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"disqusTitle": "The ‘Secret Sauce’: How a Parent-Led Project Is Reimagining Public Schools for Oakland's Black and Latino Students",
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"content": "\u003cp>After the chaos that marked the end of Oakland's 2019-20 school year, when many teachers scrambled to move classrooms online even as thousands of students lacked the required technology, Lakisha Young knew she had to do something.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Lakisha Young, executive director of The Oakland REACH\"]'These issues are not new issues, but we have a new opportunity to do something. Why can't we create something that puts folks on the right path, that brings a sense of hope and of progress?'[/pullquote]“Immediately, when COVID hit, you heard so many people saying, ‘Oh my God, it's just going to get worse for Black and brown kids. It’s just gonna get worse,’ ” she said. “Well, then what are you going to do about it?”\u003c/p>\n\u003cp>For years, members of \u003ca href=\"https://www.kqed.org/news/11829180/how-an-oakland-parent-advocate-group-is-making-distance-learning-possible-this-summer\">The Oakland REACH\u003c/a>, the parent advocacy group Young founded, \u003ca href=\"https://www.kqed.org/mindshift/56629/how-families-are-pushing-schools-to-teach-reading-skills-more-effectively\" target=\"_blank\" rel=\"noopener noreferrer\">have been showing up\u003c/a> at Oakland Unified School District board meetings demanding better schools, but academic outcomes for many students have barely budged. The district hasn't been able to get more than a quarter of Black and Latino kids up to state reading standards.\u003c/p>\n\u003cp>“We have no interest in continuing the learning that our children are getting,” Young said.\u003c/p>\n\u003cp>But when the COVID-19 pandemic hit last year, and billions of dollars in state and federal relief funds began flowing into school districts, REACH saw an opportunity to remake an education system they contend was failing their kids long before COVID closed schools.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“These issues are not new issues, but we have a new opportunity to do something,” Young said. “Why can't we create something that puts folks on the right path, that brings a sense of hope and of progress?”\u003c/p>\n\u003cp>To that end, Young and her team built an academic program from scratch, designed to supplement, not replace, the education students get at school.\u003c/p>\n\u003cp>“We’ve been able to fundraise to make sure our kids can get access to things that normally only wealthy, privileged families gain access to,” said Michael De Sousa, REACH’s chief program officer.\u003c/p>\n\u003cp>The program, which \u003ca href=\"https://www.kqed.org/news/11829180/how-an-oakland-parent-advocate-group-is-making-distance-learning-possible-this-summer\" target=\"_blank\" rel=\"noopener noreferrer\">began as a summer school initiative last year\u003c/a>, continued into the new school year, offering afternoon online art, karate, cooking, STEM and literature classes for kids of all ages, plus tutoring and intensive-reading help.\u003c/p>\n\u003cfigure id=\"attachment_11829275\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-11829275 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43909_001_KQED_Oakland_REACH_07092020-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43909_001_KQED_Oakland_REACH_07092020-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43909_001_KQED_Oakland_REACH_07092020-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43909_001_KQED_Oakland_REACH_07092020-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43909_001_KQED_Oakland_REACH_07092020-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43909_001_KQED_Oakland_REACH_07092020-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Lakisha Young, co-founder and executive director of The Oakland REACH, on July 9, 2020. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>It served over 350 students throughout district and charter schools during the school year; about 400 are enrolled this summer in an expanded program that added new courses and one-on-one mentorship for high schoolers.\u003c/p>\n\u003cp>Young’s goal is to see the model adopted across the city, and she’s found a willing partner in OUSD. With the support of a \u003ca href=\"https://www.ousd.org/site/default.aspx?PageType=3&DomainID=4875&ModuleInstanceID=34476&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=35661&PageID=13526\" target=\"_blank\" rel=\"noopener noreferrer\">$900,000 grant\u003c/a> from the Center on Reinventing Public Education and TNTP (formerly The New Teacher Project), REACH and the district are expanding the program to six elementary schools.\u003c/p>\n\u003cp>“The brilliance of this moment is we all had to stretch and do something different out of necessity,” OUSD Superintendent Kyla Johnson-Trammell said at a national education conference recently, where she and Young talked about their sometimes tense partnership.\u003c/p>\n\u003cp>“There have been many touchy, uncomfortable conversations that Lakisha and I have had in terms of, ‘This isn't working,’ \" she said. “But to me, \u003cem>that\u003c/em> \u003cem>is\u003c/em> the work.”\u003c/p>\n\u003cp>Johnson-Trammell acknowledges that her district needs to do more to get more kids in the most underserved communities reading at grade level and better prepared for college.\u003c/p>\n\u003cp>“It really is being radical in terms of, ‘Is there a different way to conceive of how a system operates?’ ” she said.\u003c/p>\n\u003cp>By fall, the goal is to expand the program to another 325 families, whose kids would have access to reading support and enrichment classes.\u003c/p>\n\u003cp>Howard Elementary School in East Oakland, one of the six schools in the pilot program, had just one literacy tutor before the partnership began. Now they’ve added three, allowing for smaller groups and more targeted instruction, according to Nikki Williams, the school’s principal.\u003c/p>\n\u003cp>“It’s about increasing the depth of the support,” she said. “Going from six [students per group] to four can really make a big difference, especially when you're talking about foundational skills.”\u003c/p>\n\u003cp>Students were selected based on literacy levels and staff recommendations, Williams says, noting that the program offers them more opportunities than what her school could provide alone.\u003c/p>\n\u003cp>“They're really a partner and a support to what's happening during the school day,” she said.\u003c/p>\n\u003cp>For Leonard Taylor’s daughter, Am’Briyah, who'll be starting second grade in the fall, the intensive literacy coaching made a difference this past year. Early in the school year, Taylor didn’t have child care, so Am’Briyah had to do her distance learning Zoom classes in the car while he delivered food for Grubhub — and she quickly started falling behind.\u003c/p>\n\u003cp>“It's hard to pay attention to the computer when you’re riding around and stuff is moving,” Taylor said.\u003c/p>\n\u003cp>He credits the REACH program’s small class sizes and one-on-one support for getting his daughter caught up.\u003c/p>\n\u003cp>“Actually, she's [now] above her reading level,” he said. “I feel better now because she's in tune, she shows interest. She doesn't even want to go to her regular school class; The Oakland REACH program, she's ready.”\u003c/p>\n\u003cfigure id=\"attachment_11875277\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-11875277 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS36182_IMG_9404-14-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS36182_IMG_9404-14-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS36182_IMG_9404-14-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS36182_IMG_9404-14-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS36182_IMG_9404-14-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS36182_IMG_9404-14-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">A group of Oakland REACH students. \u003ccite>(Olivia Obineme/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Preliminary data collected by REACH last summer showed that during five weeks of online instruction, students, on average, made the kind of reading progress that’s normally expected over two months of in-person instruction.\u003c/p>\n\u003cp>“One of the things that I really appreciate from the partnership is that we keep coming back to the science of reading,” said Romy Trigg-Smith, OUSD's early literacy coordinator.\u003c/p>\n\u003cp>That means grounding not only literacy tutors, but also parents, in an evidence-based approach to teaching reading. REACH holds workshops to help parents understand their kids’ reading assessment data and to demonstrate what quality reading instruction should look like, with the goal of getting parents to advocate for it and support their kids at home.\u003c/p>\n\u003cp>[aside label=\"related coverage\" tag=\"oakland-reach\"]Am’Briyah was one of just two students in an afternoon reading class this year led by Irene Segura, a former OUSD reading tutor. Segura’s new title with REACH is “literacy liberator.” She and nearly all the other coaches are Black or Latino, like their students. She credits the individualized attention for helping the kids make rapid reading gains, and says the program’s focus on the whole family is key.\u003c/p>\n\u003cp>“It's very family driven,” she said. “We involve the family so that they know exactly what they're teaching and can do a lot of the activities at home. And it's just a place where we keep each other safe and we care for each other and we solve problems together.”\u003c/p>\n\u003cp>Having the program so firmly grounded in family and community is what makes it unique, says Williams, the principal at Howard Elementary. “Sometimes hearing it parent-to-parent is so much more powerful. You can say, ‘My kids struggle with the same thing. Here is what I can do to support you,’ ” she said. “I think that just brings power to the message.”\u003c/p>\n\u003cp>Through the program, every family gets assigned a caseworker from their own community to help them navigate the school system and access everything from housing to employment services. REACH co-founder Keta Brown works with 18 families from all over Oakland and San Leandro.\u003c/p>\n\u003cp>“When you have these relationships, you understand the challenges of each family,” she said.\u003c/p>\n\u003cp>Sometimes that means making a house call to help a grandparent set up a Wi-Fi hotspot, or walking a parent through the school enrollment process. Brown says her goal is always to empower parents, not do things for them.\u003c/p>\n\u003cp>“There's a difference,” Brown said. “It's like cooking. You know, I'm not going to keep cooking all the food. We're gonna get our ingredients together and we're gonna lay out the recipe and you might want to add a little different twist. And at the end of the day it’s the dish that works for you.”\u003c/p>\n\u003cfigure id=\"attachment_11829280\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-11829280 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-1832x1374.jpg 1832w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-1376x1032.jpg 1376w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-1044x783.jpg 1044w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-632x474.jpg 632w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-536x402.jpg 536w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The Oakland REACH parents preparing to distribute computers and other school supplies last summer when they first launched the learning program. \u003ccite>(Vanessa Rancaño/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Although the district has family outreach staff, a single coordinator might serve hundreds of families. The REACH model brings that ratio down to 20 families per caseworker, at most.\u003c/p>\n\u003cp>“For me, what was really exciting was understanding what they call their secret sauce,” Trigg-Smith, the OUSD early literacy coordinator said. “How does that family support look different from how our family liaisons work? How can we learn from those practices?”\u003c/p>\n\u003cp>REACH’s Lakisha Young hopes her group’s model demonstrates to district administrators that outreach alone isn't enough; listening and responding to parents’ needs is also essential in getting them more involved in their kids' education.\u003c/p>\n\u003cp>“It's not just about engaging families,” she said. “It's helping families step into their power — making sure that the voices of families are really front and center in guiding solutions.”\u003c/p>\n\u003cp>Young says her goal is to help the district expand the program over the next couple of years, eventually handing it over to them completely.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We would like to see this become the new normal,” she said.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>After the chaos that marked the end of Oakland's 2019-20 school year, when many teachers scrambled to move classrooms online even as thousands of students lacked the required technology, Lakisha Young knew she had to do something.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "'These issues are not new issues, but we have a new opportunity to do something. Why can't we create something that puts folks on the right path, that brings a sense of hope and of progress?'",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“Immediately, when COVID hit, you heard so many people saying, ‘Oh my God, it's just going to get worse for Black and brown kids. It’s just gonna get worse,’ ” she said. “Well, then what are you going to do about it?”\u003c/p>\n\u003cp>For years, members of \u003ca href=\"https://www.kqed.org/news/11829180/how-an-oakland-parent-advocate-group-is-making-distance-learning-possible-this-summer\">The Oakland REACH\u003c/a>, the parent advocacy group Young founded, \u003ca href=\"https://www.kqed.org/mindshift/56629/how-families-are-pushing-schools-to-teach-reading-skills-more-effectively\" target=\"_blank\" rel=\"noopener noreferrer\">have been showing up\u003c/a> at Oakland Unified School District board meetings demanding better schools, but academic outcomes for many students have barely budged. The district hasn't been able to get more than a quarter of Black and Latino kids up to state reading standards.\u003c/p>\n\u003cp>“We have no interest in continuing the learning that our children are getting,” Young said.\u003c/p>\n\u003cp>But when the COVID-19 pandemic hit last year, and billions of dollars in state and federal relief funds began flowing into school districts, REACH saw an opportunity to remake an education system they contend was failing their kids long before COVID closed schools.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“These issues are not new issues, but we have a new opportunity to do something,” Young said. “Why can't we create something that puts folks on the right path, that brings a sense of hope and of progress?”\u003c/p>\n\u003cp>To that end, Young and her team built an academic program from scratch, designed to supplement, not replace, the education students get at school.\u003c/p>\n\u003cp>“We’ve been able to fundraise to make sure our kids can get access to things that normally only wealthy, privileged families gain access to,” said Michael De Sousa, REACH’s chief program officer.\u003c/p>\n\u003cp>The program, which \u003ca href=\"https://www.kqed.org/news/11829180/how-an-oakland-parent-advocate-group-is-making-distance-learning-possible-this-summer\" target=\"_blank\" rel=\"noopener noreferrer\">began as a summer school initiative last year\u003c/a>, continued into the new school year, offering afternoon online art, karate, cooking, STEM and literature classes for kids of all ages, plus tutoring and intensive-reading help.\u003c/p>\n\u003cfigure id=\"attachment_11829275\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-11829275 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43909_001_KQED_Oakland_REACH_07092020-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43909_001_KQED_Oakland_REACH_07092020-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43909_001_KQED_Oakland_REACH_07092020-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43909_001_KQED_Oakland_REACH_07092020-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43909_001_KQED_Oakland_REACH_07092020-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43909_001_KQED_Oakland_REACH_07092020-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Lakisha Young, co-founder and executive director of The Oakland REACH, on July 9, 2020. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>It served over 350 students throughout district and charter schools during the school year; about 400 are enrolled this summer in an expanded program that added new courses and one-on-one mentorship for high schoolers.\u003c/p>\n\u003cp>Young’s goal is to see the model adopted across the city, and she’s found a willing partner in OUSD. With the support of a \u003ca href=\"https://www.ousd.org/site/default.aspx?PageType=3&DomainID=4875&ModuleInstanceID=34476&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=35661&PageID=13526\" target=\"_blank\" rel=\"noopener noreferrer\">$900,000 grant\u003c/a> from the Center on Reinventing Public Education and TNTP (formerly The New Teacher Project), REACH and the district are expanding the program to six elementary schools.\u003c/p>\n\u003cp>“The brilliance of this moment is we all had to stretch and do something different out of necessity,” OUSD Superintendent Kyla Johnson-Trammell said at a national education conference recently, where she and Young talked about their sometimes tense partnership.