,” Armstrong said. “We believe that this is related to ongoing conflicts in our city that has driven violence.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Armstrong said that in the footage, two shooters can be seen entering Rudsdale High School and that, soon after, they appear to identify a target and begin shooting. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the end, six adults, including two students, were wounded but survived, although two remain in critical condition. Officers determined that over 30 rounds were fired on the campus.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/span>\u003cspan style=\"font-weight: 400\">Chief Armstrong said footage of the shooting is still being reviewed, but will be released to the public eventually. No arrests have yet been made. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Guillermo Cespedes, chief of Oakland’s Department of Violence Prevention, said the department has been working hard to interrupt the cycles of violence occurring in Oakland. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After any shooting, violence-prevention staff are dispatched to speak with victims and family members. The staff try to address the needs of victims and direct them to services as well as assess for the possibility of retaliation. By speaking with those affected and “ensuring cooler heads prevail,” Cespedes says, they can break that cycle. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of the shootings that occurred earlier this month, Cespedes says several could have a high potential for retaliation, and the department has even temporarily relocated some families to prevent more attacks. He declined to share which specific cases he was referring to. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I can tell you without a doubt that some of the work that’s taken place in the last month has kept the nine homicides from becoming 18 or 21 or more,” Cespedes said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cespedes added that he agreed with Mayor Schaaf that federal movement on gun control was needed to curb the killings in Oakland. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After the most recent homicide on Tuesday, Armstrong announced in a press conference that he would be reorganizing and redeploying officers to “provide a greater presence in areas where we’ve seen violence continue to spike.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That shooting death marked the 96th homicide in the city this year, compared to 102 by the same time last year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Group and gang violence continues to be the predominant driver of violence in the city of Oakland,” Armstrong said. “Of our 450 shootings this year, 137 have been attributed to group and gang violence.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At an Oakland Unified School District board meeting Wednesday night, the board addressed the school shooting, and members of the public spoke about the impact that gun violence has had on school communities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Our young people have been expressing that they aren’t feeling safe, and besides, school safety should be the board’s priority,” said Linh Li, a student on the school board. “Our schools, our school sites, should not be easy to enter. No one should be able to enter our school with a gun.”\u003c/span>\u003c/p>\n\u003cp>\u003ci data-stringify-type=\"italic\">This story includes reporting from KQED’s Julia McEvoy.\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cstrong>Update, 12:30 p.m. Thursday: \u003c/strong>At least two, still-unidentified assailants armed with handguns, and an accomplice, breached the entrance of Rudsdale High School on the King Estates campus in East Oakland early Wednesday afternoon, firing more than 30 rounds and wounding six adults, including two students, Oakland Police Chief LeRonne Armstrong said during a Thursday press conference.\u003c/p>\n\u003cp>The assailants did not make it far inside the school, and appeared to be targeting specific people, although their motive is still unclear, Armstrong said. Those wounded, he noted, \"were not the targets.\" Along with the two adult students, the victims include a counselor, a security guard and two other people who work at the school. Three of them remain hospitalized, two in critical condition, he said. The other three have been treated and released.\u003c/p>\n\u003cp>All three schools on the Kings Estates campus remained closed on Thursday, according to Oakland Unified spokesperson John Sasaki. “And they will, at least for the time being, remain closed because of the fact that we have to repair a lot of damage on the campus that occurred yesterday,” he said. The district, he added, is offering support services to students and their families.\u003c/p>\n\u003cp>\u003cstrong>Original post, 8:30 p.m. Wednesday: \u003c/strong>Six adults were wounded, including two in critical condition, during a shooting at a school campus in East Oakland on Wednesday, authorities said.\u003c/p>\n\u003cp>The shooting occurred around 12:45 p.m. at the King Estates campus of schools located on the 8200 block of Fontaine Street, near Interstate Highway 580 in Oakland's Oak Knoll/Golf Links neighborhood. The site houses three schools, including the Bay Area Technology School (BayTech), Sojourner Truth Independent Study and Rudsdale High School, which has a program that serves recent immigrants ages 16-21 who have fled violence and instability in their home countries.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Officials confirmed that all the victims are adults, but have not yet said whether any are older students.\u003c/p>\n\u003cp>\"The victims were affiliated with the school, and we are determining the affiliation at this time,\" Oakland Assistant Police Chief Darren Allison said, although he declined to say whether any students or teachers were involved.\u003c/p>\n\u003cp>Allison said police were seeking at least one suspect but did not have anyone in custody. The federal Bureau of Alcohol, Tobacco, Firearms and Explosives is also taking part in the investigation.\u003c/p>\n\u003cp>Three of the wounded were taken to Highland Hospital in Oakland, while the other three were taken to Eden Medical Center in Castro Valley, Allison said. Of those victims, he added, three remained hospitalized Wednesday evening, two of them with life-threatening injuries, while one person had been released and two others were expected to be released soon.\u003c/p>\n\u003cp>John Sasaki, a spokesperson for Oakland Unified School District, said in a statement that district officials “do not have any information beyond what Oakland Police are reporting.” He said counselors were being made available for students, but did not say whether the schools at the site would be open Thursday.\u003c/p>\n\u003cp>\"We want these [schools] to be oases for our kids. These are safe places,\" he said. \"This has to stop. Our city cannot keep going on like this.\"\u003c/p>\n\u003cp>Just last month, a 13-year-old student was shot and wounded by a peer at Madison Park Academy, a nearby middle school, in an incident police \u003ca href=\"https://www.sfchronicle.com/bayarea/article/Madison-Park-Academy-shooting-was-not-deliberate-17411647.php\">later determined to be an accident\u003c/a>.\u003c/p>\n\u003cp>In a statement, teachers with the Oakland Education Association, the teachers union, said, \"We call on the Oakland Unified School District to support Black and Brown students, listen to the concerns of Oakland's communities about keeping schools open as safe spaces, retain staff, attract more mental health professionals, and put more investment in community schools to support every student's entire well-being.\"\u003c/p>\n\u003cp>Television footage showed dozens of police cars and yellow tape on the street outside the campus as students poured out of buildings.\u003c/p>\n\u003cp>Some parents waited in backed-up traffic for more than an hour to get to their children.\u003c/p>\n\u003cp>\"You go on autopilot. You do what you can to get straight there,\" said Clarisse Woods, who rushed to the area after being alerted that her kids' nearby elementary school was on lockdown. \"It was scary.\"\u003c/p>\n\u003cp>Oakland Mayor Libby Schaaf said on Twitter that Wednesday's gun violence \"shocks the soul — our schools are sanctuaries for our children. The unbridled access to firearms in our country is inexcusable.\"\u003c/p>\n\u003cp>https://twitter.com/LibbySchaaf/status/1575246314454908928\u003c/p>\n\u003cp>Oakland City Councilmember Treva Reid said investigators told her the shooting may be tied to rising “group and gang violence.”\u003c/p>\n\u003cp>The shooting comes just a day after Oakland's 96th homicide of the year, which was one of the more than half a dozen within the last two weeks. On Tuesday, Oakland Police Chief LeRonne Armstrong announced his department was \"going all-hands-on-deck to address gun violence in the city,\" with plans to deploy additional officers in parts of East and West Oakland in areas where he said armed \"groups and gangs\" responsible for many of the shootings are known to congregate.\u003c/p>\n\u003cp>\"This is a difficult time in the city of Oakland,\" he added.\u003c/p>\n\u003cp>James Jackson, chief executive of Alameda Health System, also noted an increase in violence.\u003c/p>\n\u003cp>\"We’ve seen almost a doubling of the violent crimes victims that we’re seeing here at our facility [Highland Hospital]. So something has changed,\" Jackson said.\u003c/p>\n\u003cp>\u003ci>Correction (Sept. 29): The original version of this story stated there were four schools, rather than three, at the King Estates complex — based on information OUSD conveyed during its initial press briefing on Wednesday. The district has since retracted that statement, noting that two of those schools — Rudsdale Continuation and Rudsdale Newcomer high schools — are now merged as Rudsdale High School.\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story includes reporting from The Associated Press, Bay City News and KQED's Sara Hossaini, Julia McEvoy and Matthew Green.\u003c/em>\u003c/p>\n\n",
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"excerpt": "The shooting occurred just after 12:45 p.m. at the King Estates campus of schools in East Oakland's Oak Knoll/Golf Links neighborhood. The campus houses three schools, including the Bay Area Technology School (BayTech), Sojourner Truth Independent Study and Rudsdale High School.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>Update, 12:30 p.m. Thursday: \u003c/strong>At least two, still-unidentified assailants armed with handguns, and an accomplice, breached the entrance of Rudsdale High School on the King Estates campus in East Oakland early Wednesday afternoon, firing more than 30 rounds and wounding six adults, including two students, Oakland Police Chief LeRonne Armstrong said during a Thursday press conference.\u003c/p>\n\u003cp>The assailants did not make it far inside the school, and appeared to be targeting specific people, although their motive is still unclear, Armstrong said. Those wounded, he noted, \"were not the targets.\" Along with the two adult students, the victims include a counselor, a security guard and two other people who work at the school. Three of them remain hospitalized, two in critical condition, he said. The other three have been treated and released.\u003c/p>\n\u003cp>All three schools on the Kings Estates campus remained closed on Thursday, according to Oakland Unified spokesperson John Sasaki. “And they will, at least for the time being, remain closed because of the fact that we have to repair a lot of damage on the campus that occurred yesterday,” he said. The district, he added, is offering support services to students and their families.\u003c/p>\n\u003cp>\u003cstrong>Original post, 8:30 p.m. Wednesday: \u003c/strong>Six adults were wounded, including two in critical condition, during a shooting at a school campus in East Oakland on Wednesday, authorities said.