\u003c/p>\n\u003cp>“There have been many touchy, uncomfortable conversations that Lakisha and I have had in terms of, ‘This isn't working,’ \" she said. “But to me, \u003cem>that\u003c/em> \u003cem>is\u003c/em> the work.”\u003c/p>\n\u003cp>Johnson-Trammell acknowledges that her district needs to do more to get more kids in the most underserved communities reading at grade level and better prepared for college.\u003c/p>\n\u003cp>“It really is being radical in terms of, ‘Is there a different way to conceive of how a system operates?’ ” she said.\u003c/p>\n\u003cp>By fall, the goal is to expand the program to another 325 families, whose kids would have access to reading support and enrichment classes.\u003c/p>\n\u003cp>Howard Elementary School in East Oakland, one of the six schools in the pilot program, had just one literacy tutor before the partnership began. Now they’ve added three, allowing for smaller groups and more targeted instruction, according to Nikki Williams, the school’s principal.\u003c/p>\n\u003cp>“It’s about increasing the depth of the support,” she said. “Going from six [students per group] to four can really make a big difference, especially when you're talking about foundational skills.”\u003c/p>\n\u003cp>Students were selected based on literacy levels and staff recommendations, Williams says, noting that the program offers them more opportunities than what her school could provide alone.\u003c/p>\n\u003cp>“They're really a partner and a support to what's happening during the school day,” she said.\u003c/p>\n\u003cp>For Leonard Taylor’s daughter, Am’Briyah, who'll be starting second grade in the fall, the intensive literacy coaching made a difference this past year. Early in the school year, Taylor didn’t have child care, so Am’Briyah had to do her distance learning Zoom classes in the car while he delivered food for Grubhub — and she quickly started falling behind.\u003c/p>\n\u003cp>“It's hard to pay attention to the computer when you’re riding around and stuff is moving,” Taylor said.\u003c/p>\n\u003cp>He credits the REACH program’s small class sizes and one-on-one support for getting his daughter caught up.\u003c/p>\n\u003cp>“Actually, she's [now] above her reading level,” he said. “I feel better now because she's in tune, she shows interest. She doesn't even want to go to her regular school class; The Oakland REACH program, she's ready.”\u003c/p>\n\u003cfigure id=\"attachment_11875277\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-11875277 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS36182_IMG_9404-14-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS36182_IMG_9404-14-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS36182_IMG_9404-14-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS36182_IMG_9404-14-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS36182_IMG_9404-14-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS36182_IMG_9404-14-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">A group of Oakland REACH students. \u003ccite>(Olivia Obineme/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Preliminary data collected by REACH last summer showed that during five weeks of online instruction, students, on average, made the kind of reading progress that’s normally expected over two months of in-person instruction.\u003c/p>\n\u003cp>“One of the things that I really appreciate from the partnership is that we keep coming back to the science of reading,” said Romy Trigg-Smith, OUSD's early literacy coordinator.\u003c/p>\n\u003cp>That means grounding not only literacy tutors, but also parents, in an evidence-based approach to teaching reading. REACH holds workshops to help parents understand their kids’ reading assessment data and to demonstrate what quality reading instruction should look like, with the goal of getting parents to advocate for it and support their kids at home.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Am’Briyah was one of just two students in an afternoon reading class this year led by Irene Segura, a former OUSD reading tutor. Segura’s new title with REACH is “literacy liberator.” She and nearly all the other coaches are Black or Latino, like their students. She credits the individualized attention for helping the kids make rapid reading gains, and says the program’s focus on the whole family is key.\u003c/p>\n\u003cp>“It's very family driven,” she said. “We involve the family so that they know exactly what they're teaching and can do a lot of the activities at home. And it's just a place where we keep each other safe and we care for each other and we solve problems together.”\u003c/p>\n\u003cp>Having the program so firmly grounded in family and community is what makes it unique, says Williams, the principal at Howard Elementary. “Sometimes hearing it parent-to-parent is so much more powerful. You can say, ‘My kids struggle with the same thing. Here is what I can do to support you,’ ” she said. “I think that just brings power to the message.”\u003c/p>\n\u003cp>Through the program, every family gets assigned a caseworker from their own community to help them navigate the school system and access everything from housing to employment services. REACH co-founder Keta Brown works with 18 families from all over Oakland and San Leandro.\u003c/p>\n\u003cp>“When you have these relationships, you understand the challenges of each family,” she said.\u003c/p>\n\u003cp>Sometimes that means making a house call to help a grandparent set up a Wi-Fi hotspot, or walking a parent through the school enrollment process. Brown says her goal is always to empower parents, not do things for them.\u003c/p>\n\u003cp>“There's a difference,” Brown said. “It's like cooking. You know, I'm not going to keep cooking all the food. We're gonna get our ingredients together and we're gonna lay out the recipe and you might want to add a little different twist. And at the end of the day it’s the dish that works for you.”\u003c/p>\n\u003cfigure id=\"attachment_11829280\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-11829280 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-1832x1374.jpg 1832w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-1376x1032.jpg 1376w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-1044x783.jpg 1044w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-632x474.jpg 632w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-536x402.jpg 536w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The Oakland REACH parents preparing to distribute computers and other school supplies last summer when they first launched the learning program. \u003ccite>(Vanessa Rancaño/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Although the district has family outreach staff, a single coordinator might serve hundreds of families. The REACH model brings that ratio down to 20 families per caseworker, at most.\u003c/p>\n\u003cp>“For me, what was really exciting was understanding what they call their secret sauce,” Trigg-Smith, the OUSD early literacy coordinator said. “How does that family support look different from how our family liaisons work? How can we learn from those practices?”\u003c/p>\n\u003cp>REACH’s Lakisha Young hopes her group’s model demonstrates to district administrators that outreach alone isn't enough; listening and responding to parents’ needs is also essential in getting them more involved in their kids' education.\u003c/p>\n\u003cp>“It's not just about engaging families,” she said. “It's helping families step into their power — making sure that the voices of families are really front and center in guiding solutions.”\u003c/p>\n\u003cp>Young says her goal is to help the district expand the program over the next couple of years, eventually handing it over to them completely.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>After a year of distance learning, Ericka Njemanze knows her third grade twins are behind.\u003c/p>\n\u003cp>“At the rate it’s going right now, I don’t think they’re ready for fourth grade at all,” she says.\u003c/p>\n\u003cp>Now she’s counting on five additional weeks of learning to make up the difference.\u003c/p>\n\u003cp>Summer school has traditionally offered struggling students a chance to catch up so they’re better prepared to start the next grade. But this year, as California school districts collect billions in pandemic relief money, many parents have their hopes set on those extra classes in June and July to compensate for any learning loss suffered during a school year in which kids, for the first time, learned completely at home through lessons given online.\u003c/p>\n\u003cp>“It’s going to have to be a whole lot of catching up,” Njemanze says.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>She’s hoping her twins can brush up on their writing skills and practice their division.\u003c/p>\n\u003cp>“Something,” she says, “because they’re really not where they’re supposed to be.”\u003c/p>\n\u003cp>Njemanze’s kids have attended summer school for the past three years. This year, she was hoping the district would offer something extra because, right now, they have extra needs.\u003c/p>\n\u003cp>“With all the money, I would think that they would have been able to hire more teachers,” she says.\u003c/p>\n\u003cp>The Oakland Unified School District is expecting about $277 million in state and federal COVID relief money over the next three years, according to a district spokesperson.\u003c/p>\n\u003cp>But the cash isn’t translating into a major expansion of summer school, and in most ways it is business as usual. There’s still an intensive focus on literacy and small-group support for young students, plus hands-on enrichment activities.\u003c/p>\n\u003cp>“We have great interest from families,” says Julie McCalmont, the district’s summer learning program coordinator. “What we’re finding is our teachers are not as excited, and so we do have a little bit of a teacher shortage that we’re really racing to close.”\u003c/p>\n\u003cp>[aside label=\"More Coverage\" tag=\"distance-learning\"]\u003c/p>\n\u003cp>She’s planning to enroll the same number of students as usual, about 6,000. The most significant change this year is that families can choose between in-person classes and remote learning. Social distancing guidelines also mean classrooms are capped at 14 students.\u003c/p>\n\u003cp>“We need a lot more teachers in order to serve the same amount of students,” McCalmont says.\u003c/p>\n\u003cp>All that added labor — not just teachers, but extra support staff — will cost the district an extra $2 million, she says.\u003c/p>\n\u003cp>If the influx of COVID relief money does lead to more robust summer offerings, they won’t come until next year, according to McCalmont. Because while the funds will still be around, the COVID protocols may not. If that’s the case, she’d like to see the district spend the money on serving as many as 10,000 students.\u003c/p>\n\u003cp>“The real story is what we’re going to be dreaming up for 2022 when we are all back on our campuses together, where we don’t have to focus so much energy on operations and COVID response, [so] we can really focus on instructional design and student learning,” she says. “This is when we’re going to see the COVID money really ignite innovation.”\u003c/p>\n\u003cp>A couple weeks before the end of the school year, she was worried about simply maintaining regular programming. \u003c/p>\n\u003cp>“A successful summer will be maintaining the normal number of students that we always serve, given the pandemic and given the exhaustion point of so many of our teachers,” she says.\u003c/p>\n\u003cp>But after a major recruitment push from the district, another 50 teachers signed up. In all, about 400 teachers stepped forward to teach this summer, enough to serve all the students who signed up.\u003c/p>\n\u003cp>Darielle Vigay, a seventh grade history teacher, has taught the past three summers. But this year, she’s prioritizing her own children.\u003c/p>\n\u003cp>“I just really wanted to dedicate that time to my kids and being able to get them out of the house,” she says. “My family needed it.”\u003c/p>\n\u003cp>And she sees value in teachers and students taking a break to focus on themselves.\u003c/p>\n\u003cp>“While there’s definitely learning loss that happened, if our mental health isn’t right, Aug. 9 is going to be really hard,” she says, referring to the start of the next school year.\u003c/p>\n\u003cp>Teachers are paid their same hourly rate over the summer, and the district isn’t offering any additional financial incentives this year.\u003c/p>\n\u003cp>For Sam Petty, a fifth grade teacher, the extra income is welcome. But he regularly signs up because he sees summer school as an opportunity for a valuable learning experience.\u003c/p>\n\u003cp>“I use it as my own kind of training camp,” he says. “I take what I’ve learned from there to use it in the coming year.”\u003c/p>\n\u003cp>Last summer, the classes were crucial in helping him figure out how to effectively teach through distance learning. This year, it’s about working the kinks out of the return to in-classroom instruction.\u003c/p>\n\u003cp>“It’s pretty clear that we’re not going back to distance learning next year fully,” he says. “This is my chance to get my sea legs under me again.”\u003c/p>\n\u003cp>After more than a year at home, Ericka Njemanze’s daughter Kyra is looking forward to summer school. She’s excited to see her friends, but she’ll be bringing along her hand sanitizer.\u003c/p>\n\u003cp>“I’m just nervous about new things in the classroom,” she says.\u003c/p>\n\u003cp>Despite that anxiety, Kyra can’t wait to get off the computer and onto campus to polish her multiplication and division skills, “So you can get smarter and you can prepare for the fourth grade.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>That’s what her mom is hoping, too.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>After a year of distance learning, Ericka Njemanze knows her third grade twins are behind.\u003c/p>\n\u003cp>“At the rate it’s going right now, I don’t think they’re ready for fourth grade at all,” she says.\u003c/p>\n\u003cp>Now she’s counting on five additional weeks of learning to make up the difference.\u003c/p>\n\u003cp>Summer school has traditionally offered struggling students a chance to catch up so they’re better prepared to start the next grade. But this year, as California school districts collect billions in pandemic relief money, many parents have their hopes set on those extra classes in June and July to compensate for any learning loss suffered during a school year in which kids, for the first time, learned completely at home through lessons given online.\u003c/p>\n\u003cp>“It’s going to have to be a whole lot of catching up,” Njemanze says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She’s hoping her twins can brush up on their writing skills and practice their division.\u003c/p>\n\u003cp>“Something,” she says, “because they’re really not where they’re supposed to be.”\u003c/p>\n\u003cp>Njemanze’s kids have attended summer school for the past three years. This year, she was hoping the district would offer something extra because, right now, they have extra needs.\u003c/p>\n\u003cp>“With all the money, I would think that they would have been able to hire more teachers,” she says.\u003c/p>\n\u003cp>The Oakland Unified School District is expecting about $277 million in state and federal COVID relief money over the next three years, according to a district spokesperson.\u003c/p>\n\u003cp>But the cash isn’t translating into a major expansion of summer school, and in most ways it is business as usual. There’s still an intensive focus on literacy and small-group support for young students, plus hands-on enrichment activities.\u003c/p>\n\u003cp>“We have great interest from families,” says Julie McCalmont, the district’s summer learning program coordinator. “What we’re finding is our teachers are not as excited, and so we do have a little bit of a teacher shortage that we’re really racing to close.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She’s planning to enroll the same number of students as usual, about 6,000. The most significant change this year is that families can choose between in-person classes and remote learning. Social distancing guidelines also mean classrooms are capped at 14 students.\u003c/p>\n\u003cp>“We need a lot more teachers in order to serve the same amount of students,” McCalmont says.\u003c/p>\n\u003cp>All that added labor — not just teachers, but extra support staff — will cost the district an extra $2 million, she says.\u003c/p>\n\u003cp>If the influx of COVID relief money does lead to more robust summer offerings, they won’t come until next year, according to McCalmont. Because while the funds will still be around, the COVID protocols may not. If that’s the case, she’d like to see the district spend the money on serving as many as 10,000 students.\u003c/p>\n\u003cp>“The real story is what we’re going to be dreaming up for 2022 when we are all back on our campuses together, where we don’t have to focus so much energy on operations and COVID response, [so] we can really focus on instructional design and student learning,” she says. “This is when we’re going to see the COVID money really ignite innovation.”\u003c/p>\n\u003cp>A couple weeks before the end of the school year, she was worried about simply maintaining regular programming. \u003c/p>\n\u003cp>“A successful summer will be maintaining the normal number of students that we always serve, given the pandemic and given the exhaustion point of so many of our teachers,” she says.\u003c/p>\n\u003cp>But after a major recruitment push from the district, another 50 teachers signed up. In all, about 400 teachers stepped forward to teach this summer, enough to serve all the students who signed up.\u003c/p>\n\u003cp>Darielle Vigay, a seventh grade history teacher, has taught the past three summers. But this year, she’s prioritizing her own children.\u003c/p>\n\u003cp>“I just really wanted to dedicate that time to my kids and being able to get them out of the house,” she says. “My family needed it.”\u003c/p>\n\u003cp>And she sees value in teachers and students taking a break to focus on themselves.\u003c/p>\n\u003cp>“While there’s definitely learning loss that happened, if our mental health isn’t right, Aug. 9 is going to be really hard,” she says, referring to the start of the next school year.\u003c/p>\n\u003cp>Teachers are paid their same hourly rate over the summer, and the district isn’t offering any additional financial incentives this year.\u003c/p>\n\u003cp>For Sam Petty, a fifth grade teacher, the extra income is welcome. But he regularly signs up because he sees summer school as an opportunity for a valuable learning experience.\u003c/p>\n\u003cp>“I use it as my own kind of training camp,” he says. “I take what I’ve learned from there to use it in the coming year.”\u003c/p>\n\u003cp>Last summer, the classes were crucial in helping him figure out how to effectively teach through distance learning. This year, it’s about working the kinks out of the return to in-classroom instruction.\u003c/p>\n\u003cp>“It’s pretty clear that we’re not going back to distance learning next year fully,” he says. “This is my chance to get my sea legs under me again.”\u003c/p>\n\u003cp>After more than a year at home, Ericka Njemanze’s daughter Kyra is looking forward to summer school. She’s excited to see her friends, but she’ll be bringing along her hand sanitizer.\u003c/p>\n\u003cp>“I’m just nervous about new things in the classroom,” she says.\u003c/p>\n\u003cp>Despite that anxiety, Kyra can’t wait to get off the computer and onto campus to polish her multiplication and division skills, “So you can get smarter and you can prepare for the fourth grade.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>That’s what her mom is hoping, too.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "'We're Not a Monolith': Some Black and Brown Parents in Oakland Feel Conflicted as In-Person Learning Returns",