\u003c/p>\n\u003cp>The shooting occurred around 12:45 p.m. at the King Estates campus of schools located on the 8200 block of Fontaine Street, near Interstate Highway 580 in Oakland's Oak Knoll/Golf Links neighborhood. The site houses three schools, including the Bay Area Technology School (BayTech), Sojourner Truth Independent Study and Rudsdale High School, which has a program that serves recent immigrants ages 16-21 who have fled violence and instability in their home countries.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Officials confirmed that all the victims are adults, but have not yet said whether any are older students.\u003c/p>\n\u003cp>\"The victims were affiliated with the school, and we are determining the affiliation at this time,\" Oakland Assistant Police Chief Darren Allison said, although he declined to say whether any students or teachers were involved.\u003c/p>\n\u003cp>Allison said police were seeking at least one suspect but did not have anyone in custody. The federal Bureau of Alcohol, Tobacco, Firearms and Explosives is also taking part in the investigation.\u003c/p>\n\u003cp>Three of the wounded were taken to Highland Hospital in Oakland, while the other three were taken to Eden Medical Center in Castro Valley, Allison said. Of those victims, he added, three remained hospitalized Wednesday evening, two of them with life-threatening injuries, while one person had been released and two others were expected to be released soon.\u003c/p>\n\u003cp>John Sasaki, a spokesperson for Oakland Unified School District, said in a statement that district officials “do not have any information beyond what Oakland Police are reporting.” He said counselors were being made available for students, but did not say whether the schools at the site would be open Thursday.\u003c/p>\n\u003cp>\"We want these [schools] to be oases for our kids. These are safe places,\" he said. \"This has to stop. Our city cannot keep going on like this.\"\u003c/p>\n\u003cp>Just last month, a 13-year-old student was shot and wounded by a peer at Madison Park Academy, a nearby middle school, in an incident police \u003ca href=\"https://www.sfchronicle.com/bayarea/article/Madison-Park-Academy-shooting-was-not-deliberate-17411647.php\">later determined to be an accident\u003c/a>.\u003c/p>\n\u003cp>In a statement, teachers with the Oakland Education Association, the teachers union, said, \"We call on the Oakland Unified School District to support Black and Brown students, listen to the concerns of Oakland's communities about keeping schools open as safe spaces, retain staff, attract more mental health professionals, and put more investment in community schools to support every student's entire well-being.\"\u003c/p>\n\u003cp>Television footage showed dozens of police cars and yellow tape on the street outside the campus as students poured out of buildings.\u003c/p>\n\u003cp>Some parents waited in backed-up traffic for more than an hour to get to their children.\u003c/p>\n\u003cp>\"You go on autopilot. You do what you can to get straight there,\" said Clarisse Woods, who rushed to the area after being alerted that her kids' nearby elementary school was on lockdown. \"It was scary.\"\u003c/p>\n\u003cp>Oakland Mayor Libby Schaaf said on Twitter that Wednesday's gun violence \"shocks the soul — our schools are sanctuaries for our children. The unbridled access to firearms in our country is inexcusable.\"\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>Oakland City Councilmember Treva Reid said investigators told her the shooting may be tied to rising “group and gang violence.”\u003c/p>\n\u003cp>The shooting comes just a day after Oakland's 96th homicide of the year, which was one of the more than half a dozen within the last two weeks. On Tuesday, Oakland Police Chief LeRonne Armstrong announced his department was \"going all-hands-on-deck to address gun violence in the city,\" with plans to deploy additional officers in parts of East and West Oakland in areas where he said armed \"groups and gangs\" responsible for many of the shootings are known to congregate.\u003c/p>\n\u003cp>\"This is a difficult time in the city of Oakland,\" he added.\u003c/p>\n\u003cp>James Jackson, chief executive of Alameda Health System, also noted an increase in violence.\u003c/p>\n\u003cp>\"We’ve seen almost a doubling of the violent crimes victims that we’re seeing here at our facility [Highland Hospital]. So something has changed,\" Jackson said.\u003c/p>\n\u003cp>\u003ci>Correction (Sept. 29): The original version of this story stated there were four schools, rather than three, at the King Estates complex — based on information OUSD conveyed during its initial press briefing on Wednesday. The district has since retracted that statement, noting that two of those schools — Rudsdale Continuation and Rudsdale Newcomer high schools — are now merged as Rudsdale High School.\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story includes reporting from The Associated Press, Bay City News and KQED's Sara Hossaini, Julia McEvoy and Matthew Green.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How One Oakland School Is Using California's Billion-Dollar Investment in Student Mental Health",
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"content": "\u003cp>\u003ca href=\"https://www.eltimpano.org/\">\u003cem>This story was produced in partnership with the local civic media organization El Tímpano.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>Yesabel Inga works at Bridges Academy at Melrose in East Oakland, where she is the only therapist for some 400 students, a quarter of them newcomers. The majority are from Guatemala and speak Mam, a Mayan language spoken by some half a million people in that country and Mexico.\u003c/p>\n\u003cp>“A lot of them, when they first came in, only spoke Mam, they didn't speak Spanish or English,” said Inga. “And so they were just kind of lost, you know?”\u003c/p>\n\u003cp>As these children and others return to school this month across the Bay Area, one constant is their mental health needs: Reports of increased depression, anxiety, suicidal ideation and emergency hospital visits exacerbated by the pandemic are considered a crisis, according to reports from the \u003ca href=\"https://www.cdc.gov/media/releases/2022/p0331-youth-mental-health-covid-19.html\">CDC\u003c/a>, \u003ca href=\"https://www.aecf.org/blog/national-state-by-state-data-show-depth-of-youth-mental-health-pandemic\">The Annie E. Casey Foundation \u003c/a>and \u003ca href=\"https://mhanational.org/issues/2022/mental-health-america-youth-data#:~:text=Youth%20with%20Severe%20Major%20Depressive%20Episode%202022&text=10.6%25%20of%20youth%20(or%20over,197%2C000%20from%20last%20year's%20dataset.\">Mental Health America\u003c/a>.\u003c/p>\n\u003cp>To meet these needs, California is investing billions of new dollars, on top of state and federal pandemic relief funds. Bridges Academy at Melrose, which is a public school, found a way to leverage the money to maximize impact, pivoting from crisis management to prevention.\u003c/p>\n\u003cp>The principal at Bridges at the time, Anita Comelo, was having to make tough decisions about which kids would get to see the therapist and which would not.[pullquote size=\"medium\" align=\"right\" citation=\"Vivian Yen, fourth grade teacher, Bridges Academy at Melrose\"]'I do think the murder of George Floyd did kind of push us to adjust our curriculum and make it a little bit more social justice-oriented and more ethnic studies-oriented.'[/pullquote]\u003c/p>\n\u003cp>“So we always have to pick which trauma is the bigger trauma, you know?” said Comelo. “We often end up giving the services to what we call ‘externalizers,’ the kids who end up disrupting class.”\u003c/p>\n\u003cp>Those students are typically the boys, Comelo said, adding that means other students who tend to internalize the trauma of their anxiety and depression don’t get the help they need.\u003c/p>\n\u003cp>Because the school therapist, Inga, should only carry a maximum caseload of 15 students at any time, scores of other kids at Bridges who could have used help were not getting it, and the result was a lot of disruption in class and on the playground, says community schools project manager Rosana Covarrubias.\u003c/p>\n\u003cp>“There was a lot of cyberbullying and so we were seeing it erupt here at school because of what was happening online,” said Covarrubias. “They were needing mental health support for that. We were having some students with suicidal ideation.”[aside postID=\"mindshift_59753,mindshift_59361\" label=\"Related Posts\"]However, when Covarrubias tried to refer students out to other community agencies they partner with, she says every one of them had a waitlist.\u003c/p>\n\u003cp>“They’ll say, ‘OK, thank you for the referral, we'll get back to you.’ And sometimes it's months before they get matched to an individual who can support them and be their therapist,” Covarrubias said.\u003c/p>\n\u003cp>And these were the acute cases.\u003c/p>\n\u003cp>Bridges therapist Inga says what makes matters worse is the lack of health care coverage for preventive care. Currently, Medi-Cal managed-care plans and commercial providers such as Kaiser don’t reimburse counties’ behavioral health departments for children without a clinical diagnosis.\u003c/p>\n\u003cp>That could change with legislation, namely \u003ca href=\"https://legiscan.com/CA/text/AB552/id/2494655\">AB 552\u003c/a>, which is now on the governor’s desk. It would nudge private health care plans to work with counties to reimburse community providers such as Seneca, Lincoln Families and East Bay Agency for Children in Alameda County for providing treatment for students with more moderate needs.\u003c/p>\n\u003cp>“If we were to set up kids with therapy support like preventative, you know, we wouldn't have fifth graders that have suicidal ideation,” said Inga, who works for Seneca.\u003c/p>\n\u003ch2>An investment in mental health\u003c/h2>\n\u003cp>California has begun an unprecedented investment toward meeting the mental health needs of K-12 students.\u003c/p>\n\u003cp>There is $4.4 billion for a\u003ca href=\"https://www.chhs.ca.gov/wp-content/uploads/2021/12/Children-and-Youth-Behavioral-Health-Initiative-Brief.pdf\"> youth and adolescent mental health initiative\u003c/a> to reduce structural barriers to kids getting care inside schools; another $4.1 billion for\u003ca href=\"https://edsource.org/2022/california-ready-to-launch-3-billion-multi-year-transition-to-community-schools/666571\"> community schools\u003c/a>, which includes money aimed at mental health needs; plus billions more in federal and state pandemic relief dollars, some of which is also aimed at helping students recover from depression and anxiety brought on during the pandemic and subsequent school closures.\u003c/p>\n\u003cp>In the third round of federal pandemic funding to schools, Oakland Unified got over $100 million dollars. According to records filed with the state in May this year, the district only shows spending about $650,000 of that money. And of that, the district reports nearly half went toward mental health.\u003c/p>\n\u003cp>But by the time the COVID relief money trickled down to Bridges, the school ended up with just $20,000 prioritized for mental health. The money was not enough for even one full-time therapist with benefits, which costs about $160,000.\u003c/p>\n\u003cp>The district says it hasn’t spent all the resources yet, and is spacing out the investment. It says school sites last year requested the investments they wanted based on their site needs, and that they had flexibility in how to spend the dollars.\u003c/p>\n\u003cp>Comelo and staff decided to use their $20,000 to hire a part-time clinical therapist for two hours each week. Inga and the part-time clinician decided to start a six-week, group therapy session with eight to nine students, nearly all of whom were native Mam speakers.\u003c/p>\n\u003cp>“In the beginning, everybody was really quiet and shy,” Inga said. Inga had previously worked with youth in detention camps along the border, and she could relate as an immigrant herself. “My parents brought me here when I was 15, and not having that support … my experiences led me here to this group,” she said.\u003c/p>\n\u003cp>Among the students joining in the first newly formed preventive therapy group was 10-year-old Heymer Domingo Godinez.\u003c/p>\n\u003cfigure id=\"attachment_11924358\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58258_019_BridgesAcademyMamStudents_08302022-qut.jpg\">\u003cimg class=\"size-medium wp-image-11924358\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58258_019_BridgesAcademyMamStudents_08302022-qut-800x533.jpg\" alt=\"Two young girls wearing red decorative shirts and long black skirts prepare food with one holding a vegetable and cutting board and the other holding the handle of a pan with food.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58258_019_BridgesAcademyMamStudents_08302022-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58258_019_BridgesAcademyMamStudents_08302022-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58258_019_BridgesAcademyMamStudents_08302022-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58258_019_BridgesAcademyMamStudents_08302022-qut-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58258_019_BridgesAcademyMamStudents_08302022-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Sisters Heymer Johana (left) and Katy Noeli Domingo Godinez cook eggs at their home in Oakland after school on Aug. 30, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“When I first got here to Bridges Academy, I was afraid. I was crying, because I was scared of the students,” Heymer said in Spanish.\u003c/p>\n\u003cp>Heymer had arrived from Guatemala with her dad in first grade, screaming, kicking and crying when dropped off at school. She was scared to come to school because back in Guatemala she had been too young to go.\u003c/p>\n\u003cp>Heymer and her teachers describe having to hold Heymer to calm her and get her to stay in classes. By fourth grade, Heymer says she had just one friend. Inga says kids like Heymer were confused about where they fit in at the school.\u003c/p>\n\u003cp>“They were not really feeling like they could trust other people,” Inga explained. “Like once they came here, there was no space to really talk about themselves and their culture.” On top of that, the pandemic hit families like Heymer’s living in East Oakland especially hard; her parents lost work and nearly lost their housing, before the school stepped in to help raise money for them.\u003c/p>\n\u003cp>When Heymer and the other students gathered in the small group therapy session, Inga asked each of them to bring something that represented them. Inga said it was Heymer who asked if she could wear her woven huipil and corte, the traditional Mayan Mam clothing she wore at home.\u003c/p>\n\u003cfigure id=\"attachment_11924357\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58255_017_BridgesAcademyMamStudents_08302022-qut.jpg\">\u003cimg class=\"size-medium wp-image-11924357\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58255_017_BridgesAcademyMamStudents_08302022-qut-800x533.jpg\" alt=\"Two young girls wearing red decorative shirts and long black skirts face the kitchen counter.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58255_017_BridgesAcademyMamStudents_08302022-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58255_017_BridgesAcademyMamStudents_08302022-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58255_017_BridgesAcademyMamStudents_08302022-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58255_017_BridgesAcademyMamStudents_08302022-qut-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58255_017_BridgesAcademyMamStudents_08302022-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Sisters Heymer Johana (left) and Katy Noeli Domingo Godinez prepare food at their home in Oakland after school on Aug. 30, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Heymer was nervous, and a bit afraid of being under the microscope. “Because some people are looking at us and some people are thinking, ‘Why is some girl wearing some corte like that?’” she said.\u003c/p>\n\u003cp>Inga told her students they could expect to get some attention from their peers, but that they should see it as an opportunity rather than something they’d rather avoid.\u003c/p>\n\u003cp>\"Listen, some other kids might look at you weird, but it's because they haven't been exposed to other cultures,\" Inga said she told them. \"And if they ask you or say something mean, it's like, you know, 'Let me just, let me tell you about my culture, let me tell you what this means.'\"\u003c/p>\n\u003cp>As the group therapy sessions were taking place, other efforts on the part of teachers throughout the school were also unfolding, aimed at creating\u003ca href=\"https://news.ncsu.edu/2022/08/belonging-helps-black-latino-students-feel-engaged/\"> a greater sense of belonging\u003c/a> for the Mam students.\u003c/p>\n\u003cp>“I know that during parent-teacher conferences, I — and I'm pretty sure other teachers did this as well — explicitly told students in front of their families, ‘Please keep practicing your Mam. We do not want you to lose this language,’” said fourth grade teacher Vivian Yen.\u003c/p>\n\u003cp>Yen said some teachers began taking Mam language lessons, while others were critically rethinking their curricula.\u003c/p>\n\u003cp>“I know that my grade-level team, and the fifth grade and third grade, both did this. We were looking at our ELA [English language arts] curriculum because all of the texts are very white-centered,” Yen said.\u003c/p>\n\u003cp>“I do think the murder of George Floyd did kind of push us to adjust our curriculum and make it a little bit more social justice-oriented and more ethnic studies-oriented. This is so that students would also have time to think about their own identities, thinking about how they fit in and can counter these racist narratives that we're given all the time,” Yen said.\u003c/p>\n\u003cfigure id=\"attachment_11924356\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58249_014_BridgesAcademyMamStudents_08302022-qut.jpg\">\u003cimg class=\"size-medium wp-image-11924356\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58249_014_BridgesAcademyMamStudents_08302022-qut-800x533.jpg\" alt=\"Two young girls wearing red decorative shirts and long black skirts sit on the grass outside a building.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58249_014_BridgesAcademyMamStudents_08302022-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58249_014_BridgesAcademyMamStudents_08302022-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58249_014_BridgesAcademyMamStudents_08302022-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58249_014_BridgesAcademyMamStudents_08302022-qut-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58249_014_BridgesAcademyMamStudents_08302022-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Sisters Heymer Johana (left) and Katy Noeli Domingo Godinez sit in the grass outside their new school, Elmhurst United Middle School, in Oakland on Aug. 30, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The joy Heymer and the other students felt in wearing their cortes spread — more Mam-speaking students began wearing their traditional cortes on Fridays.\u003c/p>\n\u003cp>“Even the boys!” Inga said. “It was just beautiful.”\u003c/p>\n\u003cp>When fifth grade graduation arrived, it was Heymer who welcomed parents to the event in Mam and led the performance. And for the first time, all students who presented recited poems in English, Spanish and Mam.\u003c/p>\n\u003cp>Teachers point to this as a culmination, and a defining moment, of the culture change they had worked so hard to achieve.\u003c/p>\n\u003cp>“Honestly I think it was just the buildup of a bunch of tiny little things that led to this movement,” Yen said.\u003c/p>\n\u003cp>This year, Heymer started sixth grade at Elmhurst United in East Oakland. As she walks the eight blocks to her new school, she likes to sing songs from her church, Iglesia de Dios Evangelio Sana Doctrina in Oakland. She says it makes her happy and calms her.\u003c/p>\n\u003cp>Heymer scouted the school out before classes began, scrutinizing staff photos on the bulletin board outside the school office, looking for faces and names of teachers she thought might speak Spanish.\u003c/p>\n\u003cp>She says while she is worried about going to a new school, she is more confident now of who she is and what she can do.\u003c/p>\n\u003cp>“I want to learn. I don’t care what people say about me. I only care about my mind and achieving my dreams,” she said.\u003c/p>\n\u003cp>Heymer says if she has to, she’ll call on her old teachers at Bridges Academy for help.\u003c/p>\n\u003cp>\u003cem>To help a young person who may be struggling with depression or anxiety:\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cem>Dial 988: The 24/7 National Suicide Prevention Lifeline is now the\u003c/em>\u003cem> \u003ca href=\"https://www.samhsa.gov/find-help/988\">988 Suicide and Crisis Lifeline\u003c/a>\u003c/em>.\u003c/li>\n\u003cli>\u003cem>\u003ca href=\"https://www.dhcs.ca.gov/individuals/Pages/MHPContactList.aspx\">Find your California county’s mental health services phone number.\u003c/a>\u003c/em>\u003c/li>\n\u003cli>\u003cem>Call the Family Paths Parenting Stress Helpline (English, Spanish) at (800) 829-3777, or \u003ca href=\"https://familypaths.org/\">visit its website\u003c/a>.\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003ca href=\"https://senecacommunityresources.weebly.com/\">Use Seneca community resources for California counties.\u003c/a>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003ca href=\"https://www.acbhcs.org/\">Visit the Alameda County Behavioral Health Care Service webpage.\u003c/a>\u003c/em>\u003c/li>\n\u003c/ul>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.eltimpano.org/\">\u003cem>This story was produced in partnership with the local civic media organization El Tímpano.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>Yesabel Inga works at Bridges Academy at Melrose in East Oakland, where she is the only therapist for some 400 students, a quarter of them newcomers. The majority are from Guatemala and speak Mam, a Mayan language spoken by some half a million people in that country and Mexico.\u003c/p>\n\u003cp>“A lot of them, when they first came in, only spoke Mam, they didn't speak Spanish or English,” said Inga. “And so they were just kind of lost, you know?”\u003c/p>\n\u003cp>As these children and others return to school this month across the Bay Area, one constant is their mental health needs: Reports of increased depression, anxiety, suicidal ideation and emergency hospital visits exacerbated by the pandemic are considered a crisis, according to reports from the \u003ca href=\"https://www.cdc.gov/media/releases/2022/p0331-youth-mental-health-covid-19.html\">CDC\u003c/a>, \u003ca href=\"https://www.aecf.org/blog/national-state-by-state-data-show-depth-of-youth-mental-health-pandemic\">The Annie E. Casey Foundation \u003c/a>and \u003ca href=\"https://mhanational.org/issues/2022/mental-health-america-youth-data#:~:text=Youth%20with%20Severe%20Major%20Depressive%20Episode%202022&text=10.6%25%20of%20youth%20(or%20over,197%2C000%20from%20last%20year's%20dataset.\">Mental Health America\u003c/a>.\u003c/p>\n\u003cp>To meet these needs, California is investing billions of new dollars, on top of state and federal pandemic relief funds. Bridges Academy at Melrose, which is a public school, found a way to leverage the money to maximize impact, pivoting from crisis management to prevention.\u003c/p>\n\u003cp>The principal at Bridges at the time, Anita Comelo, was having to make tough decisions about which kids would get to see the therapist and which would not.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“So we always have to pick which trauma is the bigger trauma, you know?” said Comelo. “We often end up giving the services to what we call ‘externalizers,’ the kids who end up disrupting class.”