"title": "'We're Not a Monolith': Some Black and Brown Parents in Oakland Feel Conflicted as In-Person Learning Returns",
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"content": "\u003cp>On Monday, the Oakland Unified School District will welcome back third through sixth graders at select schools. But as kids prepare a gradual return to in-person learning, some parents are still feeling hesitant about ending distance learning altogether.\u003c/p>\n\u003cp>Ryan Austin, artist educator and Oakland resident, said she's seen the wide range of effects that distance learning can have on kids, in part based on the kind of support systems they have at home.\u003c/p>\n\u003cp>Austin’s sister, Arayna, is an OUSD sixth grader. She attends all her classes through Zoom and does her best to keep up with schoolwork. But Austin said it’s difficult for her to engage with the material and her classmates.\u003c/p>\n\u003cp>“She’s not very present,” Austin said. “I’m witnessing a dearth of her education experience.”\u003c/p>\n\u003cp>But Austin's 6-year-old son, Onyx, who attends a private school in the city, has been thriving during his remote classes. That's in part because Austin and her husband, Michael, work from home, she said, and they’ve been able to spend a lot of time together with Onyx to work with him to understand what his learning styles and interests are.\u003c/p>\n\u003cfigure id=\"attachment_11869967\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-11869967\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48640_030_Oakland_AustinFamily_04142021-qut.jpg\" alt=\"Ryan Austin helps her son Onyx with school through Zoom at their home in Oakland on April 14, 2021.\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48640_030_Oakland_AustinFamily_04142021-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48640_030_Oakland_AustinFamily_04142021-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48640_030_Oakland_AustinFamily_04142021-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48640_030_Oakland_AustinFamily_04142021-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48640_030_Oakland_AustinFamily_04142021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Ryan Austin helps her son Onyx with school through Zoom at their home in Oakland on April 14, 2021. Austin has expressed concern that the reopening debate has used the narratives of Black and brown parents without actively engaging these families and their needs. \u003ccite>(Beth LaBerge./KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We’ve hit our stride. He’s learned the expectations about how his day goes, he’s fallen into a rhythm,” Austin said. When she is able to, she sometimes audits Onyx’s classes to learn how her son is adjusting to distance learning and jots down what he needs extra help with.\u003c/p>\n\u003cp>Staying at home has also helped boost Onyx’s health. When he entered kindergarten last school year, he had to miss 11 days of school after coming down with a heavy cold. This especially worried his parents because Onyx has serious allergies.\u003c/p>\n\u003cp>This school year, Onyx has not missed a single day of school.\u003c/p>\n\u003cp>“As a family, we’ve maintained that it’s best for him to keep learning here at home,” Austin said. “We just want to make sure that there are better safety protocols before we put him back into a space where we know he will be exposed to all kinds of illnesses, namely COVID-19.”\u003c/p>\n\u003cp>Despite the fact that Onyx is allowed to return to in-person classes, Austin said she's keeping him home for now.\u003c/p>\n\u003cp>Why? Because Austin and her husband can be at home throughout the day to provide him support.\u003c/p>\n\u003cp>“We’re aware that we have a privilege that we’re able to be here with him, that other people don’t have,” Austin pointed out, “so I wouldn’t dare to tell other folks to not take their kids to school.”\u003c/p>\n\u003cp>Other parents she knows are front-line workers who don’t have the option to stay home with their kids. Having schools reopen allowed them to drop off their kids and head to work knowing that they won’t be alone in the house.\u003c/p>\n\u003cp>As districts across California have grappled with difficult conversations around reopening, Austin said she's been troubled by a certain aspect of the \u003ca href=\"https://www.kqed.org/news/11858457/as-battle-over-reopening-san-francisco-schools-turns-ugly-equity-emerges-as-fault-line\" target=\"_blank\" rel=\"noopener noreferrer\">school reopening conversation\u003c/a>: Organizations and advocates — both for and against reopening the Bay Area’s schools — have both cited the needs and experiences of Black and brown parents to support their viewpoints.\u003c/p>\n\u003cp>“Going back to school, the narrative that is out there for Black and brown folks doesn’t necessarily represent everybody,” she said. “We’re not a monolith.”\u003c/p>\n\u003cp>Austin feels that those pushing to delay or speed reopening should be talking less \u003cem>about\u003c/em> Black and brown parents, and should be spending more time talking \u003cem>with\u003c/em> them.\u003c/p>\n\u003cfigure id=\"attachment_11869981\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-11869981 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48625_015_Oakland_AustinFamily_04142021-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48625_015_Oakland_AustinFamily_04142021-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48625_015_Oakland_AustinFamily_04142021-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48625_015_Oakland_AustinFamily_04142021-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48625_015_Oakland_AustinFamily_04142021-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48625_015_Oakland_AustinFamily_04142021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Austin's husband, Michael, and their son Onyx at their home in Oakland on April 14, 2021. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>For Parents of Color, Mixed Data and Mixed Experiences\u003c/h3>\n\u003cp>In March, OUSD \u003ca href=\"https://dashboards.ousd.org/views/MSPElementary/TK-5PreferencebyGroup?%3Aembed=y\">released the results\u003c/a> of the form it sent out to parents of kids in transitional kindergarten through fifth grade. The choice the district offered parents was simple: a return in-person, at least part-time, or remaining in distance learning for the remainder of the school year.\u003c/p>\n\u003cp>Parents of white students are the group with the highest preference for in-person learning at 76%, while 21% chose distance learning.\u003c/p>\n\u003cp>But results are more mixed among Black and Latino families.\u003c/p>\n\u003cp>Of the Black parents surveyed, 52% said they favored in-person learning, while 36% chose to continue distance learning. With Latino students, the margin is even smaller: 52% of parents selected in-person and 48% went with distance learning.\u003c/p>\n\u003cp>Among parents of Native American students, both options tied at 49%, while slightly more than a majority, 52%, of Asian families preferred to continue distance learning.\u003c/p>\n\u003cfigure id=\"attachment_11869970\" class=\"wp-caption alignright\" style=\"max-width: 835px\">\u003cimg class=\"size-full wp-image-11869970\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/OUSD-form-results.jpg\" alt=\"A screen grab of the OUSD dashboard tracking the results of the TK-5 Mandatory Student Preference form where parents could decide whether their child would return to in-person classes or continue distance learning.\" width=\"835\" height=\"721\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/OUSD-form-results.jpg 835w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/OUSD-form-results-800x691.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/OUSD-form-results-160x138.jpg 160w\" sizes=\"(max-width: 835px) 100vw, 835px\">\u003cfigcaption class=\"wp-caption-text\">A screen grab of the OUSD dashboard tracking the results of the TK-5 Mandatory Student Preference form where parents could decide whether their child would return to in-person classes or continue distance learning.\u003c/figcaption>\u003c/figure>\n\u003cp>While the survey shows a majority of white families are in support of returning to in-person learning, the situation isn't as clear cut for families of color. And the small margins between the numbers suggest that race is not the best indicator of what those families might do in regards to school reopening.\u003c/p>\n\u003cp>Fruitvale resident Antonio Escobar is the parent of two kids. He said he felt relief when he heard schools were reopening.\u003c/p>\n\u003cp>Having his first grader and pre-kindergarten student home all the time has been extremely difficult for him and his wife. Because they both have jobs outside the house, they’ve had to coordinate a system during the pandemic so that one parent is always home.\u003c/p>\n\u003cp>“When the kids are in the house, they just want to play. If they go into class, they don’t learn much because they are so distracted,” he said in Spanish.\u003c/p>\n\u003cp>If the kids need help with their classes, Escobar is not always sure how to help them. His biggest concern is that they’re not learning what they need to, and his family doesn’t have the time or the resources to provide extra academic support.\u003c/p>\n\u003cp>“It’s going to be so much better as the kids go back to school because there they can actually focus and do their schoolwork,” he explained.\u003c/p>\n\u003cp>On the other hand, Claudia Guzmán, also a Fruitvale resident, decided her first grader, Alexis, would continue distance learning.\u003c/p>\n\u003cp>“When they go in, they will need to have the mask on the whole day, wash their hands every so often and keep social distance. So I think it will be difficult for him to keep his facemask on all day and just take it off to eat,” Guzmán said.\u003c/p>\n\u003cp>She’s a stay-at-home mom which, as she points out, allows her to assist Alexis with any bumps in the road, like bad Wi-Fi or a new lesson. “So being at home seems better to me even though I know he's not concentrating as much as he should be,” Claudia adds. [ad fullwidth]\u003c/p>\n\u003ch3>\u003cstrong>Unpacking 'School Hesitancy' \u003c/strong>\u003c/h3>\n\u003cp>With many parents expressing feelings of anxiety, or saying they're uncomfortable sending their kids back to school after over a year at home, some researchers have \u003ca href=\"https://www.crpe.org/thelens/whats-behind-racial-divide-school-reopening\" target=\"_blank\" rel=\"noopener noreferrer\">started to use the term “school hesitancy”\u003c/a> to describe the discomfort that families may have about the return to in-person learning. The term draws its inspiration from “vaccine hesitancy” — the reluctance someone may feel about getting vaccinated.\u003c/p>\n\u003cp>But the term \"vaccine hesitancy\" has also gotten some pushback from public health experts for not representing the full picture.\u003c/p>\n\u003cp>“I don't use that terminology. People want information about the vaccine. And I think that's a perfectly reasonable thing to ask for before you say, ‘I’m going to get a vaccine,’ ” said \u003ca href=\"https://cancer.ucsf.edu/people/rhoads.kim\">Dr. Kim Rhoads\u003c/a>, an epidemiologist and biostatistician at UCSF who \u003ca href=\"https://www.kqed.org/news/11852147/ucsf-doctor-challenges-reports-of-high-covid-rates-in-black-community\">helped start Umoja\u003c/a>, a coalition of community groups helping get Black residents in Oakland vaccinated and tested for COVID-19. [aside tag=\"school-reopening\" label=\"more coverage\"]\u003c/p>\n\u003cp>This information, Rhoads affirms, should be “from people that they know and trust.”\u003c/p>\n\u003cp>And other experts say the same goes for \"school hesitancy.\"\u003c/p>\n\u003cp>\u003ca href=\"https://med.stanford.edu/profiles/yvonne-maldonado\">Dr. Yvonne Maldonado\u003c/a> is a professor of pediatrics and epidemiology at Stanford. She’s been a part of vaccination efforts in East Palo Alto and East San Jose and has found that many parents of color are just looking for a bit more information and assurance on how health guidelines will be carried out in schools.\u003c/p>\n\u003cp>“What we’re hearing is that [parents] want their kids to go back. A lot of them have to work and they don’t like leaving their kids alone at home and there’s nobody that can come into the house even if they could afford it,” Maldonado said.\u003c/p>\n\u003cp>She argues that the \u003ca href=\"https://www.kqed.org/news/11865058/childrens-mental-health-still-big-concern-as-schools-begin-reopening\">growing number of cases of depression and dysregulation\u003c/a> among kids in distance learning is a reason to address the return to schools as a public health issue instead of a political one.\u003c/p>\n\u003cp>“We’re talking about mental health issues and physical health problems,” she explained.\u003c/p>\n\u003cp>Maldonado also notes that low-income students and students of color could be the most affected if school authorities don’t adopt a public health model of talking to families about returning to in-person classes. This could include community members reaching out to families one-to-one to explain what precautions schools are taking to prevent infections and the possible health risks of extending distance learning.\u003c/p>\n\u003cp>But she stresses that it should be the school district taking on this responsibility, not necessarily parents.\u003c/p>\n\u003cp>\"It’s like saying, ‘Well the parent should have told the doctor what to do.’ That’s not their job, it should be the school district,\" she said.\u003c/p>\n\u003cp>For its part, OUSD said they have employed a variety of strategies to engage families of color in the reopening process. John Sasaki, a spokesperson for OUSD, references the multiple listening sessions held through Zoom where medical staff from UCSF Benioff Children's Hospital answered questions from parents and students.\u003c/p>\n\u003cp>“We just want to make sure that we are being a good source for this information,” Sasaki said.\u003c/p>\n\u003cp>OUSD reopened its doors on March 30 to pre-K through second graders in several dozen schools. To demonstrate how it had prepared to follow health protocols, the district invited the media to Garfield Elementary School — \u003ca href=\"https://www.kqed.org/news/11866418/some-oakland-elementary-schools-to-remain-closed-next-week-as-many-teachers-choose-to-stay-home\" target=\"_blank\" rel=\"noopener noreferrer\">one of the schools included in the reopening.\u003c/a>\u003c/p>\n\u003cp>“We invited our community in to see what our schools look like with all the precautions we put in place, the kinds of markings on the floor, the kind of signage we have, the kinds of air filters, the PPE [personal protective equipment] that’s on hand, the spacing of desks,” he explained.