\u003c/p>\n\u003cp>Those students are typically the boys, Comelo said, adding that means other students who tend to internalize the trauma of their anxiety and depression don’t get the help they need.\u003c/p>\n\u003cp>Because the school therapist, Inga, should only carry a maximum caseload of 15 students at any time, scores of other kids at Bridges who could have used help were not getting it, and the result was a lot of disruption in class and on the playground, says community schools project manager Rosana Covarrubias.\u003c/p>\n\u003cp>“There was a lot of cyberbullying and so we were seeing it erupt here at school because of what was happening online,” said Covarrubias. “They were needing mental health support for that. We were having some students with suicidal ideation.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>However, when Covarrubias tried to refer students out to other community agencies they partner with, she says every one of them had a waitlist.\u003c/p>\n\u003cp>“They’ll say, ‘OK, thank you for the referral, we'll get back to you.’ And sometimes it's months before they get matched to an individual who can support them and be their therapist,” Covarrubias said.\u003c/p>\n\u003cp>And these were the acute cases.\u003c/p>\n\u003cp>Bridges therapist Inga says what makes matters worse is the lack of health care coverage for preventive care. Currently, Medi-Cal managed-care plans and commercial providers such as Kaiser don’t reimburse counties’ behavioral health departments for children without a clinical diagnosis.\u003c/p>\n\u003cp>That could change with legislation, namely \u003ca href=\"https://legiscan.com/CA/text/AB552/id/2494655\">AB 552\u003c/a>, which is now on the governor’s desk. It would nudge private health care plans to work with counties to reimburse community providers such as Seneca, Lincoln Families and East Bay Agency for Children in Alameda County for providing treatment for students with more moderate needs.\u003c/p>\n\u003cp>“If we were to set up kids with therapy support like preventative, you know, we wouldn't have fifth graders that have suicidal ideation,” said Inga, who works for Seneca.\u003c/p>\n\u003ch2>An investment in mental health\u003c/h2>\n\u003cp>California has begun an unprecedented investment toward meeting the mental health needs of K-12 students.\u003c/p>\n\u003cp>There is $4.4 billion for a\u003ca href=\"https://www.chhs.ca.gov/wp-content/uploads/2021/12/Children-and-Youth-Behavioral-Health-Initiative-Brief.pdf\"> youth and adolescent mental health initiative\u003c/a> to reduce structural barriers to kids getting care inside schools; another $4.1 billion for\u003ca href=\"https://edsource.org/2022/california-ready-to-launch-3-billion-multi-year-transition-to-community-schools/666571\"> community schools\u003c/a>, which includes money aimed at mental health needs; plus billions more in federal and state pandemic relief dollars, some of which is also aimed at helping students recover from depression and anxiety brought on during the pandemic and subsequent school closures.\u003c/p>\n\u003cp>In the third round of federal pandemic funding to schools, Oakland Unified got over $100 million dollars. According to records filed with the state in May this year, the district only shows spending about $650,000 of that money. And of that, the district reports nearly half went toward mental health.\u003c/p>\n\u003cp>But by the time the COVID relief money trickled down to Bridges, the school ended up with just $20,000 prioritized for mental health. The money was not enough for even one full-time therapist with benefits, which costs about $160,000.\u003c/p>\n\u003cp>The district says it hasn’t spent all the resources yet, and is spacing out the investment. It says school sites last year requested the investments they wanted based on their site needs, and that they had flexibility in how to spend the dollars.\u003c/p>\n\u003cp>Comelo and staff decided to use their $20,000 to hire a part-time clinical therapist for two hours each week. Inga and the part-time clinician decided to start a six-week, group therapy session with eight to nine students, nearly all of whom were native Mam speakers.\u003c/p>\n\u003cp>“In the beginning, everybody was really quiet and shy,” Inga said. Inga had previously worked with youth in detention camps along the border, and she could relate as an immigrant herself. “My parents brought me here when I was 15, and not having that support … my experiences led me here to this group,” she said.\u003c/p>\n\u003cp>Among the students joining in the first newly formed preventive therapy group was 10-year-old Heymer Domingo Godinez.\u003c/p>\n\u003cfigure id=\"attachment_11924358\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58258_019_BridgesAcademyMamStudents_08302022-qut.jpg\">\u003cimg class=\"size-medium wp-image-11924358\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58258_019_BridgesAcademyMamStudents_08302022-qut-800x533.jpg\" alt=\"Two young girls wearing red decorative shirts and long black skirts prepare food with one holding a vegetable and cutting board and the other holding the handle of a pan with food.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58258_019_BridgesAcademyMamStudents_08302022-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58258_019_BridgesAcademyMamStudents_08302022-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58258_019_BridgesAcademyMamStudents_08302022-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58258_019_BridgesAcademyMamStudents_08302022-qut-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58258_019_BridgesAcademyMamStudents_08302022-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Sisters Heymer Johana (left) and Katy Noeli Domingo Godinez cook eggs at their home in Oakland after school on Aug. 30, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“When I first got here to Bridges Academy, I was afraid. I was crying, because I was scared of the students,” Heymer said in Spanish.\u003c/p>\n\u003cp>Heymer had arrived from Guatemala with her dad in first grade, screaming, kicking and crying when dropped off at school. She was scared to come to school because back in Guatemala she had been too young to go.\u003c/p>\n\u003cp>Heymer and her teachers describe having to hold Heymer to calm her and get her to stay in classes. By fourth grade, Heymer says she had just one friend. Inga says kids like Heymer were confused about where they fit in at the school.\u003c/p>\n\u003cp>“They were not really feeling like they could trust other people,” Inga explained. “Like once they came here, there was no space to really talk about themselves and their culture.” On top of that, the pandemic hit families like Heymer’s living in East Oakland especially hard; her parents lost work and nearly lost their housing, before the school stepped in to help raise money for them.\u003c/p>\n\u003cp>When Heymer and the other students gathered in the small group therapy session, Inga asked each of them to bring something that represented them. Inga said it was Heymer who asked if she could wear her woven huipil and corte, the traditional Mayan Mam clothing she wore at home.\u003c/p>\n\u003cfigure id=\"attachment_11924357\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58255_017_BridgesAcademyMamStudents_08302022-qut.jpg\">\u003cimg class=\"size-medium wp-image-11924357\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58255_017_BridgesAcademyMamStudents_08302022-qut-800x533.jpg\" alt=\"Two young girls wearing red decorative shirts and long black skirts face the kitchen counter.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58255_017_BridgesAcademyMamStudents_08302022-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58255_017_BridgesAcademyMamStudents_08302022-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58255_017_BridgesAcademyMamStudents_08302022-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58255_017_BridgesAcademyMamStudents_08302022-qut-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58255_017_BridgesAcademyMamStudents_08302022-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Sisters Heymer Johana (left) and Katy Noeli Domingo Godinez prepare food at their home in Oakland after school on Aug. 30, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Heymer was nervous, and a bit afraid of being under the microscope. “Because some people are looking at us and some people are thinking, ‘Why is some girl wearing some corte like that?’” she said.\u003c/p>\n\u003cp>Inga told her students they could expect to get some attention from their peers, but that they should see it as an opportunity rather than something they’d rather avoid.\u003c/p>\n\u003cp>\"Listen, some other kids might look at you weird, but it's because they haven't been exposed to other cultures,\" Inga said she told them. \"And if they ask you or say something mean, it's like, you know, 'Let me just, let me tell you about my culture, let me tell you what this means.'\"\u003c/p>\n\u003cp>As the group therapy sessions were taking place, other efforts on the part of teachers throughout the school were also unfolding, aimed at creating\u003ca href=\"https://news.ncsu.edu/2022/08/belonging-helps-black-latino-students-feel-engaged/\"> a greater sense of belonging\u003c/a> for the Mam students.\u003c/p>\n\u003cp>“I know that during parent-teacher conferences, I — and I'm pretty sure other teachers did this as well — explicitly told students in front of their families, ‘Please keep practicing your Mam. We do not want you to lose this language,’” said fourth grade teacher Vivian Yen.\u003c/p>\n\u003cp>Yen said some teachers began taking Mam language lessons, while others were critically rethinking their curricula.\u003c/p>\n\u003cp>“I know that my grade-level team, and the fifth grade and third grade, both did this. We were looking at our ELA [English language arts] curriculum because all of the texts are very white-centered,” Yen said.\u003c/p>\n\u003cp>“I do think the murder of George Floyd did kind of push us to adjust our curriculum and make it a little bit more social justice-oriented and more ethnic studies-oriented. This is so that students would also have time to think about their own identities, thinking about how they fit in and can counter these racist narratives that we're given all the time,” Yen said.\u003c/p>\n\u003cfigure id=\"attachment_11924356\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58249_014_BridgesAcademyMamStudents_08302022-qut.jpg\">\u003cimg class=\"size-medium wp-image-11924356\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58249_014_BridgesAcademyMamStudents_08302022-qut-800x533.jpg\" alt=\"Two young girls wearing red decorative shirts and long black skirts sit on the grass outside a building.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58249_014_BridgesAcademyMamStudents_08302022-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58249_014_BridgesAcademyMamStudents_08302022-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58249_014_BridgesAcademyMamStudents_08302022-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58249_014_BridgesAcademyMamStudents_08302022-qut-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58249_014_BridgesAcademyMamStudents_08302022-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Sisters Heymer Johana (left) and Katy Noeli Domingo Godinez sit in the grass outside their new school, Elmhurst United Middle School, in Oakland on Aug. 30, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The joy Heymer and the other students felt in wearing their cortes spread — more Mam-speaking students began wearing their traditional cortes on Fridays.\u003c/p>\n\u003cp>“Even the boys!” Inga said. “It was just beautiful.”\u003c/p>\n\u003cp>When fifth grade graduation arrived, it was Heymer who welcomed parents to the event in Mam and led the performance. And for the first time, all students who presented recited poems in English, Spanish and Mam.\u003c/p>\n\u003cp>Teachers point to this as a culmination, and a defining moment, of the culture change they had worked so hard to achieve.\u003c/p>\n\u003cp>“Honestly I think it was just the buildup of a bunch of tiny little things that led to this movement,” Yen said.\u003c/p>\n\u003cp>This year, Heymer started sixth grade at Elmhurst United in East Oakland. As she walks the eight blocks to her new school, she likes to sing songs from her church, Iglesia de Dios Evangelio Sana Doctrina in Oakland. She says it makes her happy and calms her.\u003c/p>\n\u003cp>Heymer scouted the school out before classes began, scrutinizing staff photos on the bulletin board outside the school office, looking for faces and names of teachers she thought might speak Spanish.\u003c/p>\n\u003cp>She says while she is worried about going to a new school, she is more confident now of who she is and what she can do.\u003c/p>\n\u003cp>“I want to learn. I don’t care what people say about me. I only care about my mind and achieving my dreams,” she said.\u003c/p>\n\u003cp>Heymer says if she has to, she’ll call on her old teachers at Bridges Academy for help.\u003c/p>\n\u003cp>\u003cem>To help a young person who may be struggling with depression or anxiety:\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cem>Dial 988: The 24/7 National Suicide Prevention Lifeline is now the\u003c/em>\u003cem> \u003ca href=\"https://www.samhsa.gov/find-help/988\">988 Suicide and Crisis Lifeline\u003c/a>\u003c/em>.\u003c/li>\n\u003cli>\u003cem>\u003ca href=\"https://www.dhcs.ca.gov/individuals/Pages/MHPContactList.aspx\">Find your California county’s mental health services phone number.\u003c/a>\u003c/em>\u003c/li>\n\u003cli>\u003cem>Call the Family Paths Parenting Stress Helpline (English, Spanish) at (800) 829-3777, or \u003ca href=\"https://familypaths.org/\">visit its website\u003c/a>.\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003ca href=\"https://senecacommunityresources.weebly.com/\">Use Seneca community resources for California counties.\u003c/a>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003ca href=\"https://www.acbhcs.org/\">Visit the Alameda County Behavioral Health Care Service webpage.\u003c/a>\u003c/em>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "oakland-has-a-strategy-to-address-teacher-churn-will-it-work",
"title": "Oakland Has a Strategy to Address Teacher Churn. Will It Work?",
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"content": "\u003cp>In the high-poverty Oakland Unified School District, the disparities among schools of credentialed teachers are stark.\u003c/p>\n\u003cp>At Chabot Elementary in Oakland’s Rockridge neighborhood, with 23% of students from lower-income families, 93% of classes are taught by fully credentialed teachers; at Greenleaf Elementary, near the Oakland Coliseum, with 91% from lower-income families, fully credentialed teachers teach 47.5% of classes. In most middle schools and high schools, fewer than 60% of classes are taught by adequately certificated teachers, reflecting the ongoing difficulty in finding teachers credentialed to teach specific sciences like physics and math. At Castlemont High, fewer than one-quarter of teachers are assigned to classes they’re qualified to teach. Hiring decisions are made at the site level; the district does not place teachers at schools, it said.\u003c/p>\n\u003cp>[aside label=\"More Education Stories\" tag=\"education-equity\"]Across OUSD, 57% of its teachers are assigned to classrooms they are credentialed to teach — the lowest of any district in California with more than 10,000 students, and one of the lowest in the state. It is nearly a third lower than the state average, and the 27.4% of so-called ineffective teachers, which include those with emergency and short-term permits and long-term substitutes, is nearly seven times the 4.1% statewide average.\u003c/p>\n\u003cp>The district blames its low rate of credentialed teachers on the churn of high turnover and has a plan to attack the problem.\u003c/p>\n\u003cp>\u003ca href=\"https://www.parentsquare.com/feeds/13149403\">In a news release\u003c/a>, Superintendent Kyla Johnson-Trammell acknowledged the low numbers of fully credentialed teachers but said the district is making teacher retention and recruitment of aspiring teachers, particularly people of color, a priority. It has created \u003ca href=\"https://www.ousd.org/Page/17605\">Grow Our Own\u003c/a>, with teacher residencies, a pipeline to teaching for after-school staff and a teacher development program for middle school teachers. It is\u003ca href=\"https://sites.google.com/ousd.org/ntsd/home?authuser=0\"> providing mentoring and resources\u003c/a> for all new teachers and, starting this year, will pay for new teachers’ credentialing fees and assessments. Earning a credential while initially teaching with an emergency permit is sometimes the only option for those who can’t afford to take a year off from work to become a teacher.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>According to OUSD, the\u003ca href=\"https://dashboards.ousd.org/t/HR/views/RetentionDashboardPublic/TeachersDistrictwide?%3Aiid=1&%3Aembed=y#1\"> high rate of teacher turnover\u003c/a> — 22% in 2016-17 — dropped to the national average of 16% in 2019-20 and has remained constant since then. According to the district, 30% to 40% of the applicants for openings have emergency or out-of-state teaching permits. Out of the 491 teacher vacancies Oakland Unified posted, as of July 22, 109 remained unfilled, it said.\u003c/p>\n\u003cp>The impact of its strategies looks promising, the district said:\u003c/p>\n\u003cul>\n\u003cli>121 middle school teachers have received debt relief, tuition support and assistance with advanced degrees and credentials in exchange for their commitment to stay in Oakland for two to four years, depending on how much aid they receive.\u003c/li>\n\u003cli>More than 100 special education teachers have received state funding for teacher prep, licensing fees, community college courses, education and student debt relief.\u003c/li>\n\u003cli>44 classified workers have received tuition support and mentoring to become credentialed teachers.\u003c/li>\n\u003cli>21 aspiring teachers earned their preliminary credentials in STEM and special education through the Oakland Teacher Residency program, in which an aspiring teacher trains full time in the classroom with an experienced, credentialed teacher. The district is partnering with the Alder Graduate School of Education. Teacher residents commit to staying four years with the district.\u003c/li>\n\u003c/ul>\n\u003cp>Oakland Unified has an enrollment of about 46,000 students, three-quarters of whom qualify as lower-income. About half of the students are Latino, with 20% Black, 10% white and 10% Asian. It employs about 3,000 teachers.\u003c/p>\n\u003cp>Oakland Unified also has above-average disparities in how those teachers are distributed across schools in the district. In schools with the highest-income children, 67% of educators are credentialed to teach the classes they are teaching, while 49% of teachers are qualified in schools with students from the most low-income families. Schools with students from the most low-income families also have double the percentage of intern teachers (4.4%) than schools with fewer children from lower-income families (2%).\u003c/p>\n\u003cp>[pullquote size='medium' align='left' citation=\"Keith Brown, president of the Oakland Education Association\"]‘Living wages continue to be an issue in Oakland. An experienced teacher can move to Hayward Unified and make $28,000 more overnight.’[/pullquote]\u003c/p>\n\u003cp>The reasons for the constant churn and difficulty finding teachers in Oakland with needed credentials depend on whom you ask.\u003c/p>\n\u003cp>Salary disparities among districts play a role in attracting teachers to some districts and pushing them away from others. The cost of housing in Oakland and the Bay Area is among the highest in the state, and Oakland’s salary scale, as of 2020-21, was among the lowest in Alameda County, from $50,600 for new teachers to $95,000 for the highest-paid veterans.\u003c/p>\n\u003cp>“Living wages continue to be an issue in Oakland,” said Keith Brown, president of the teachers union, the Oakland Education Association. “An experienced teacher can move to Hayward Unified and make $28,000 more overnight.”\u003c/p>\n\u003cp>[aside label=\"Related Stories\" tag=\"teacher-retention\"]In 2019, the union went on strike for seven days, demanding higher pay and improved conditions. Teachers settled for an 11% raise over four years. It conducted a one-day strike this year to oppose the district’s plan to close seven schools. Tense relations with the district’s unions, declining enrollment — a loss of 17,000 students over 20 years — and financial difficulties, which have dogged Oakland since the state provided a $100 million loan in 2003, have fostered strife and instability. When she was appointed superintendent in 2017, Johnson-Trammell, who grew up in Oakland and attended Oakland schools, became the sixth superintendent in nine years.\u003c/p>\n\u003cp>In a biting letter of resignation on her blog in May upon resigning from the school board, Shanthi Gonzales spread the blame. She cited the teachers union’s “refusal to engage on the issue of school quality,” general incivility in the district in handling disagreements and an easily distracted school board’s failure to focus on improving academics.\u003c/p>\n\u003cp>Arun Ramanathan, the CEO of Pivot Learning, a national school improvement nonprofit based in Oakland, agreed with Gonzales’ last point. Oakland is the home of an abundance of education nonprofits and foundations ready to fund new ideas. But the district’s focus must be on three things, he said: leadership, teaching and learning. “Ongoing instability bleeds into other areas, so the district turns to another initiative, whether social-emotional learning or community schools,” he said. “Oakland has one of the longest strategic plans, but it’s not focusing on the right stuff.”\u003c/p>\n\u003cp>OUSD should be constantly monitoring the number and distribution of long-term subs and the level of teacher absences, he said, as well as tracking, in a competitive market, the length of time between job interviews and job offers.\u003c/p>\n\u003cp>[pullquote size='medium' align='left' citation=\"Gary Yee, president of the Oakland Unified School District, Board of Education \"]‘[The district’s] commitment to hiring well-trained teachers with strong academic preparation and a deep local and cultural competency has never been stronger or more focused.’[/pullquote]\u003c/p>\n\u003cp>Gary Yee, the president of the district’s school board, said in a statement that although the issues of a teacher shortage and under-preparation in Oakland schools are not new or simple, the district’s “commitment to hiring well-trained teachers with strong academic preparation and a deep local and cultural competency has never been stronger or more focused.”\u003c/p>\n\u003cp>“Using the term ‘ineffective’ to label those who have not received state certification suggests a biased use of language. Privileging people who have the finances, time and opportunity to complete a credential before they start formal teaching in an Oakland Unified classroom blocks those who need to take a different path,” he said. “Even a cursory review of the \u003ca href=\"https://www.ousd.org/Page/781\">Talent Division\u003c/a> web page will reveal the multiple paths to becoming and growing as a professionally effective educator. With this support, all children and educators — regardless of their background or circumstances — will have the opportunity to reach their highest potential. I believe Oakland is moving in that direction.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2022/oakland-with-the-lowest-ratio-of-fully-prepared-rightly-assigned-teachers-has-a-strategy-to-address-teacher-churn/676288\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In the high-poverty Oakland Unified School District, the disparities among schools of credentialed teachers are stark.