\u003c/p>\n\u003cfigure id=\"attachment_11866508\" class=\"wp-caption alignnone\" style=\"max-width: 2016px\">\u003cimg class=\"wp-image-11866508 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/OUSD2.jpeg\" alt=\"\" width=\"2016\" height=\"1512\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/OUSD2.jpeg 2016w, https://ww2.kqed.org/app/uploads/sites/10/2021/03/OUSD2-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/03/OUSD2-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/03/OUSD2-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/03/OUSD2-1536x1152.jpeg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2021/03/OUSD2-1920x1440.jpeg 1920w\" sizes=\"(max-width: 2016px) 100vw, 2016px\">\u003cfigcaption class=\"wp-caption-text\">Bathrooms at Garfield Elementary School in preparation for students' return on March 30. \u003ccite>(Vanessa Rancano/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But parents, like Ryan Austin, suggest a more direct approach. She’s seen how \u003ca href=\"https://www.kqed.org/news/11852147/ucsf-doctor-challenges-reports-of-high-covid-rates-in-black-community\" target=\"_blank\" rel=\"noopener noreferrer\">community-led vaccination efforts\u003c/a> in predominantly Black neighborhoods in Oakland have disproven any assumption that Black residents fear the vaccine, and thinks a similar strategy can address any concerns holding back parents of color from sending their children back to in-person learning.\u003c/p>\n\u003cp>“It’s the same argument that they make about vaccinations, that Black and brown people just don’t want to get vaccinated, which is not true,\" Austin said. \"If you're not doing the work to reach out to people in culturally relevant ways, you're going to miss them every time.\"\u003c/p>\n\u003cp>\u003cem>This post includes reporting from \u003ca href=\"https://www.kqed.org/author/qkim\">Queena Kim\u003c/a> and \u003ca href=\"https://www.kqed.org/author/vrancano\">Vanessa Rancaño\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "As Oakland Unified School District is set to welcome back more students this Monday, Black and brown parents share what their experiences have been during reopening.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>On Monday, the Oakland Unified School District will welcome back third through sixth graders at select schools. But as kids prepare a gradual return to in-person learning, some parents are still feeling hesitant about ending distance learning altogether.\u003c/p>\n\u003cp>Ryan Austin, artist educator and Oakland resident, said she's seen the wide range of effects that distance learning can have on kids, in part based on the kind of support systems they have at home.\u003c/p>\n\u003cp>Austin’s sister, Arayna, is an OUSD sixth grader. She attends all her classes through Zoom and does her best to keep up with schoolwork. But Austin said it’s difficult for her to engage with the material and her classmates.\u003c/p>\n\u003cp>“She’s not very present,” Austin said. “I’m witnessing a dearth of her education experience.”\u003c/p>\n\u003cp>But Austin's 6-year-old son, Onyx, who attends a private school in the city, has been thriving during his remote classes. That's in part because Austin and her husband, Michael, work from home, she said, and they’ve been able to spend a lot of time together with Onyx to work with him to understand what his learning styles and interests are.\u003c/p>\n\u003cfigure id=\"attachment_11869967\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-11869967\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48640_030_Oakland_AustinFamily_04142021-qut.jpg\" alt=\"Ryan Austin helps her son Onyx with school through Zoom at their home in Oakland on April 14, 2021.\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48640_030_Oakland_AustinFamily_04142021-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48640_030_Oakland_AustinFamily_04142021-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48640_030_Oakland_AustinFamily_04142021-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48640_030_Oakland_AustinFamily_04142021-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48640_030_Oakland_AustinFamily_04142021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Ryan Austin helps her son Onyx with school through Zoom at their home in Oakland on April 14, 2021. Austin has expressed concern that the reopening debate has used the narratives of Black and brown parents without actively engaging these families and their needs. \u003ccite>(Beth LaBerge./KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We’ve hit our stride. He’s learned the expectations about how his day goes, he’s fallen into a rhythm,” Austin said. When she is able to, she sometimes audits Onyx’s classes to learn how her son is adjusting to distance learning and jots down what he needs extra help with.\u003c/p>\n\u003cp>Staying at home has also helped boost Onyx’s health. When he entered kindergarten last school year, he had to miss 11 days of school after coming down with a heavy cold. This especially worried his parents because Onyx has serious allergies.\u003c/p>\n\u003cp>This school year, Onyx has not missed a single day of school.\u003c/p>\n\u003cp>“As a family, we’ve maintained that it’s best for him to keep learning here at home,” Austin said. “We just want to make sure that there are better safety protocols before we put him back into a space where we know he will be exposed to all kinds of illnesses, namely COVID-19.”\u003c/p>\n\u003cp>Despite the fact that Onyx is allowed to return to in-person classes, Austin said she's keeping him home for now.\u003c/p>\n\u003cp>Why? Because Austin and her husband can be at home throughout the day to provide him support.\u003c/p>\n\u003cp>“We’re aware that we have a privilege that we’re able to be here with him, that other people don’t have,” Austin pointed out, “so I wouldn’t dare to tell other folks to not take their kids to school.”\u003c/p>\n\u003cp>Other parents she knows are front-line workers who don’t have the option to stay home with their kids. Having schools reopen allowed them to drop off their kids and head to work knowing that they won’t be alone in the house.\u003c/p>\n\u003cp>As districts across California have grappled with difficult conversations around reopening, Austin said she's been troubled by a certain aspect of the \u003ca href=\"https://www.kqed.org/news/11858457/as-battle-over-reopening-san-francisco-schools-turns-ugly-equity-emerges-as-fault-line\" target=\"_blank\" rel=\"noopener noreferrer\">school reopening conversation\u003c/a>: Organizations and advocates — both for and against reopening the Bay Area’s schools — have both cited the needs and experiences of Black and brown parents to support their viewpoints.\u003c/p>\n\u003cp>“Going back to school, the narrative that is out there for Black and brown folks doesn’t necessarily represent everybody,” she said. “We’re not a monolith.”\u003c/p>\n\u003cp>Austin feels that those pushing to delay or speed reopening should be talking less \u003cem>about\u003c/em> Black and brown parents, and should be spending more time talking \u003cem>with\u003c/em> them.\u003c/p>\n\u003cfigure id=\"attachment_11869981\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-11869981 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48625_015_Oakland_AustinFamily_04142021-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48625_015_Oakland_AustinFamily_04142021-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48625_015_Oakland_AustinFamily_04142021-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48625_015_Oakland_AustinFamily_04142021-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48625_015_Oakland_AustinFamily_04142021-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48625_015_Oakland_AustinFamily_04142021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Austin's husband, Michael, and their son Onyx at their home in Oakland on April 14, 2021. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>For Parents of Color, Mixed Data and Mixed Experiences\u003c/h3>\n\u003cp>In March, OUSD \u003ca href=\"https://dashboards.ousd.org/views/MSPElementary/TK-5PreferencebyGroup?%3Aembed=y\">released the results\u003c/a> of the form it sent out to parents of kids in transitional kindergarten through fifth grade. The choice the district offered parents was simple: a return in-person, at least part-time, or remaining in distance learning for the remainder of the school year.\u003c/p>\n\u003cp>Parents of white students are the group with the highest preference for in-person learning at 76%, while 21% chose distance learning.\u003c/p>\n\u003cp>But results are more mixed among Black and Latino families.\u003c/p>\n\u003cp>Of the Black parents surveyed, 52% said they favored in-person learning, while 36% chose to continue distance learning. With Latino students, the margin is even smaller: 52% of parents selected in-person and 48% went with distance learning.\u003c/p>\n\u003cp>Among parents of Native American students, both options tied at 49%, while slightly more than a majority, 52%, of Asian families preferred to continue distance learning.\u003c/p>\n\u003cfigure id=\"attachment_11869970\" class=\"wp-caption alignright\" style=\"max-width: 835px\">\u003cimg class=\"size-full wp-image-11869970\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/OUSD-form-results.jpg\" alt=\"A screen grab of the OUSD dashboard tracking the results of the TK-5 Mandatory Student Preference form where parents could decide whether their child would return to in-person classes or continue distance learning.\" width=\"835\" height=\"721\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/OUSD-form-results.jpg 835w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/OUSD-form-results-800x691.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/OUSD-form-results-160x138.jpg 160w\" sizes=\"(max-width: 835px) 100vw, 835px\">\u003cfigcaption class=\"wp-caption-text\">A screen grab of the OUSD dashboard tracking the results of the TK-5 Mandatory Student Preference form where parents could decide whether their child would return to in-person classes or continue distance learning.\u003c/figcaption>\u003c/figure>\n\u003cp>While the survey shows a majority of white families are in support of returning to in-person learning, the situation isn't as clear cut for families of color. And the small margins between the numbers suggest that race is not the best indicator of what those families might do in regards to school reopening.\u003c/p>\n\u003cp>Fruitvale resident Antonio Escobar is the parent of two kids. He said he felt relief when he heard schools were reopening.\u003c/p>\n\u003cp>Having his first grader and pre-kindergarten student home all the time has been extremely difficult for him and his wife. Because they both have jobs outside the house, they’ve had to coordinate a system during the pandemic so that one parent is always home.\u003c/p>\n\u003cp>“When the kids are in the house, they just want to play. If they go into class, they don’t learn much because they are so distracted,” he said in Spanish.\u003c/p>\n\u003cp>If the kids need help with their classes, Escobar is not always sure how to help them. His biggest concern is that they’re not learning what they need to, and his family doesn’t have the time or the resources to provide extra academic support.\u003c/p>\n\u003cp>“It’s going to be so much better as the kids go back to school because there they can actually focus and do their schoolwork,” he explained.\u003c/p>\n\u003cp>On the other hand, Claudia Guzmán, also a Fruitvale resident, decided her first grader, Alexis, would continue distance learning.\u003c/p>\n\u003cp>“When they go in, they will need to have the mask on the whole day, wash their hands every so often and keep social distance. So I think it will be difficult for him to keep his facemask on all day and just take it off to eat,” Guzmán said.\u003c/p>\n\u003cp>She’s a stay-at-home mom which, as she points out, allows her to assist Alexis with any bumps in the road, like bad Wi-Fi or a new lesson. “So being at home seems better to me even though I know he's not concentrating as much as he should be,” Claudia adds. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch3>\u003cstrong>Unpacking 'School Hesitancy' \u003c/strong>\u003c/h3>\n\u003cp>With many parents expressing feelings of anxiety, or saying they're uncomfortable sending their kids back to school after over a year at home, some researchers have \u003ca href=\"https://www.crpe.org/thelens/whats-behind-racial-divide-school-reopening\" target=\"_blank\" rel=\"noopener noreferrer\">started to use the term “school hesitancy”\u003c/a> to describe the discomfort that families may have about the return to in-person learning. The term draws its inspiration from “vaccine hesitancy” — the reluctance someone may feel about getting vaccinated.\u003c/p>\n\u003cp>But the term \"vaccine hesitancy\" has also gotten some pushback from public health experts for not representing the full picture.\u003c/p>\n\u003cp>“I don't use that terminology. People want information about the vaccine. And I think that's a perfectly reasonable thing to ask for before you say, ‘I’m going to get a vaccine,’ ” said \u003ca href=\"https://cancer.ucsf.edu/people/rhoads.kim\">Dr. Kim Rhoads\u003c/a>, an epidemiologist and biostatistician at UCSF who \u003ca href=\"https://www.kqed.org/news/11852147/ucsf-doctor-challenges-reports-of-high-covid-rates-in-black-community\">helped start Umoja\u003c/a>, a coalition of community groups helping get Black residents in Oakland vaccinated and tested for COVID-19. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This information, Rhoads affirms, should be “from people that they know and trust.”\u003c/p>\n\u003cp>And other experts say the same goes for \"school hesitancy.\"\u003c/p>\n\u003cp>\u003ca href=\"https://med.stanford.edu/profiles/yvonne-maldonado\">Dr. Yvonne Maldonado\u003c/a> is a professor of pediatrics and epidemiology at Stanford. She’s been a part of vaccination efforts in East Palo Alto and East San Jose and has found that many parents of color are just looking for a bit more information and assurance on how health guidelines will be carried out in schools.\u003c/p>\n\u003cp>“What we’re hearing is that [parents] want their kids to go back. A lot of them have to work and they don’t like leaving their kids alone at home and there’s nobody that can come into the house even if they could afford it,” Maldonado said.\u003c/p>\n\u003cp>She argues that the \u003ca href=\"https://www.kqed.org/news/11865058/childrens-mental-health-still-big-concern-as-schools-begin-reopening\">growing number of cases of depression and dysregulation\u003c/a> among kids in distance learning is a reason to address the return to schools as a public health issue instead of a political one.\u003c/p>\n\u003cp>“We’re talking about mental health issues and physical health problems,” she explained.\u003c/p>\n\u003cp>Maldonado also notes that low-income students and students of color could be the most affected if school authorities don’t adopt a public health model of talking to families about returning to in-person classes. This could include community members reaching out to families one-to-one to explain what precautions schools are taking to prevent infections and the possible health risks of extending distance learning.\u003c/p>\n\u003cp>But she stresses that it should be the school district taking on this responsibility, not necessarily parents.\u003c/p>\n\u003cp>\"It’s like saying, ‘Well the parent should have told the doctor what to do.’ That’s not their job, it should be the school district,\" she said.\u003c/p>\n\u003cp>For its part, OUSD said they have employed a variety of strategies to engage families of color in the reopening process. John Sasaki, a spokesperson for OUSD, references the multiple listening sessions held through Zoom where medical staff from UCSF Benioff Children's Hospital answered questions from parents and students.\u003c/p>\n\u003cp>“We just want to make sure that we are being a good source for this information,” Sasaki said.\u003c/p>\n\u003cp>OUSD reopened its doors on March 30 to pre-K through second graders in several dozen schools. To demonstrate how it had prepared to follow health protocols, the district invited the media to Garfield Elementary School — \u003ca href=\"https://www.kqed.org/news/11866418/some-oakland-elementary-schools-to-remain-closed-next-week-as-many-teachers-choose-to-stay-home\" target=\"_blank\" rel=\"noopener noreferrer\">one of the schools included in the reopening.\u003c/a>\u003c/p>\n\u003cp>“We invited our community in to see what our schools look like with all the precautions we put in place, the kinds of markings on the floor, the kind of signage we have, the kinds of air filters, the PPE [personal protective equipment] that’s on hand, the spacing of desks,” he explained.\u003c/p>\n\u003cfigure id=\"attachment_11866508\" class=\"wp-caption alignnone\" style=\"max-width: 2016px\">\u003cimg class=\"wp-image-11866508 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/OUSD2.jpeg\" alt=\"\" width=\"2016\" height=\"1512\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/OUSD2.jpeg 2016w, https://ww2.kqed.org/app/uploads/sites/10/2021/03/OUSD2-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/03/OUSD2-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/03/OUSD2-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/03/OUSD2-1536x1152.jpeg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2021/03/OUSD2-1920x1440.jpeg 1920w\" sizes=\"(max-width: 2016px) 100vw, 2016px\">\u003cfigcaption class=\"wp-caption-text\">Bathrooms at Garfield Elementary School in preparation for students' return on March 30. \u003ccite>(Vanessa Rancano/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But parents, like Ryan Austin, suggest a more direct approach. She’s seen how \u003ca href=\"https://www.kqed.org/news/11852147/ucsf-doctor-challenges-reports-of-high-covid-rates-in-black-community\" target=\"_blank\" rel=\"noopener noreferrer\">community-led vaccination efforts\u003c/a> in predominantly Black neighborhoods in Oakland have disproven any assumption that Black residents fear the vaccine, and thinks a similar strategy can address any concerns holding back parents of color from sending their children back to in-person learning.\u003c/p>\n\u003cp>“It’s the same argument that they make about vaccinations, that Black and brown people just don’t want to get vaccinated, which is not true,\" Austin said. \"If you're not doing the work to reach out to people in culturally relevant ways, you're going to miss them every time.\"\u003c/p>\n\u003cp>\u003cem>This post includes reporting from \u003ca href=\"https://www.kqed.org/author/qkim\">Queena Kim\u003c/a> and \u003ca href=\"https://www.kqed.org/author/vrancano\">Vanessa Rancaño\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "'I'm Going to Learn a Lot More Here': Oakland's Youngest Public School Students Return to the Classroom",