\u003c/p>\n\u003cp>At Chabot Elementary in Oakland’s Rockridge neighborhood, with 23% of students from lower-income families, 93% of classes are taught by fully credentialed teachers; at Greenleaf Elementary, near the Oakland Coliseum, with 91% from lower-income families, fully credentialed teachers teach 47.5% of classes. In most middle schools and high schools, fewer than 60% of classes are taught by adequately certificated teachers, reflecting the ongoing difficulty in finding teachers credentialed to teach specific sciences like physics and math. At Castlemont High, fewer than one-quarter of teachers are assigned to classes they’re qualified to teach. Hiring decisions are made at the site level; the district does not place teachers at schools, it said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Across OUSD, 57% of its teachers are assigned to classrooms they are credentialed to teach — the lowest of any district in California with more than 10,000 students, and one of the lowest in the state. It is nearly a third lower than the state average, and the 27.4% of so-called ineffective teachers, which include those with emergency and short-term permits and long-term substitutes, is nearly seven times the 4.1% statewide average.\u003c/p>\n\u003cp>The district blames its low rate of credentialed teachers on the churn of high turnover and has a plan to attack the problem.\u003c/p>\n\u003cp>\u003ca href=\"https://www.parentsquare.com/feeds/13149403\">In a news release\u003c/a>, Superintendent Kyla Johnson-Trammell acknowledged the low numbers of fully credentialed teachers but said the district is making teacher retention and recruitment of aspiring teachers, particularly people of color, a priority. It has created \u003ca href=\"https://www.ousd.org/Page/17605\">Grow Our Own\u003c/a>, with teacher residencies, a pipeline to teaching for after-school staff and a teacher development program for middle school teachers. It is\u003ca href=\"https://sites.google.com/ousd.org/ntsd/home?authuser=0\"> providing mentoring and resources\u003c/a> for all new teachers and, starting this year, will pay for new teachers’ credentialing fees and assessments. Earning a credential while initially teaching with an emergency permit is sometimes the only option for those who can’t afford to take a year off from work to become a teacher.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>According to OUSD, the\u003ca href=\"https://dashboards.ousd.org/t/HR/views/RetentionDashboardPublic/TeachersDistrictwide?%3Aiid=1&%3Aembed=y#1\"> high rate of teacher turnover\u003c/a> — 22% in 2016-17 — dropped to the national average of 16% in 2019-20 and has remained constant since then. According to the district, 30% to 40% of the applicants for openings have emergency or out-of-state teaching permits. Out of the 491 teacher vacancies Oakland Unified posted, as of July 22, 109 remained unfilled, it said.\u003c/p>\n\u003cp>The impact of its strategies looks promising, the district said:\u003c/p>\n\u003cul>\n\u003cli>121 middle school teachers have received debt relief, tuition support and assistance with advanced degrees and credentials in exchange for their commitment to stay in Oakland for two to four years, depending on how much aid they receive.\u003c/li>\n\u003cli>More than 100 special education teachers have received state funding for teacher prep, licensing fees, community college courses, education and student debt relief.\u003c/li>\n\u003cli>44 classified workers have received tuition support and mentoring to become credentialed teachers.\u003c/li>\n\u003cli>21 aspiring teachers earned their preliminary credentials in STEM and special education through the Oakland Teacher Residency program, in which an aspiring teacher trains full time in the classroom with an experienced, credentialed teacher. The district is partnering with the Alder Graduate School of Education. Teacher residents commit to staying four years with the district.\u003c/li>\n\u003c/ul>\n\u003cp>Oakland Unified has an enrollment of about 46,000 students, three-quarters of whom qualify as lower-income. About half of the students are Latino, with 20% Black, 10% white and 10% Asian. It employs about 3,000 teachers.\u003c/p>\n\u003cp>Oakland Unified also has above-average disparities in how those teachers are distributed across schools in the district. In schools with the highest-income children, 67% of educators are credentialed to teach the classes they are teaching, while 49% of teachers are qualified in schools with students from the most low-income families. Schools with students from the most low-income families also have double the percentage of intern teachers (4.4%) than schools with fewer children from lower-income families (2%).\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The reasons for the constant churn and difficulty finding teachers in Oakland with needed credentials depend on whom you ask.\u003c/p>\n\u003cp>Salary disparities among districts play a role in attracting teachers to some districts and pushing them away from others. The cost of housing in Oakland and the Bay Area is among the highest in the state, and Oakland’s salary scale, as of 2020-21, was among the lowest in Alameda County, from $50,600 for new teachers to $95,000 for the highest-paid veterans.\u003c/p>\n\u003cp>“Living wages continue to be an issue in Oakland,” said Keith Brown, president of the teachers union, the Oakland Education Association. “An experienced teacher can move to Hayward Unified and make $28,000 more overnight.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>In 2019, the union went on strike for seven days, demanding higher pay and improved conditions. Teachers settled for an 11% raise over four years. It conducted a one-day strike this year to oppose the district’s plan to close seven schools. Tense relations with the district’s unions, declining enrollment — a loss of 17,000 students over 20 years — and financial difficulties, which have dogged Oakland since the state provided a $100 million loan in 2003, have fostered strife and instability. When she was appointed superintendent in 2017, Johnson-Trammell, who grew up in Oakland and attended Oakland schools, became the sixth superintendent in nine years.\u003c/p>\n\u003cp>In a biting letter of resignation on her blog in May upon resigning from the school board, Shanthi Gonzales spread the blame. She cited the teachers union’s “refusal to engage on the issue of school quality,” general incivility in the district in handling disagreements and an easily distracted school board’s failure to focus on improving academics.\u003c/p>\n\u003cp>Arun Ramanathan, the CEO of Pivot Learning, a national school improvement nonprofit based in Oakland, agreed with Gonzales’ last point. Oakland is the home of an abundance of education nonprofits and foundations ready to fund new ideas. But the district’s focus must be on three things, he said: leadership, teaching and learning. “Ongoing instability bleeds into other areas, so the district turns to another initiative, whether social-emotional learning or community schools,” he said. “Oakland has one of the longest strategic plans, but it’s not focusing on the right stuff.”\u003c/p>\n\u003cp>OUSD should be constantly monitoring the number and distribution of long-term subs and the level of teacher absences, he said, as well as tracking, in a competitive market, the length of time between job interviews and job offers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Gary Yee, the president of the district’s school board, said in a statement that although the issues of a teacher shortage and under-preparation in Oakland schools are not new or simple, the district’s “commitment to hiring well-trained teachers with strong academic preparation and a deep local and cultural competency has never been stronger or more focused.”\u003c/p>\n\u003cp>“Using the term ‘ineffective’ to label those who have not received state certification suggests a biased use of language. Privileging people who have the finances, time and opportunity to complete a credential before they start formal teaching in an Oakland Unified classroom blocks those who need to take a different path,” he said. “Even a cursory review of the \u003ca href=\"https://www.ousd.org/Page/781\">Talent Division\u003c/a> web page will reveal the multiple paths to becoming and growing as a professionally effective educator. With this support, all children and educators — regardless of their background or circumstances — will have the opportunity to reach their highest potential. I believe Oakland is moving in that direction.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>[dropcap]I[/dropcap]nside a borrowed studio apartment in a two-story courtyard building in Oakland’s Fruitvale neighborhood, Nya Owens is preparing for her afternoon client, a woman named Yummy Jones who has driven all the way from Richmond, despite heavy traffic and the high cost of gas these days, just to see her.\u003c/p>\n\u003cp>Owens, who just turned 18, goes over styles as they watch TikTok videos of different looks. Then Owens asks Yummy to part her hair, and the work begins.\u003c/p>\n\u003cp>Braiding is Owens’ business, and it’s why she was so focused on graduating this year. She sees that high school diploma as the ticket to college and a degree in business administration, all part of her plan to start her own fashion company.\u003c/p>\n\u003cp>“I’ve loved fashion since I was a little kid. I’ve had experience with customer service, I’m a people person and I used to model,” she says.\u003c/p>\n\u003cp>Her future plan?\u003c/p>\n\u003cp>“Phase one would be to go to pop-up shops and sell clothes, promote on social media,” she says. “Phase two would be to grow my online store out of state, do raffles and also gain more and more ambassador events.”\u003c/p>\n\u003cfigure id=\"attachment_11917101\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11917101\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56635_IMG_7762-qut.jpg\" alt=\"A woman stands over another woman doing her hair.\" width=\"1920\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56635_IMG_7762-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56635_IMG_7762-qut-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56635_IMG_7762-qut-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56635_IMG_7762-qut-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56635_IMG_7762-qut-1536x1152.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Nya Owens at work in her salon space at a friend’s apartment with client Yummy Jones. Owens wants to get a degree in business administration, but this year she had to focus first on showing up to finish high school. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But just last January, Owens saw those plans evaporating. Her school, McClymonds High in West Oakland, told her that unless she started showing up for school on time, she wouldn’t get to graduate. “I was falling behind because I was too busy trying to make my money and also trying to focus on school,” she says.\u003c/p>\n\u003cp>Owens was also behind because of a series of academic setbacks junior year: Pandemic-related distance learning had been impossible for her.[pullquote size='medium' align='left' citation=\"Nya Owens, participant, Oakland Natives Give Back\"]‘COVID really took me away from school, where I got the majority of my help from. Like, I’m the type of person that needs hands on.’[/pullquote]“COVID really took me away from school, where I got the majority of my help from. Like, I’m the type of person that needs hands on. I got to be hands on. I cannot do it on my own,” she says. “I used to fall asleep during class.”\u003c/p>\n\u003cp>Then there was a devastating personal blow: Owens’ 25-year-old brother was shot and killed in East Oakland. At that point, with her mother grieving, Owens says she ended up living with different relatives. Getting to school at all was a challenge.\u003c/p>\n\u003cp>But she kept going, and she says her late brother has played a big part in that.\u003c/p>\n\u003cp>“I feel like my brother has been pushing me,” Owens says. “Since he’s gone, he’s been pushing me on. I’ve been catching a whole lot of angel numbers.”\u003c/p>\n\u003cp>Also pushing her was the team from Oakland Natives Give Back.\u003c/p>\n\u003cfigure id=\"attachment_11917102\" class=\"wp-caption aligncenter\" style=\"max-width: 1180px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11917102\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56633_IMG_5832-qut.jpg\" alt=\"A woman stands in a school hallway next to graduation balloons. She is holding up a diploma and is smiling at someone off-camera.\" width=\"1180\" height=\"886\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56633_IMG_5832-qut.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56633_IMG_5832-qut-800x601.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56633_IMG_5832-qut-1020x766.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56633_IMG_5832-qut-160x120.jpg 160w\" sizes=\"auto, (max-width: 1180px) 100vw, 1180px\">\u003cfigcaption class=\"wp-caption-text\">Nya Owens poses for a portrait during graduation. Owens was a participant with Oakland Natives Give Back and says the program helped her achieve her goal of getting a high school diploma. \u003ccite>(Courtesy of Nya Owens)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The organization launched a pilot program at McClymonds in January involving 10 students who were chronically absent but also were considered “influencers” — students others took their cues from. The goal was not only to get the 10 to graduate, but to get them to send a larger message to the student body that attendance matters.\u003c/p>\n\u003cp>Chronic absenteeism among Black students like Owens is a critical problem for the district. District statistics through May show that 58% of OUSD’s Black students missed at least 18 school days during this past school year; nearly half of those students were absent 36 days or more.\u003c/p>\n\u003cp>Kids not getting to school could cost OUSD millions of dollars a year in state funding, which is allotted on the basis of the district’s average daily attendance. And more important, chronic absences are devastating for the growth and progress of students like Owens.[aside label=\"More Education Stories\" tag=\"education\"]The pilot program that Oakland Natives Give Back deployed at McClymonds this year was designed to provide intensive wraparound support for the 10 students who were invited to participate and see them through to graduation. The pilot also aimed to help each student plan for the future and teach them the skills they’d need to turn that plan into reality.\u003c/p>\n\u003cp>“We’re not here to chastise you. We’re here to support you. You know — even with love, with a different angle,” says Brian McGee, McClymonds’ head of programs, who helped bring in Oakland Natives Give Back. “Yes, your attendance is bad, but we don’t think you’re bad people. You’re here because we want to correct some things and get you ready for the real world. And the way we’re going to do that is to give you some skill sets for a toolbox that you can take with you along your journey.”\u003c/p>\n\u003cp>Stefon Dent, an achievement coordinator with Oakland Natives Give Back, was part of a two-person team that worked with the 10 McClymonds students.\u003c/p>\n\u003cp>The students would participate in a 90-minute class once a week to learn skills they could use both in and outside of school: a lot of focus on accountability and what it means to show up on time. In return, they would be paid a monthly stipend of $500, paid for by Oakland Natives Give Back.\u003c/p>\n\u003cp>Dent says the classes were anchored in deep, emotional work that Dent says is key to Black students surviving and thriving in a systemically racist society.\u003c/p>\n\u003cp>“You really have to have a strong foundation within yourself and love yourself in order for you to manifest your desires,” Dent says.\u003c/p>\n\u003cfigure id=\"attachment_11917084\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11917084 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56551_004_KQED_StefonDentOaklandGivesBack_06062022-qut.jpg\" alt=\" Stefon Dent sports a beard and wears his Proud Oakland Native shirt as he stars into the distance on a street in downtown Oakland. Behind him is a yellow wall with artist's tags in black paint on it.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56551_004_KQED_StefonDentOaklandGivesBack_06062022-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56551_004_KQED_StefonDentOaklandGivesBack_06062022-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56551_004_KQED_StefonDentOaklandGivesBack_06062022-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56551_004_KQED_StefonDentOaklandGivesBack_06062022-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56551_004_KQED_StefonDentOaklandGivesBack_06062022-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Stefon Dent, achievement coordinator with Oakland Natives Give Back, poses for a portrait in downtown Oakland on June 6, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Education itself needs to implement teachings for individuals to learn themselves. We don’t have that in school,” he says. “All we’re teaching them is science, math, accounting. The school system was designed to teach people to work for other people.”\u003c/p>\n\u003cp>The day Owens meets Yummy Jones to braid her hair shows the importance of this emotional dimension of learning.\u003c/p>\n\u003cp>Owens says the day had been a stressful one. It was finals week.\u003c/p>\n\u003cp>“Finals actually had me crying at school, crying,” she says, explaining that she got into a disagreement with a teacher.\u003c/p>\n\u003cp>“I was supposed to present, but I didn’t know,” she says. “I didn’t get the email. And I almost punched a wall. I was very upset. Grabbing at my hair and everything.”[pullquote size='medium' align='right' citation=\"Stefon Dent, achievement coordinator, Oakland Natives Give Back\"]‘Education itself needs to implement teachings for individuals to learn themselves. We don’t have that in school.’[/pullquote]Dent calls this kind of reaction getting emotionally hijacked, saying of Owens, “She fell victim to her own negative programming.”\u003c/p>\n\u003cp>Dent says in that split second, Owens had a choice: to act on impulse or to be her higher self. He says he works on this himself every day.\u003c/p>\n\u003cp>“If you’re driving and somebody cuts you off, you have the option to get around them, flip them off, curse them out or whatever,” he says. “Or you have the choice to be like, ‘OK, well, maybe they need to get to someplace. So I’m going to allow them to, you know, have that.’ Then I send them love and light. You know, ‘I hope you make it to your destination safely.’ And those are some of the tools I teach my clients.”\u003c/p>\n\u003cp>Dent calls this operating on a higher frequency. And he shares this wisdom in his classes.\u003c/p>\n\u003cp>“A lot of professionals have trouble relating to students because all they have is book smarts. And that can only lead you so far, especially going into the belly of the beast,” Dent says.\u003c/p>\n\u003cp>Dent says his own experience in public schools forced him onto his path of self-discovery. In third grade, he says, a teacher placed him in special education — where he remained until 12th grade.\u003c/p>\n\u003cp>“She asked me to play quietly, but what 6-year-old, you know, plays quietly?” he says. “So she influenced my mom to keep me in these classes due to my mom being on drugs at the time, saying, like, ‘If your child is on SSI, you have an extra income.’ So saying that to a person that’s hooked on something — that’s volumes.”\u003c/p>\n\u003cp>Dent is adamant he stopped growing psychologically at 6 when this teacher imprinted that negative view on him. He graduated 12th grade reading at a third-grade level “because all we did was sing songs and [eat] snacks and color.”\u003c/p>\n\u003cp>Today he has a master’s degree in behavioral psychology from Cal State East Bay. But first he had to go to Laney College for seven years to catch up on all the learning he missed in his earlier years.\u003c/p>\n\u003cp>“So it’s possible for you to accomplish anything,” Dent says. As he likes to tell the students, “The only thing in the way of you, is you.”\u003c/p>\n\u003cp>When Owens became frustrated with her teacher during finals week, instead of just walking out of school and not returning — as she says she normally would have done — she took steps to recover.\u003c/p>\n\u003cp>“I just kept having to breathe, and breathe, and breathe as much as I can. Anger like that, you really have to be careful,” she says.\u003c/p>\n\u003cp>In that moment, a McClymonds staffer who works closely with Dent also helped her with some advice: “Go ahead, cry yourself out of it. Do as much crying as you gotta do and then we gotta get right back to this essay.”[pullquote size='medium' align='right' citation=\"Nya Owens, participant, Oakland Natives Give Back\"]‘This program has actually helped me with getting to work on time. I get to clients on time.’[/pullquote]At the end of the year, when Owens learned one of her teachers had flunked her, she immediately signed up for adult school to take the class again.\u003c/p>\n\u003cp>“It took me a while, but I built myself up. I listen to gospel music and I listen to old school music, ‘Good Morning Beautiful.’ And then that type of music gives me some motivation into myself: ‘OK, Nya, you got this. You’re pretty. You’re beautiful.’ I tell myself that every day, every morning, every time I wake up, every time I go to sleep and wake back up.”\u003c/p>\n\u003cp>Owens didn’t graduate with her class at McClymonds in May. But she redid the course online and graduated with an adult school class this month.\u003c/p>\n\u003cp>She says the accountability lessons from her internship at McClymonds are grounding her for her next steps.\u003c/p>\n\u003cp>“This program has actually helped me with getting to work on time,” she says. “I get to clients on time. I used to be at least 10 to 15 minutes behind. Now, I leave early. If you’re not going to be on time, you’re just not going to be knowing what’s going on.”\u003c/p>\n\u003cp>Owens’ graduation, albeit slightly delayed, meant that all 10 of the McClymonds seniors who were part of the Oakland Natives Give Back pilot project got their diplomas.\u003c/p>\n\u003cp>The organization is hoping to expand to seven other Oakland high schools this fall to reach as many as 100 students in the coming academic year.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003c/p>\u003cp>\u003cspan class=\"utils-parseShortcode-shortcodes-__dropcapShortcode__dropcap\">I\u003c/span>\u003c/p>\u003cp>nside a borrowed studio apartment in a two-story courtyard building in Oakland’s Fruitvale neighborhood, Nya Owens is preparing for her afternoon client, a woman named Yummy Jones who has driven all the way from Richmond, despite heavy traffic and the high cost of gas these days, just to see her.\u003c/p>\n\u003cp>Owens, who just turned 18, goes over styles as they watch TikTok videos of different looks. Then Owens asks Yummy to part her hair, and the work begins.\u003c/p>\n\u003cp>Braiding is Owens’ business, and it’s why she was so focused on graduating this year. She sees that high school diploma as the ticket to college and a degree in business administration, all part of her plan to start her own fashion company.\u003c/p>\n\u003cp>“I’ve loved fashion since I was a little kid. I’ve had experience with customer service, I’m a people person and I used to model,” she says.\u003c/p>\n\u003cp>Her future plan?\u003c/p>\n\u003cp>“Phase one would be to go to pop-up shops and sell clothes, promote on social media,” she says. “Phase two would be to grow my online store out of state, do raffles and also gain more and more ambassador events.”\u003c/p>\n\u003cfigure id=\"attachment_11917101\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11917101\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56635_IMG_7762-qut.jpg\" alt=\"A woman stands over another woman doing her hair.\" width=\"1920\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56635_IMG_7762-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56635_IMG_7762-qut-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56635_IMG_7762-qut-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56635_IMG_7762-qut-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56635_IMG_7762-qut-1536x1152.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Nya Owens at work in her salon space at a friend’s apartment with client Yummy Jones. Owens wants to get a degree in business administration, but this year she had to focus first on showing up to finish high school. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But just last January, Owens saw those plans evaporating. Her school, McClymonds High in West Oakland, told her that unless she started showing up for school on time, she wouldn’t get to graduate. “I was falling behind because I was too busy trying to make my money and also trying to focus on school,” she says.\u003c/p>\n\u003cp>Owens was also behind because of a series of academic setbacks junior year: Pandemic-related distance learning had been impossible for her.\u003c/p>\u003c/div>",