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"headTitle": "‘I’m Going to Learn a Lot More Here’: Oakland’s Youngest Public School Students Return to the Classroom | KQED",
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"content": "\u003cp>Thousands of Oakland’s youngest public school students returned to their classes on Tuesday, many of them seeing their teachers and classmates in person for the first time in more than a year.\u003c/p>\n\u003cp>Following months of tense negotiations with the teachers union, the Oakland Unified School District reopened its doors this week to most pre-K through second graders, as well as some of the highest-needs students in older grades.\u003c/p>\n\u003cp>At Montclair Elementary School in the Oakland Hills, parents and kids were greeted with music, soap bubbles and energetic cheering from teachers welcoming them back. Families in staged drop-off lines approached sign-in tables festooned with small, stuffed animal otters, the school’s mascot.\u003c/p>\n\u003cp>Classes began in the early afternoon for about 100 students whose families opted for them to return to in-person instruction. They will, however, continue to do distance learning from home in the mornings.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Maite Barloga, Montclair Elementary School principal\"]‘Welcome to the first day of school like we’ve never seen before!’[/pullquote]\u003c/p>\n\u003cp>At Montclair, like most other elementary schools in the district, students will only initially attend school in person two days a week, as part of a rotating hybrid model to maintain small class sizes.\u003c/p>\n\u003cp>Muneer Hassan, who was dropping off his two children in fourth and fifth grades, said rearranging his work schedule to make sure his kids were back in school was a small price to pay. Both of his kids, he said, have been struggling with distance learning and are falling behind.\u003c/p>\n\u003cp>“I think even with any schedule challenges, getting in here is of the greatest priority because they need that help and assistance,” Hassan said.\u003c/p>\n\u003cfigure id=\"attachment_11867256\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/John-Mitchell.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11867256\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/John-Mitchell.jpg\" alt=\"\" width=\"1920\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/John-Mitchell.jpg 2016w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/John-Mitchell-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/John-Mitchell-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/John-Mitchell-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/John-Mitchell-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/John-Mitchell-1920x1440.jpg 1920w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Montclair Elementary School parent John Mitchell drops off his son Duke for in-person classes on Tuesday — the first time back in the classroom this year. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Another parent, John Mitchell, also expressed relief to be dropping off his third grader at an actual physical school building.\u003c/p>\n\u003cp>“I think the screen time has kind of taken over our house a little bit,” he said.\u003c/p>\n\u003cp>Mitchell said he’s been impressed with how the school and the district have kept parents updated through the constant changes over the last few months.\u003c/p>\n\u003cp>“They’ve done a really good job and I understand most of the sides of the discussion,” he said. “So, yeah, 100% sympathy for teachers, sympathy for the parents. Like everybody’s got, you know, multiple generations of families living at home. And we just want to go slow and be safe.”\u003c/p>\n\u003cp>On the ride to school, Mitchell said, his son Duke “was trembling in the car he was so excited.”\u003c/p>\n\u003cp>“I’ve actually hardly been learning anything at all on Zoom. I feel like I’m going to learn a lot more here at Montclair,” Duke said.\u003c/p>\n\u003cp>Maite Barloga, the school’s principal, stood outside, enthusiastically greeting the long line of families.\u003c/p>\n\u003cp>“Welcome to the first day of school like we’ve never seen before!” Barloga said, beaming.\u003c/p>\n\u003cfigure id=\"attachment_11867401\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48255_007_Oakland_SchoolReopening_03302021-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11867401\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48255_007_Oakland_SchoolReopening_03302021-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48255_007_Oakland_SchoolReopening_03302021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48255_007_Oakland_SchoolReopening_03302021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48255_007_Oakland_SchoolReopening_03302021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48255_007_Oakland_SchoolReopening_03302021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48255_007_Oakland_SchoolReopening_03302021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Families pick up their children from Montclair Elementary School on March 30, 2021 after the first day of in-person classes. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Parents, she said, are being required to use a new health screening app and to fill out a safety agreement as part of the sign-in process.\u003c/p>\n\u003cp>Barloga said that, unlike in some other district elementary schools, most of her teachers agreed to return to the classroom over the next seven school days — the period during which in-person instruction is voluntary for teachers, per the district’s \u003ca href=\"https://www.kqed.org/news/11864818/oakland-school-district-and-union-reach-deal-to-reopen-some-schools-by-end-of-march\">recently approved agreement\u003c/a> with the union.\u003c/p>\n\u003cp>[aside label=\"related coverage\" tag=\"ousd\"]A\u003ca href=\"https://www.kqed.org/news/11866418/some-oakland-elementary-schools-to-remain-closed-next-week-as-many-teachers-choose-to-stay-home\"> truncated reopening timeline\u003c/a> and unanswered questions about the process prompted a majority of teachers districtwide to opt out of returning to their classrooms this week, leaving scores of parents in limbo and administrators scrambling to prepare.\u003c/p>\n\u003cp>\u003ca href=\"https://docs.google.com/document/d/1H5r0YxxQ_o5MwBxUhKYUhOLXlSd6snAayykv_RL_Ca4/edit?ts=605cb414\">According to the district\u003c/a>, some 30 pre-K and elementary schools have enough teachers to reopen as planned, while about 30 others will reopen on more limited basis because only a small percentage of teachers have opted in. Meanwhile, 15 other district schools that had planned to open this week will remain shuttered until mid-April due to the lack of teachers currently willing to return in person.\u003c/p>\n\u003cp>“We know that some parents are going to see how today goes, talk with other parents, and then they’ll decide,” said Montclair fifth grade teacher Jamila Brooks. “Or they may decide they don’t want to do it. This is all optional for parents and teachers right now.”\u003c/p>\n\u003cp>Brooks is also her school’s union representative, and has been in the thick of negotiations between the district and teachers.\u003cbr>\n[ad fullwidth]\u003c/p>\n\u003cp>“We’re figuring it out. I’m trying to have a positive attitude,” she said. “I’m just happy to be back in school. Everybody looks very happy. So that’s good. That’s good to feel. And it feels good to be back.”\u003c/p>\n\u003cp>The new schedule made for a complicated day for Brooks, who taught her morning Zoom class at home until 11:30 a.m., alongside her daughter, who also attends Montclair, before driving to school to greet her students in person — for the first time this year.\u003c/p>\n\u003cp>Kyle Moss, a fourth grade teacher at Montclair Elementary, wore a double mask, sweating slightly in the hot afternoon sun, as he greeted students on Tuesday. This week, he said, he’ll be teaching a mixed-age cohort of higher-needs students, with lots of outdoor activities planned — including a good chunk of time devoted to practicing how to take bathroom breaks and avoid sharing materials.\u003c/p>\n\u003cp>“I’m glad that we’re back at school,” Moss said. “I wish that it felt a little bit more organized. I mean, the first day of school always feels a little bit chaotic, and so there’s just kind of some additional pressures and things to worry about here.”\u003c/p>\n\u003cfigure id=\"attachment_11867403\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48253_005_Oakland_SchoolReopening_03302021-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11867403\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48253_005_Oakland_SchoolReopening_03302021-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48253_005_Oakland_SchoolReopening_03302021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48253_005_Oakland_SchoolReopening_03302021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48253_005_Oakland_SchoolReopening_03302021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48253_005_Oakland_SchoolReopening_03302021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48253_005_Oakland_SchoolReopening_03302021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A sign in front of Sankofa United Elementary School welcoming students back. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Down the hill, in the flatlands of North Oakland, a similar scene played out on Tuesday at Sankofa United Elementary School, which is located in a less affluent neighborhood and serves a higher percentage of Black and brown students.\u003c/p>\n\u003cp>For her first day of in-person kindergarten, Latacha Roberson dressed her daughter, Montana, in a special pink T-shirt with white letters that read “Social Distancing Expert.”\u003c/p>\n\u003cp>“I’m excited because it’s her first time coming into the school,” she said.\u003c/p>\n\u003cp>Despite still feeling nervous about health conditions, Roberson said school officials have done a good job reassuring her that Montana will be in a safe environment.\u003c/p>\n\u003cp>“They talked about really keeping things sanitized and making sure that [the kids] stay social distancing,” she said. “I feel safe with her being here, so that’s a good thing.”[pullquote align=\"right\" size=\"medium\" citation=\"Peter Wilson, Sankofa United Elementary School fourth grade teacher\"]‘I got to ask, ‘Who are you? What do you like?’ I’m just thrilled to be back in school, you know. I miss them.’[/pullquote]About three hours later, students emerged from the building and ran to greet their eagerly awaiting parents.\u003c/p>\n\u003cp>Sankofa fourth grade teacher Peter Wilson said there were only eight students in his class that day, sitting at desks spaced far apart and separated with plexiglass. He is fully vaccinated and said the school provided enough personal protective equipment for him to feel safe.\u003c/p>\n\u003cp>“It was a great day,” he said. “No heavy-duty academics, because this is the first time I’ve really seen them. I got to ask, ‘Who are you? What do you like?’ I’m just thrilled to be back in school, you know. I miss them.”\u003c/p>\n\u003cp>Derrick Wesby, known as Mr. D, who is Sankofa’s after-school program coordinator and safety lead in charge of parent health screenings, said the process went better than he had expected.\u003c/p>\n\u003cp>“I had a lot of anxiety around it, just thinking leading up to it and just really trying to do a lot of pre-intervention work before this day — reaching out to parents, sending them little tutorials on how to do it. So I really think that worked,” Wesby said.\u003c/p>\n\u003cfigure id=\"attachment_11867404\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48249_001_Oakland_SchoolReopening_03302021-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11867404\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48249_001_Oakland_SchoolReopening_03302021-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48249_001_Oakland_SchoolReopening_03302021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48249_001_Oakland_SchoolReopening_03302021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48249_001_Oakland_SchoolReopening_03302021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48249_001_Oakland_SchoolReopening_03302021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48249_001_Oakland_SchoolReopening_03302021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Lisimba Yazid drops off his daughter Seneca Jahi at Sankofa United on March 30, 2021, the first day of in-person classes. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Every pre-K through second grade teacher at Sankofa, he said, opted to come back to school during this voluntary period.\u003c/p>\n\u003cp>“We were really lucky and just really blessed to be able to have a 100% teacher return,” Wesby said. “It just shows that the community and the teachers came together and we really tried to pull through for the students.”\u003c/p>\n\u003cp>For Roberson, bringing her daughter back to school just two half days a week is worth the hassle, but still far from ideal.\u003c/p>\n\u003cp>“I have to work around it. I’m trying to put it all together right now,” she said after picking up her daughter. “Today was an OK day, but the rest of the time it’s probably going to be a little bit of a struggle for me.”\u003c/p>\n\u003cp>Roberson asked her daughter what she learned in school that day.\u003c/p>\n\u003cp>“We learned about and read a book,” Montana answered. They also ate lunch in the school garden, she added, and “went outside and played.”\u003c/p>\n\u003cp>\u003cem>KQED’s Vanessa Rancaño contributed reporting to this article.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "Scores of Oakland's youngest students returned to in-person classes on Tuesday for the first time in more than a year. More than 60 pre-K and elementary schools reopened their doors, offering afternoon classes.",
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"title": "'I'm Going to Learn a Lot More Here': Oakland's Youngest Public School Students Return to the Classroom | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Thousands of Oakland’s youngest public school students returned to their classes on Tuesday, many of them seeing their teachers and classmates in person for the first time in more than a year.\u003c/p>\n\u003cp>Following months of tense negotiations with the teachers union, the Oakland Unified School District reopened its doors this week to most pre-K through second graders, as well as some of the highest-needs students in older grades.\u003c/p>\n\u003cp>At Montclair Elementary School in the Oakland Hills, parents and kids were greeted with music, soap bubbles and energetic cheering from teachers welcoming them back. Families in staged drop-off lines approached sign-in tables festooned with small, stuffed animal otters, the school’s mascot.\u003c/p>\n\u003cp>Classes began in the early afternoon for about 100 students whose families opted for them to return to in-person instruction. They will, however, continue to do distance learning from home in the mornings.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘Welcome to the first day of school like we’ve never seen before!’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>At Montclair, like most other elementary schools in the district, students will only initially attend school in person two days a week, as part of a rotating hybrid model to maintain small class sizes.\u003c/p>\n\u003cp>Muneer Hassan, who was dropping off his two children in fourth and fifth grades, said rearranging his work schedule to make sure his kids were back in school was a small price to pay. Both of his kids, he said, have been struggling with distance learning and are falling behind.\u003c/p>\n\u003cp>“I think even with any schedule challenges, getting in here is of the greatest priority because they need that help and assistance,” Hassan said.\u003c/p>\n\u003cfigure id=\"attachment_11867256\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/John-Mitchell.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11867256\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/John-Mitchell.jpg\" alt=\"\" width=\"1920\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/John-Mitchell.jpg 2016w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/John-Mitchell-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/John-Mitchell-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/John-Mitchell-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/John-Mitchell-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/John-Mitchell-1920x1440.jpg 1920w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Montclair Elementary School parent John Mitchell drops off his son Duke for in-person classes on Tuesday — the first time back in the classroom this year. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Another parent, John Mitchell, also expressed relief to be dropping off his third grader at an actual physical school building.\u003c/p>\n\u003cp>“I think the screen time has kind of taken over our house a little bit,” he said.\u003c/p>\n\u003cp>Mitchell said he’s been impressed with how the school and the district have kept parents updated through the constant changes over the last few months.\u003c/p>\n\u003cp>“They’ve done a really good job and I understand most of the sides of the discussion,” he said. “So, yeah, 100% sympathy for teachers, sympathy for the parents. Like everybody’s got, you know, multiple generations of families living at home. And we just want to go slow and be safe.”\u003c/p>\n\u003cp>On the ride to school, Mitchell said, his son Duke “was trembling in the car he was so excited.”\u003c/p>\n\u003cp>“I’ve actually hardly been learning anything at all on Zoom. I feel like I’m going to learn a lot more here at Montclair,” Duke said.\u003c/p>\n\u003cp>Maite Barloga, the school’s principal, stood outside, enthusiastically greeting the long line of families.\u003c/p>\n\u003cp>“Welcome to the first day of school like we’ve never seen before!” Barloga said, beaming.\u003c/p>\n\u003cfigure id=\"attachment_11867401\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48255_007_Oakland_SchoolReopening_03302021-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11867401\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48255_007_Oakland_SchoolReopening_03302021-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48255_007_Oakland_SchoolReopening_03302021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48255_007_Oakland_SchoolReopening_03302021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48255_007_Oakland_SchoolReopening_03302021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48255_007_Oakland_SchoolReopening_03302021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48255_007_Oakland_SchoolReopening_03302021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Families pick up their children from Montclair Elementary School on March 30, 2021 after the first day of in-person classes. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Parents, she said, are being required to use a new health screening app and to fill out a safety agreement as part of the sign-in process.\u003c/p>\n\u003cp>Barloga said that, unlike in some other district elementary schools, most of her teachers agreed to return to the classroom over the next seven school days — the period during which in-person instruction is voluntary for teachers, per the district’s \u003ca href=\"https://www.kqed.org/news/11864818/oakland-school-district-and-union-reach-deal-to-reopen-some-schools-by-end-of-march\">recently approved agreement\u003c/a> with the union.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>A\u003ca href=\"https://www.kqed.org/news/11866418/some-oakland-elementary-schools-to-remain-closed-next-week-as-many-teachers-choose-to-stay-home\"> truncated reopening timeline\u003c/a> and unanswered questions about the process prompted a majority of teachers districtwide to opt out of returning to their classrooms this week, leaving scores of parents in limbo and administrators scrambling to prepare.\u003c/p>\n\u003cp>\u003ca href=\"https://docs.google.com/document/d/1H5r0YxxQ_o5MwBxUhKYUhOLXlSd6snAayykv_RL_Ca4/edit?ts=605cb414\">According to the district\u003c/a>, some 30 pre-K and elementary schools have enough teachers to reopen as planned, while about 30 others will reopen on more limited basis because only a small percentage of teachers have opted in. Meanwhile, 15 other district schools that had planned to open this week will remain shuttered until mid-April due to the lack of teachers currently willing to return in person.\u003c/p>\n\u003cp>“We know that some parents are going to see how today goes, talk with other parents, and then they’ll decide,” said Montclair fifth grade teacher Jamila Brooks. “Or they may decide they don’t want to do it. This is all optional for parents and teachers right now.”\u003c/p>\n\u003cp>Brooks is also her school’s union representative, and has been in the thick of negotiations between the district and teachers.\u003cbr>\n\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We’re figuring it out. I’m trying to have a positive attitude,” she said. “I’m just happy to be back in school. Everybody looks very happy. So that’s good. That’s good to feel. And it feels good to be back.”\u003c/p>\n\u003cp>The new schedule made for a complicated day for Brooks, who taught her morning Zoom class at home until 11:30 a.m., alongside her daughter, who also attends Montclair, before driving to school to greet her students in person — for the first time this year.\u003c/p>\n\u003cp>Kyle Moss, a fourth grade teacher at Montclair Elementary, wore a double mask, sweating slightly in the hot afternoon sun, as he greeted students on Tuesday. This week, he said, he’ll be teaching a mixed-age cohort of higher-needs students, with lots of outdoor activities planned — including a good chunk of time devoted to practicing how to take bathroom breaks and avoid sharing materials.\u003c/p>\n\u003cp>“I’m glad that we’re back at school,” Moss said. “I wish that it felt a little bit more organized. I mean, the first day of school always feels a little bit chaotic, and so there’s just kind of some additional pressures and things to worry about here.”\u003c/p>\n\u003cfigure id=\"attachment_11867403\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48253_005_Oakland_SchoolReopening_03302021-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11867403\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48253_005_Oakland_SchoolReopening_03302021-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48253_005_Oakland_SchoolReopening_03302021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48253_005_Oakland_SchoolReopening_03302021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48253_005_Oakland_SchoolReopening_03302021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48253_005_Oakland_SchoolReopening_03302021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48253_005_Oakland_SchoolReopening_03302021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A sign in front of Sankofa United Elementary School welcoming students back. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Down the hill, in the flatlands of North Oakland, a similar scene played out on Tuesday at Sankofa United Elementary School, which is located in a less affluent neighborhood and serves a higher percentage of Black and brown students.\u003c/p>\n\u003cp>For her first day of in-person kindergarten, Latacha Roberson dressed her daughter, Montana, in a special pink T-shirt with white letters that read “Social Distancing Expert.”\u003c/p>\n\u003cp>“I’m excited because it’s her first time coming into the school,” she said.\u003c/p>\n\u003cp>Despite still feeling nervous about health conditions, Roberson said school officials have done a good job reassuring her that Montana will be in a safe environment.\u003c/p>\n\u003cp>“They talked about really keeping things sanitized and making sure that [the kids] stay social distancing,” she said. “I feel safe with her being here, so that’s a good thing.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>About three hours later, students emerged from the building and ran to greet their eagerly awaiting parents.\u003c/p>\n\u003cp>Sankofa fourth grade teacher Peter Wilson said there were only eight students in his class that day, sitting at desks spaced far apart and separated with plexiglass. He is fully vaccinated and said the school provided enough personal protective equipment for him to feel safe.\u003c/p>\n\u003cp>“It was a great day,” he said. “No heavy-duty academics, because this is the first time I’ve really seen them. I got to ask, ‘Who are you? What do you like?’ I’m just thrilled to be back in school, you know. I miss them.”\u003c/p>\n\u003cp>Derrick Wesby, known as Mr. D, who is Sankofa’s after-school program coordinator and safety lead in charge of parent health screenings, said the process went better than he had expected.\u003c/p>\n\u003cp>“I had a lot of anxiety around it, just thinking leading up to it and just really trying to do a lot of pre-intervention work before this day — reaching out to parents, sending them little tutorials on how to do it. So I really think that worked,” Wesby said.\u003c/p>\n\u003cfigure id=\"attachment_11867404\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48249_001_Oakland_SchoolReopening_03302021-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11867404\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48249_001_Oakland_SchoolReopening_03302021-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48249_001_Oakland_SchoolReopening_03302021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48249_001_Oakland_SchoolReopening_03302021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48249_001_Oakland_SchoolReopening_03302021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48249_001_Oakland_SchoolReopening_03302021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48249_001_Oakland_SchoolReopening_03302021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Lisimba Yazid drops off his daughter Seneca Jahi at Sankofa United on March 30, 2021, the first day of in-person classes. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Every pre-K through second grade teacher at Sankofa, he said, opted to come back to school during this voluntary period.\u003c/p>\n\u003cp>“We were really lucky and just really blessed to be able to have a 100% teacher return,” Wesby said. “It just shows that the community and the teachers came together and we really tried to pull through for the students.”\u003c/p>\n\u003cp>For Roberson, bringing her daughter back to school just two half days a week is worth the hassle, but still far from ideal.\u003c/p>\n\u003cp>“I have to work around it. I’m trying to put it all together right now,” she said after picking up her daughter. “Today was an OK day, but the rest of the time it’s probably going to be a little bit of a struggle for me.”\u003c/p>\n\u003cp>Roberson asked her daughter what she learned in school that day.\u003c/p>\n\u003cp>“We learned about and read a book,” Montana answered. They also ate lunch in the school garden, she added, and “went outside and played.”\u003c/p>\n\u003cp>\u003cem>KQED’s Vanessa Rancaño contributed reporting to this article.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Some Oakland Elementary Schools to Remain Closed Next Week as Many Teachers Choose to Stay Home",
"title": "Some Oakland Elementary Schools to Remain Closed Next Week as Many Teachers Choose to Stay Home",
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"content": "\u003cp>The Oakland Unified School District’s push to begin reopening some schools next Tuesday is hitting a major roadblock: not enough teachers willing to come back yet.\u003c/p>\n\u003cp>A truncated reopening timeline and unanswered questions about the process have prompted a majority of teachers, who were given the choice as part of the reopening deal, to opt out of returning to their classrooms next week, leaving parents in limbo and administrators scrambling to prepare for returning students.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Tim Douglas, fifth-grade teacher and union bargaining team member\"]'While we are trying our best to move forward together, there are a lot of logistics that need to be figured out still. So those pain points are very real and we're very aware of that.'[/pullquote]Skyline High School, a half dozen elementary schools and 10 preschools that had been scheduled to reopen next week will now remain closed until mid-April because not enough of their teachers have volunteered to return next week. Thirty other elementary and preschools will reopen on an even more limited basis than originally planned because only a small percentage of teachers have opted in.\u003c/p>\n\u003cp>According to the district's latest tally, over 30 other schools have enough teachers to reopen as planned. Heather Dodge, whose two kids attend Peralta Elementary School in North Oakland, says she was elated when she first heard a reopening agreement between the district and the teachers union had been reached earlier this month. Doing so, she says, would enable her kindergartener to meet her teacher in person for the first time this year.\u003c/p>\n\u003cp>But when she learned none of the school’s teachers would be returning next week, she felt duped. “They've suddenly done this bait and switch,\" Dodge said. \"I feel really betrayed by it.\"\u003c/p>\n\u003cfigure id=\"attachment_11866625\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11866625\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/Screen-Shot-2021-03-25-at-7.06.22-PM-800x634.png\" alt=\"\" width=\"800\" height=\"634\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/Screen-Shot-2021-03-25-at-7.06.22-PM-800x634.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/03/Screen-Shot-2021-03-25-at-7.06.22-PM-1020x808.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/03/Screen-Shot-2021-03-25-at-7.06.22-PM-160x127.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/03/Screen-Shot-2021-03-25-at-7.06.22-PM.png 1250w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A list released Thursday evening by OUSD updating schools' reopening status\u003c/figcaption>\u003c/figure>\n\u003cp>The first phase of the district’s reopening plan, announced March 14 and narrowly approved by union membership, offers pre-K through second grade students and some of the highest-needs students from all ages the option to start in-person classes on a limited basis beginning Tuesday, March 30. District and union officials said making the return to in-person classes voluntarily for teachers was an effort to practice safety protocols and build trust with staff before more students are allowed to come back April 19, at which point most teachers can no longer opt out.\u003c/p>\n\u003cp>OUSD’s challenges are similar to what other districts around the country are facing as they work to get students who have struggled the most with distance learning back inside physical classrooms, notes John Sasaki, a district spokesman. “We expect to face challenges in Oakland under such imperfect conditions,” he said. “We are working to stay one step ahead and communicate with families, but we know that there could be some unanticipated changes.”\u003c/p>\n\u003cp>As of Thursday, 38% of teachers had volunteered to return, according to the district.\u003c/p>\n\u003cp>Reasons vary widely as to why many teachers have opted not to return to their classrooms next week. While some aren’t vaccinated yet, many others say the tight turnaround has left them little time to sort out personal logistics like child care. Some teachers have also expressed doubt that the district's agreed-on conditions for a safe and organized return can be met by next week.\u003c/p>\n\u003cp>“Nobody on either side has said, ‘Here is what your room should look like if it’s ready to go and safe,’ ” said Erin Ronhovde, a third grade teacher and union representative at East Oakland Pride Elementary School. “My room, at least, has not changed at all — nobody's come in to figure out how to open the windows.”\u003c/p>\n\u003cp>“While we are trying our best to move forward together, there are a lot of logistics that need to be figured out still,” said Tim Douglas, a fifth grade teacher at International Community School, who’s also on the union bargaining team. With less than a week to go, he says, there are still sites that don't have air filters yet. “So those pain points are very real and we're very aware of that.”\u003c/p>\n\u003cp>[ad fullwidth]So far, about 50 school sites have had safety inspections by district and union representatives, with another 12 expected by the end of the day, according to Preston Thomas, the district's chief services officer.\u003c/p>\n\u003cp>“When we find out those school sites that might not have enough air purifiers in the classrooms, we’re dropping them off in those spaces,” he said. “We are absolutely confident that we’re going to be able to deliver all the materials to the classrooms to make sure teachers are safe.”\u003c/p>\n\u003cp>Union officials say the inspections will give them a chance to hold the district accountable in meeting the agreed-on safety standards and will also help build trust and buy-in among teachers.\u003c/p>\n\u003cp>“Those schools, if they're not safe based on the criteria that we've agreed to, they can't open,” Douglas said.\u003c/p>\n\u003cp>But for teachers like Ronhovde, facilities aren’t the only problem.\u003c/p>\n\u003cfigure id=\"attachment_11866508\" class=\"wp-caption aligncenter\" style=\"max-width: 2016px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/OUSD2.jpeg\">\u003cimg class=\"size-full wp-image-11866508\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/OUSD2.jpeg\" alt=\"\" width=\"2016\" height=\"1512\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/OUSD2.jpeg 2016w, https://ww2.kqed.org/app/uploads/sites/10/2021/03/OUSD2-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/03/OUSD2-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/03/OUSD2-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/03/OUSD2-1536x1152.jpeg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2021/03/OUSD2-1920x1440.jpeg 1920w\" sizes=\"(max-width: 2016px) 100vw, 2016px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Bathrooms at Garfield Elementary School in preparation for students to begin returning next week. \u003ccite>(Vanessa Rancano/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We have no idea what our day is going to look like as teachers,” she said.\u003c/p>\n\u003cp>Hybrid learning schedules still aren’t set and may vary from school to school, depending on how many students choose to return, with the expectation that elementary school instructors will lead a distance learning class for all students in the morning and then teach some students in person in the afternoon.\u003c/p>\n\u003cp>“There's no clarity around what we're supposed to be doing with them during that time [in the afternoon] and how to keep that equitable so parents don't feel pressured to send their kids back to school,” Ronhovde said. “I'm trying to bring clarity to the people I'm representing at my site and there's none to bring.”\u003c/p>\n\u003cp>Ronhovde did not support the reopening agreement because she said she wanted more detail. “I am vaccinated. I do personally feel safe returning to the classroom,” she said. But she still does not plan to return next week because she worries it will end up being a disservice to students. “Nothing about this right now makes me feel comfortable.”\u003c/p>\n\u003cp>Montclair Elementary School teacher Jamila Brooks is among the minority of district teachers opting to return to the classroom next week. On the union’s bargaining team, she says she feels a responsibility “to help figure things out, and I can only do that in person.”\u003c/p>\n\u003cp>[aside label=\"related coverage\" tag=\"ousd\"]Brooks notes, though, that returning requires her to take on less risk than some of her peers: she’s fully vaccinated, doesn't have vulnerable family members she's worried about infecting and works at a school in a community with low COVID-19 infection rates. But as of Wednesday, she still lacked clarity on what her schedule would look like when she returns next week.\u003c/p>\n\u003cp>School administrators throughout the district are also scrambling to work out what to do for students who show up next week. On Tuesday night, the principal of Peralta Elementary School told parents she was requesting 10 substitutes to fill in because no teachers were volunteering to come back. The following day she said the school would not reopen for kindergarten through second grade students until April 19.\u003c/p>\n\u003cp>It’s also unclear how many students will opt to return in person next week. There are about \u003ca href=\"https://dashboards.ousd.org/views/Enrollment/Snapshot?%3Aembed=y&%3AshowShareOptions=true&%3Adisplay_count=no&%3AshowVizHome=no&%3Arender=false#7\" target=\"_blank\" rel=\"noopener noreferrer\">10,000 kindergarten through second grade students\u003c/a> in the district, and thousands of special needs students, English learners, unhoused students, foster youth and other at-risk students across all grades who could also be eligible to return next week. But in a survey released March 11, only about half of families in the district said they wanted the option to send their kids back to in-person classes this spring.\u003c/p>\n\u003cp>“There is a heavy monetary incentive for this rush to happen,” said Douglas from the union bargaining team, referring to the $2 billion pot the state plans to distribute to incentivize reopening. For every day after April 1 that a district is not meeting state reopening expectations it stands to lose a portion of the money.\u003c/p>\n\u003cp>Although the district denies that the reopening schedule is related to the state funding incentive, Douglas and other union officials say they have felt pressure from officials. “We pushed back at the table that we need a bigger timeline, but OUSD is feeling the pressure from the state. They want to receive those funds,” he said.\u003c/p>\n\u003cp>OUSD has faced painful budget cuts in recent years, so it’s understandably hard for leaders to walk away from extra funding.\u003c/p>\n\u003cp>“We didn’t want to leave money on the table,” said OUSD Board President Shanthi Gonzales in a text message, though she also emphasized that the voluntary return period for teachers is vital in helping to build trust around larger upcoming reopening plans. “We wanted to have the chance to make adjustments before the majority of kids are back.\"\u003c/p>\n\u003cp>But the ever-changing dynamic has left Peralta Elementary parent Heather Dodge feeling disillusioned.\u003c/p>\n\u003cp>“The political game that's playing out is making it so stressful for families and so stressful for schools that I fear that it is going to break up public education as we know it,” she said.\u003c/p>\n\u003cp>\u003cem>This story was updated Thursday evening with new information released by OUSD regarding schools' reopening status.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Skyline High School, a half dozen elementary schools and 10 preschools that had been scheduled to reopen next week will now remain closed until mid-April because not enough of their teachers have volunteered to return next week. Thirty other elementary and preschools will reopen on an even more limited basis than originally planned because only a small percentage of teachers have opted in.\u003c/p>\n\u003cp>According to the district's latest tally, over 30 other schools have enough teachers to reopen as planned. Heather Dodge, whose two kids attend Peralta Elementary School in North Oakland, says she was elated when she first heard a reopening agreement between the district and the teachers union had been reached earlier this month. Doing so, she says, would enable her kindergartener to meet her teacher in person for the first time this year.\u003c/p>\n\u003cp>But when she learned none of the school’s teachers would be returning next week, she felt duped. “They've suddenly done this bait and switch,\" Dodge said. \"I feel really betrayed by it.\"\u003c/p>\n\u003cfigure id=\"attachment_11866625\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11866625\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/Screen-Shot-2021-03-25-at-7.06.22-PM-800x634.png\" alt=\"\" width=\"800\" height=\"634\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/Screen-Shot-2021-03-25-at-7.06.22-PM-800x634.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/03/Screen-Shot-2021-03-25-at-7.06.22-PM-1020x808.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/03/Screen-Shot-2021-03-25-at-7.06.22-PM-160x127.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/03/Screen-Shot-2021-03-25-at-7.06.22-PM.png 1250w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A list released Thursday evening by OUSD updating schools' reopening status\u003c/figcaption>\u003c/figure>\n\u003cp>The first phase of the district’s reopening plan, announced March 14 and narrowly approved by union membership, offers pre-K through second grade students and some of the highest-needs students from all ages the option to start in-person classes on a limited basis beginning Tuesday, March 30. District and union officials said making the return to in-person classes voluntarily for teachers was an effort to practice safety protocols and build trust with staff before more students are allowed to come back April 19, at which point most teachers can no longer opt out.\u003c/p>\n\u003cp>OUSD’s challenges are similar to what other districts around the country are facing as they work to get students who have struggled the most with distance learning back inside physical classrooms, notes John Sasaki, a district spokesman. “We expect to face challenges in Oakland under such imperfect conditions,” he said. “We are working to stay one step ahead and communicate with families, but we know that there could be some unanticipated changes.”\u003c/p>\n\u003cp>As of Thursday, 38% of teachers had volunteered to return, according to the district.\u003c/p>\n\u003cp>Reasons vary widely as to why many teachers have opted not to return to their classrooms next week. While some aren’t vaccinated yet, many others say the tight turnaround has left them little time to sort out personal logistics like child care. Some teachers have also expressed doubt that the district's agreed-on conditions for a safe and organized return can be met by next week.\u003c/p>\n\u003cp>“Nobody on either side has said, ‘Here is what your room should look like if it’s ready to go and safe,’ ” said Erin Ronhovde, a third grade teacher and union representative at East Oakland Pride Elementary School. “My room, at least, has not changed at all — nobody's come in to figure out how to open the windows.”\u003c/p>\n\u003cp>“While we are trying our best to move forward together, there are a lot of logistics that need to be figured out still,” said Tim Douglas, a fifth grade teacher at International Community School, who’s also on the union bargaining team. With less than a week to go, he says, there are still sites that don't have air filters yet. “So those pain points are very real and we're very aware of that.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>So far, about 50 school sites have had safety inspections by district and union representatives, with another 12 expected by the end of the day, according to Preston Thomas, the district's chief services officer.\u003c/p>\n\u003cp>“When we find out those school sites that might not have enough air purifiers in the classrooms, we’re dropping them off in those spaces,” he said. “We are absolutely confident that we’re going to be able to deliver all the materials to the classrooms to make sure teachers are safe.”\u003c/p>\n\u003cp>Union officials say the inspections will give them a chance to hold the district accountable in meeting the agreed-on safety standards and will also help build trust and buy-in among teachers.\u003c/p>\n\u003cp>“Those schools, if they're not safe based on the criteria that we've agreed to, they can't open,” Douglas said.\u003c/p>\n\u003cp>But for teachers like Ronhovde, facilities aren’t the only problem.\u003c/p>\n\u003cfigure id=\"attachment_11866508\" class=\"wp-caption aligncenter\" style=\"max-width: 2016px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/OUSD2.jpeg\">\u003cimg class=\"size-full wp-image-11866508\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/OUSD2.jpeg\" alt=\"\" width=\"2016\" height=\"1512\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/OUSD2.jpeg 2016w, https://ww2.kqed.org/app/uploads/sites/10/2021/03/OUSD2-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/03/OUSD2-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/03/OUSD2-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/03/OUSD2-1536x1152.jpeg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2021/03/OUSD2-1920x1440.jpeg 1920w\" sizes=\"(max-width: 2016px) 100vw, 2016px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Bathrooms at Garfield Elementary School in preparation for students to begin returning next week. \u003ccite>(Vanessa Rancano/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We have no idea what our day is going to look like as teachers,” she said.\u003c/p>\n\u003cp>Hybrid learning schedules still aren’t set and may vary from school to school, depending on how many students choose to return, with the expectation that elementary school instructors will lead a distance learning class for all students in the morning and then teach some students in person in the afternoon.\u003c/p>\n\u003cp>“There's no clarity around what we're supposed to be doing with them during that time [in the afternoon] and how to keep that equitable so parents don't feel pressured to send their kids back to school,” Ronhovde said. “I'm trying to bring clarity to the people I'm representing at my site and there's none to bring.”\u003c/p>\n\u003cp>Ronhovde did not support the reopening agreement because she said she wanted more detail. “I am vaccinated. I do personally feel safe returning to the classroom,” she said. But she still does not plan to return next week because she worries it will end up being a disservice to students. “Nothing about this right now makes me feel comfortable.”\u003c/p>\n\u003cp>Montclair Elementary School teacher Jamila Brooks is among the minority of district teachers opting to return to the classroom next week. On the union’s bargaining team, she says she feels a responsibility “to help figure things out, and I can only do that in person.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Brooks notes, though, that returning requires her to take on less risk than some of her peers: she’s fully vaccinated, doesn't have vulnerable family members she's worried about infecting and works at a school in a community with low COVID-19 infection rates. But as of Wednesday, she still lacked clarity on what her schedule would look like when she returns next week.\u003c/p>\n\u003cp>School administrators throughout the district are also scrambling to work out what to do for students who show up next week. On Tuesday night, the principal of Peralta Elementary School told parents she was requesting 10 substitutes to fill in because no teachers were volunteering to come back. The following day she said the school would not reopen for kindergarten through second grade students until April 19.\u003c/p>\n\u003cp>It’s also unclear how many students will opt to return in person next week. There are about \u003ca href=\"https://dashboards.ousd.org/views/Enrollment/Snapshot?%3Aembed=y&%3AshowShareOptions=true&%3Adisplay_count=no&%3AshowVizHome=no&%3Arender=false#7\" target=\"_blank\" rel=\"noopener noreferrer\">10,000 kindergarten through second grade students\u003c/a> in the district, and thousands of special needs students, English learners, unhoused students, foster youth and other at-risk students across all grades who could also be eligible to return next week. But in a survey released March 11, only about half of families in the district said they wanted the option to send their kids back to in-person classes this spring.\u003c/p>\n\u003cp>“There is a heavy monetary incentive for this rush to happen,” said Douglas from the union bargaining team, referring to the $2 billion pot the state plans to distribute to incentivize reopening. For every day after April 1 that a district is not meeting state reopening expectations it stands to lose a portion of the money.\u003c/p>\n\u003cp>Although the district denies that the reopening schedule is related to the state funding incentive, Douglas and other union officials say they have felt pressure from officials. “We pushed back at the table that we need a bigger timeline, but OUSD is feeling the pressure from the state. They want to receive those funds,” he said.\u003c/p>\n\u003cp>OUSD has faced painful budget cuts in recent years, so it’s understandably hard for leaders to walk away from extra funding.\u003c/p>\n\u003cp>“We didn’t want to leave money on the table,” said OUSD Board President Shanthi Gonzales in a text message, though she also emphasized that the voluntary return period for teachers is vital in helping to build trust around larger upcoming reopening plans. “We wanted to have the chance to make adjustments before the majority of kids are back.\"\u003c/p>\n\u003cp>But the ever-changing dynamic has left Peralta Elementary parent Heather Dodge feeling disillusioned.\u003c/p>\n\u003cp>“The political game that's playing out is making it so stressful for families and so stressful for schools that I fear that it is going to break up public education as we know it,” she said.\u003c/p>\n\u003cp>\u003cem>This story was updated Thursday evening with new information released by OUSD regarding schools' reopening status.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>A year into the pandemic, Carolyn Bims-Payne lives by her calendar. A single mom with two sons, she typically starts her day around 5:30 a.m. to get ready for work, Zoom school and other appointments.\u003c/p>\n\u003cp>“Two days out of the week, you get a hot breakfast, which is mom's cooking,” she said. “And then the other days, there's items for you to grab.”\u003c/p>\n\u003cp>Bims-Payne’s sons — a fourth grader and a seventh grader enrolled in the Oakland Unified School District — are getting older. She’s been trying to give them more independence as they’ve continued to take classes online at home. [aside tag=\"a-year-of-covid\" label=\"more coverage\"]\u003c/p>\n\u003cp>“I can't be here every second of the day because as a mom, I still have responsibilities,” said Bims-Payne, who works at Alameda County Social Services, completing assessments for blind and disabled folks. She said she’s been going to the office once a week in person.\u003c/p>\n\u003cp>Bims-Payne \u003ca href=\"https://omny.fm/shows/kqed-segmented-audio/home-school-advice-for-parents\">spoke\u003c/a> with KQED's Brian Watt last year, shortly after Gov. Gavin Newsom ordered shelter in place statewide. Now, as Oakland public schools are set to begin \u003ca href=\"https://www.kqed.org/news/11864818/oakland-school-district-and-union-reach-deal-to-reopen-some-schools-by-end-of-march\">reopening\u003c/a> for in-person learning this month, she checked back in to reflect on a year’s worth of lessons learned and what comes next.\u003c/p>\n\u003cp>Here are some highlights from their interview:\u003c/p>\n\u003ch3>\u003cstrong>Living Together 24/7\u003c/strong>\u003c/h3>\n\u003cp>Over the past year, Bims-Payne said she's learned that her kids are allowed to have bad days: \"As adults we have bad days, but we never think of our children as having bad days,\" she said.