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"content": "‘COVID really took me away from school, where I got the majority of my help from. Like, I’m the type of person that needs hands on.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“COVID really took me away from school, where I got the majority of my help from. Like, I’m the type of person that needs hands on. I got to be hands on. I cannot do it on my own,” she says. “I used to fall asleep during class.”\u003c/p>\n\u003cp>Then there was a devastating personal blow: Owens’ 25-year-old brother was shot and killed in East Oakland. At that point, with her mother grieving, Owens says she ended up living with different relatives. Getting to school at all was a challenge.\u003c/p>\n\u003cp>But she kept going, and she says her late brother has played a big part in that.\u003c/p>\n\u003cp>“I feel like my brother has been pushing me,” Owens says. “Since he’s gone, he’s been pushing me on. I’ve been catching a whole lot of angel numbers.”\u003c/p>\n\u003cp>Also pushing her was the team from Oakland Natives Give Back.\u003c/p>\n\u003cfigure id=\"attachment_11917102\" class=\"wp-caption aligncenter\" style=\"max-width: 1180px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11917102\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56633_IMG_5832-qut.jpg\" alt=\"A woman stands in a school hallway next to graduation balloons. She is holding up a diploma and is smiling at someone off-camera.\" width=\"1180\" height=\"886\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56633_IMG_5832-qut.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56633_IMG_5832-qut-800x601.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56633_IMG_5832-qut-1020x766.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56633_IMG_5832-qut-160x120.jpg 160w\" sizes=\"auto, (max-width: 1180px) 100vw, 1180px\">\u003cfigcaption class=\"wp-caption-text\">Nya Owens poses for a portrait during graduation. Owens was a participant with Oakland Natives Give Back and says the program helped her achieve her goal of getting a high school diploma. \u003ccite>(Courtesy of Nya Owens)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The organization launched a pilot program at McClymonds in January involving 10 students who were chronically absent but also were considered “influencers” — students others took their cues from. The goal was not only to get the 10 to graduate, but to get them to send a larger message to the student body that attendance matters.\u003c/p>\n\u003cp>Chronic absenteeism among Black students like Owens is a critical problem for the district. District statistics through May show that 58% of OUSD’s Black students missed at least 18 school days during this past school year; nearly half of those students were absent 36 days or more.\u003c/p>\n\u003cp>Kids not getting to school could cost OUSD millions of dollars a year in state funding, which is allotted on the basis of the district’s average daily attendance. And more important, chronic absences are devastating for the growth and progress of students like Owens.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The pilot program that Oakland Natives Give Back deployed at McClymonds this year was designed to provide intensive wraparound support for the 10 students who were invited to participate and see them through to graduation. The pilot also aimed to help each student plan for the future and teach them the skills they’d need to turn that plan into reality.\u003c/p>\n\u003cp>“We’re not here to chastise you. We’re here to support you. You know — even with love, with a different angle,” says Brian McGee, McClymonds’ head of programs, who helped bring in Oakland Natives Give Back. “Yes, your attendance is bad, but we don’t think you’re bad people. You’re here because we want to correct some things and get you ready for the real world. And the way we’re going to do that is to give you some skill sets for a toolbox that you can take with you along your journey.”\u003c/p>\n\u003cp>Stefon Dent, an achievement coordinator with Oakland Natives Give Back, was part of a two-person team that worked with the 10 McClymonds students.\u003c/p>\n\u003cp>The students would participate in a 90-minute class once a week to learn skills they could use both in and outside of school: a lot of focus on accountability and what it means to show up on time. In return, they would be paid a monthly stipend of $500, paid for by Oakland Natives Give Back.\u003c/p>\n\u003cp>Dent says the classes were anchored in deep, emotional work that Dent says is key to Black students surviving and thriving in a systemically racist society.\u003c/p>\n\u003cp>“You really have to have a strong foundation within yourself and love yourself in order for you to manifest your desires,” Dent says.\u003c/p>\n\u003cfigure id=\"attachment_11917084\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11917084 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56551_004_KQED_StefonDentOaklandGivesBack_06062022-qut.jpg\" alt=\" Stefon Dent sports a beard and wears his Proud Oakland Native shirt as he stars into the distance on a street in downtown Oakland. Behind him is a yellow wall with artist's tags in black paint on it.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56551_004_KQED_StefonDentOaklandGivesBack_06062022-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56551_004_KQED_StefonDentOaklandGivesBack_06062022-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56551_004_KQED_StefonDentOaklandGivesBack_06062022-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56551_004_KQED_StefonDentOaklandGivesBack_06062022-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56551_004_KQED_StefonDentOaklandGivesBack_06062022-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Stefon Dent, achievement coordinator with Oakland Natives Give Back, poses for a portrait in downtown Oakland on June 6, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Education itself needs to implement teachings for individuals to learn themselves. We don’t have that in school,” he says. “All we’re teaching them is science, math, accounting. The school system was designed to teach people to work for other people.”\u003c/p>\n\u003cp>The day Owens meets Yummy Jones to braid her hair shows the importance of this emotional dimension of learning.\u003c/p>\n\u003cp>Owens says the day had been a stressful one. It was finals week.\u003c/p>\n\u003cp>“Finals actually had me crying at school, crying,” she says, explaining that she got into a disagreement with a teacher.\u003c/p>\n\u003cp>“I was supposed to present, but I didn’t know,” she says. “I didn’t get the email. And I almost punched a wall. I was very upset. Grabbing at my hair and everything.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Dent calls this kind of reaction getting emotionally hijacked, saying of Owens, “She fell victim to her own negative programming.”\u003c/p>\n\u003cp>Dent says in that split second, Owens had a choice: to act on impulse or to be her higher self. He says he works on this himself every day.\u003c/p>\n\u003cp>“If you’re driving and somebody cuts you off, you have the option to get around them, flip them off, curse them out or whatever,” he says. “Or you have the choice to be like, ‘OK, well, maybe they need to get to someplace. So I’m going to allow them to, you know, have that.’ Then I send them love and light. You know, ‘I hope you make it to your destination safely.’ And those are some of the tools I teach my clients.”\u003c/p>\n\u003cp>Dent calls this operating on a higher frequency. And he shares this wisdom in his classes.\u003c/p>\n\u003cp>“A lot of professionals have trouble relating to students because all they have is book smarts. And that can only lead you so far, especially going into the belly of the beast,” Dent says.\u003c/p>\n\u003cp>Dent says his own experience in public schools forced him onto his path of self-discovery. In third grade, he says, a teacher placed him in special education — where he remained until 12th grade.\u003c/p>\n\u003cp>“She asked me to play quietly, but what 6-year-old, you know, plays quietly?” he says. “So she influenced my mom to keep me in these classes due to my mom being on drugs at the time, saying, like, ‘If your child is on SSI, you have an extra income.’ So saying that to a person that’s hooked on something — that’s volumes.”\u003c/p>\n\u003cp>Dent is adamant he stopped growing psychologically at 6 when this teacher imprinted that negative view on him. He graduated 12th grade reading at a third-grade level “because all we did was sing songs and [eat] snacks and color.”\u003c/p>\n\u003cp>Today he has a master’s degree in behavioral psychology from Cal State East Bay. But first he had to go to Laney College for seven years to catch up on all the learning he missed in his earlier years.\u003c/p>\n\u003cp>“So it’s possible for you to accomplish anything,” Dent says. As he likes to tell the students, “The only thing in the way of you, is you.”\u003c/p>\n\u003cp>When Owens became frustrated with her teacher during finals week, instead of just walking out of school and not returning — as she says she normally would have done — she took steps to recover.\u003c/p>\n\u003cp>“I just kept having to breathe, and breathe, and breathe as much as I can. Anger like that, you really have to be careful,” she says.\u003c/p>\n\u003cp>In that moment, a McClymonds staffer who works closely with Dent also helped her with some advice: “Go ahead, cry yourself out of it. Do as much crying as you gotta do and then we gotta get right back to this essay.”\u003c/p>\u003c/div>",
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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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"tagline": "Politics from a personal perspective",
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"possible": {
"id": "possible",
"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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"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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"soldout": {
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"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
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"info": "",
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"tech-nation": {
"id": "tech-nation",
"title": "Tech Nation Radio Podcast",
"info": "Tech Nation is a weekly public radio program, hosted by Dr. Moira Gunn. Founded in 1993, it has grown from a simple interview show to a multi-faceted production, featuring conversations with noted technology and science leaders, and a weekly science and technology-related commentary.",
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"ted-radio-hour": {
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"title": "TED Radio Hour",
"info": "The TED Radio Hour is a journey through fascinating ideas, astonishing inventions, fresh approaches to old problems, and new ways to think and create.",
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