\u003c/p>\n\u003cp>She recalled a recent moment when she and her sons had had enough of the pandemic-era ritual of logging on to the computer.\u003c/p>\n\u003cp>“It was like, everyone was in their mood,\" she said. \"It was like, 'Don't talk to me. Don't look at me. I am tired of logging on the computer. I am tired of getting booted off the internet.' \"\u003c/p>\n\u003cfigure id=\"attachment_11865429\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-11865429 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/Carolyn-Bims-Payne01_2021-scaled-e1616094552891-800x717.jpg\" alt=\"Carolyn Bims-Payne and her two sons, who are enrolled in OUSD public schools.\" width=\"800\" height=\"717\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/Carolyn-Bims-Payne01_2021-scaled-e1616094552891-800x717.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/03/Carolyn-Bims-Payne01_2021-scaled-e1616094552891-1020x914.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/03/Carolyn-Bims-Payne01_2021-scaled-e1616094552891-160x143.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/03/Carolyn-Bims-Payne01_2021-scaled-e1616094552891-1536x1377.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2021/03/Carolyn-Bims-Payne01_2021-scaled-e1616094552891.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Carolyn Bims-Payne in a recent selfie with her two sons. Both are enrolled in OUSD public schools. (Courtesy of Carolyn Bims-Payne)\u003c/figcaption>\u003c/figure>\n\u003cp>Remote learning has also made it difficult for her kids to develop new friendships.\u003c/p>\n\u003cp>\"A lot of times you make your friends ... in middle school and junior high,\" she said, \"and that's not an option right now.\"\u003c/p>\n\u003cp>She said she’s encouraged her kids to find other outlets to make up for the lack of in-person social interactions at school. Her oldest son joined the Black Student Union at Edna Brewer Middle School and signed up for extracurricular classes.\u003c/p>\n\u003cp>“It worked,” Bims-Payne said. “He’s opening up. He’s not running to his video game.”\u003c/p>\n\u003cp>Concerns about kids’ mental health have come up during debates over reopening schools. Even before the coronavirus, depression, anxiety and other issues \u003ca href=\"https://www.cdc.gov/childrensmentalhealth/data.html\">were increasing\u003c/a> in children ages 6 to 17, according to the Centers for Disease Control and Prevention.\u003c/p>\n\u003cp>The past year has been challenging for Bims-Payne, too. She said she’s started therapy and participates in parent support groups.\u003c/p>\n\u003cp>“Just to kind of work on me and my feelings and a safe space for myself,” she said. [ad fullwidth]\u003c/p>\n\u003ch3>\u003cstrong>On Schools Reopening\u003c/strong>\u003c/h3>\n\u003cp>Bims-Payne said distance learning has improved in the past year, but she’s concerned about how much information her kids are actually retaining.\u003c/p>\n\u003cp>\"This is time we're not going to get back,\" she said.\u003c/p>\n\u003cp>Bims-Payne said she's looking forward to OUSD schools reopening, but has also been exploring other options. She said she’s signed up for open houses at private schools, some of which have been reopened for in-person instruction for \u003ca href=\"https://www.kqed.org/coronavirusliveupdates/news/11858444/san-francisco-sues-school-district-school-board-over-failure-to-reopen-schools\">months.\u003c/a>\u003c/p>\n\u003cp>Many parents and school leaders are worried about a \u003ca href=\"https://www.kqed.org/mindshift/55976/survey-shows-big-remote-learning-gaps-for-low-income-and-special-needs-children\">learning gap \u003c/a>that has grown during the pandemic. Gov. Gavin Newsom has \u003ca href=\"https://www.kqed.org/news/11795344/newsom-zeroes-in-on-education-gaps-homelessness-and-wildfires-in-state-budget\">addressed\u003c/a> the disproportionate toll on students of color compared to white students in calling for more education funding.\u003c/p>\n\u003cp>“If school opens on a hybrid method — hypothetically speaking — for next school year, you're going to want my now-fourth grader, who will be a fifth grader, to be on grade level,\" she said. \"Teachers may say, 'Oh, well, we're not expecting that.' But the \u003cem>district\u003c/em> is expecting that. And I don't want him just pushed through the system.”\u003c/p>\n\u003ch3>'I Can Do This'\u003c/h3>\n\u003cp>In 2020, when the pandemic was just starting, \u003ca href=\"https://omny.fm/shows/kqed-segmented-audio/home-school-advice-for-parents\">Bims-Payne gave some advice to parents\u003c/a> going through a similar situation to hers: \"Stay encouraged, know that you are not alone, know that you're doing the best that you can.\"\u003c/p>\n\u003cp>[pullquote size='medium' align='right' citation='Carolyn Bims-Payne']'It makes you say, 'OK, I can do this. I have a little bit more fight in me left,''[/pullquote]\u003c/p>\n\u003cp>One year later, Bims-Payne stands by that advice, but adds that parents should try to utilize the parent support groups at their kids' schools. And if those support groups don't exist, bring that up to the principal.\u003c/p>\n\u003cp>She said the groups have been helping her \"to stay grounded, to stay rooted.\"\u003c/p>\n\u003cp>\"It makes you say, 'OK, I can do this. I have a little bit more fight in me left,' \" she said.\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A year into the pandemic, Carolyn Bims-Payne lives by her calendar. A single mom with two sons, she typically starts her day around 5:30 a.m. to get ready for work, Zoom school and other appointments.\u003c/p>\n\u003cp>“Two days out of the week, you get a hot breakfast, which is mom's cooking,” she said. “And then the other days, there's items for you to grab.”\u003c/p>\n\u003cp>Bims-Payne’s sons — a fourth grader and a seventh grader enrolled in the Oakland Unified School District — are getting older. She’s been trying to give them more independence as they’ve continued to take classes online at home. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I can't be here every second of the day because as a mom, I still have responsibilities,” said Bims-Payne, who works at Alameda County Social Services, completing assessments for blind and disabled folks. She said she’s been going to the office once a week in person.\u003c/p>\n\u003cp>Bims-Payne \u003ca href=\"https://omny.fm/shows/kqed-segmented-audio/home-school-advice-for-parents\">spoke\u003c/a> with KQED's Brian Watt last year, shortly after Gov. Gavin Newsom ordered shelter in place statewide. Now, as Oakland public schools are set to begin \u003ca href=\"https://www.kqed.org/news/11864818/oakland-school-district-and-union-reach-deal-to-reopen-some-schools-by-end-of-march\">reopening\u003c/a> for in-person learning this month, she checked back in to reflect on a year’s worth of lessons learned and what comes next.\u003c/p>\n\u003cp>Here are some highlights from their interview:\u003c/p>\n\u003ch3>\u003cstrong>Living Together 24/7\u003c/strong>\u003c/h3>\n\u003cp>Over the past year, Bims-Payne said she's learned that her kids are allowed to have bad days: \"As adults we have bad days, but we never think of our children as having bad days,\" she said.\u003c/p>\n\u003cp>She recalled a recent moment when she and her sons had had enough of the pandemic-era ritual of logging on to the computer.\u003c/p>\n\u003cp>“It was like, everyone was in their mood,\" she said. \"It was like, 'Don't talk to me. Don't look at me. I am tired of logging on the computer. I am tired of getting booted off the internet.' \"\u003c/p>\n\u003cfigure id=\"attachment_11865429\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-11865429 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/Carolyn-Bims-Payne01_2021-scaled-e1616094552891-800x717.jpg\" alt=\"Carolyn Bims-Payne and her two sons, who are enrolled in OUSD public schools.\" width=\"800\" height=\"717\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/Carolyn-Bims-Payne01_2021-scaled-e1616094552891-800x717.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/03/Carolyn-Bims-Payne01_2021-scaled-e1616094552891-1020x914.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/03/Carolyn-Bims-Payne01_2021-scaled-e1616094552891-160x143.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/03/Carolyn-Bims-Payne01_2021-scaled-e1616094552891-1536x1377.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2021/03/Carolyn-Bims-Payne01_2021-scaled-e1616094552891.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Carolyn Bims-Payne in a recent selfie with her two sons. Both are enrolled in OUSD public schools. (Courtesy of Carolyn Bims-Payne)\u003c/figcaption>\u003c/figure>\n\u003cp>Remote learning has also made it difficult for her kids to develop new friendships.\u003c/p>\n\u003cp>\"A lot of times you make your friends ... in middle school and junior high,\" she said, \"and that's not an option right now.\"\u003c/p>\n\u003cp>She said she’s encouraged her kids to find other outlets to make up for the lack of in-person social interactions at school. Her oldest son joined the Black Student Union at Edna Brewer Middle School and signed up for extracurricular classes.\u003c/p>\n\u003cp>“It worked,” Bims-Payne said. “He’s opening up. He’s not running to his video game.”\u003c/p>\n\u003cp>Concerns about kids’ mental health have come up during debates over reopening schools. Even before the coronavirus, depression, anxiety and other issues \u003ca href=\"https://www.cdc.gov/childrensmentalhealth/data.html\">were increasing\u003c/a> in children ages 6 to 17, according to the Centers for Disease Control and Prevention.\u003c/p>\n\u003cp>The past year has been challenging for Bims-Payne, too. She said she’s started therapy and participates in parent support groups.\u003c/p>\n\u003cp>“Just to kind of work on me and my feelings and a safe space for myself,” she said. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch3>\u003cstrong>On Schools Reopening\u003c/strong>\u003c/h3>\n\u003cp>Bims-Payne said distance learning has improved in the past year, but she’s concerned about how much information her kids are actually retaining.\u003c/p>\n\u003cp>\"This is time we're not going to get back,\" she said.\u003c/p>\n\u003cp>Bims-Payne said she's looking forward to OUSD schools reopening, but has also been exploring other options. She said she’s signed up for open houses at private schools, some of which have been reopened for in-person instruction for \u003ca href=\"https://www.kqed.org/coronavirusliveupdates/news/11858444/san-francisco-sues-school-district-school-board-over-failure-to-reopen-schools\">months.\u003c/a>\u003c/p>\n\u003cp>Many parents and school leaders are worried about a \u003ca href=\"https://www.kqed.org/mindshift/55976/survey-shows-big-remote-learning-gaps-for-low-income-and-special-needs-children\">learning gap \u003c/a>that has grown during the pandemic. Gov. Gavin Newsom has \u003ca href=\"https://www.kqed.org/news/11795344/newsom-zeroes-in-on-education-gaps-homelessness-and-wildfires-in-state-budget\">addressed\u003c/a> the disproportionate toll on students of color compared to white students in calling for more education funding.\u003c/p>\n\u003cp>“If school opens on a hybrid method — hypothetically speaking — for next school year, you're going to want my now-fourth grader, who will be a fifth grader, to be on grade level,\" she said. \"Teachers may say, 'Oh, well, we're not expecting that.' But the \u003cem>district\u003c/em> is expecting that. And I don't want him just pushed through the system.”\u003c/p>\n\u003ch3>'I Can Do This'\u003c/h3>\n\u003cp>In 2020, when the pandemic was just starting, \u003ca href=\"https://omny.fm/shows/kqed-segmented-audio/home-school-advice-for-parents\">Bims-Payne gave some advice to parents\u003c/a> going through a similar situation to hers: \"Stay encouraged, know that you are not alone, know that you're doing the best that you can.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>One year later, Bims-Payne stands by that advice, but adds that parents should try to utilize the parent support groups at their kids' schools. And if those support groups don't exist, bring that up to the principal.\u003c/p>\n\u003cp>She said the groups have been helping her \"to stay grounded, to stay rooted.\"\u003c/p>\n\u003cp>\"It makes you say, 'OK, I can do this. I have a little bit more fight in me left,' \" she said.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Following weeks of negotiations, leaders from Oakland's school district and its teachers union reached a tentative deal Sunday to allow some younger students to return to in-person classes by the end of the month.\u003c/p>\n\u003cp>Under the first phase of the agreement, in-person classes would resume March 30 for pre-K through second grade, and for \"priority students\" of all grades — those considered at-risk — whose parents have indicated they want to send them back to school. Classes will include a combination of distance and in-person learning options for four days a week. The fifth day will be remote for all students.\u003c/p>\n\u003cp>[aside tag=\"education\" label=\"More education coverage\"]Third through fifth graders, and possibly one additional grade, would be able to return to school on April 19.\u003c/p>\n\u003cp>Families also have the option to have their children continue with full-time distance learning through the remainder of the school year.\u003c/p>\n\u003cp>\"Bottom line is this is something we're very excited about,\" Oakland Unified School District spokesperson John Sasaki said. \"I know it's been a long time coming, and a lot of our families have wanted to be back for quite a while. Everybody whose family wants them to stay home can remain at home.\"\u003c/p>\n\u003cp>The deal won't become official until it's approved by members of the Oakland Education Association — who are expected to vote on it this week — and then passed by the OUSD board.\u003c/p>\n\u003cp>The district said it is offering financial incentives of $200 per week to teachers who come back right away, as well as a one-time $2,000 stipend for all OEA members who return next month.\u003c/p>\n\u003cp>Teachers in the first phase who choose to opt in would return to campus on March 25 to prepare for the transition. Teachers in the second phase would return to campus on April 14.\u003c/p>\n\u003cp>The district noted that campuses will operate at limited capacity, in accordance with public health guidance, to maintain physical distancing.\u003cbr>\n[ad fullwidth]\u003c/p>\n\u003cp>\"This is a critical step forward for our students, families and staff, as we all can now see the light at the end of the tunnel of this year-long ordeal,\" OUSD Superintendent Kyla Johnson-Trammell said in a district press release. \"I want to express my deepest appreciation to our teachers for working so hard to get us to this point and supporting their students through distance learning.\"\u003c/p>\n\u003cp>Union officials echoed her remarks in the same release.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"John Sasaki, OUSD spokesperson\"]’A lot of our families have wanted to be back for quite a while. Everybody whose family wants them to stay home can remain at home.'[/pullquote]\"We reached a tentative agreement that is just, equitable, and most importantly, safe,\" said Keith Brown, president of the Oakland Education Association. \"We believe that phasing in student return on April 19 allows all educators to complete their vaccinations, if they so choose, and for California's targeted vaccination program to reach our most vulnerable communities.\"\u003c/p>\n\u003cp>Despite the approval of union leaders, opposition to the agreement has already formed among some teachers and community members.\u003c/p>\n\u003cp>Even before the district announced the deal, a group calling itself the Equal Opportunity Now/By Any Means Necessary Caucus called a virtual press conference for 5 p.m. Monday to urge teachers to reject the agreement.\u003c/p>\n\u003cp>The group's press statement said it opposes any reopening of schools while transmission rates of COVID-19 are still high.\u003c/p>\n\u003cp>\u003cem>This article includes reporting from KQED's Sara Hossaini and Bay City News.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Following weeks of negotiations, leaders from Oakland's school district and its teachers union reached a tentative deal Sunday to allow some younger students to return to in-person classes by the end of the month.\u003c/p>\n\u003cp>Under the first phase of the agreement, in-person classes would resume March 30 for pre-K through second grade, and for \"priority students\" of all grades — those considered at-risk — whose parents have indicated they want to send them back to school. Classes will include a combination of distance and in-person learning options for four days a week. The fifth day will be remote for all students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Third through fifth graders, and possibly one additional grade, would be able to return to school on April 19.\u003c/p>\n\u003cp>Families also have the option to have their children continue with full-time distance learning through the remainder of the school year.\u003c/p>\n\u003cp>\"Bottom line is this is something we're very excited about,\" Oakland Unified School District spokesperson John Sasaki said. \"I know it's been a long time coming, and a lot of our families have wanted to be back for quite a while. Everybody whose family wants them to stay home can remain at home.\"\u003c/p>\n\u003cp>The deal won't become official until it's approved by members of the Oakland Education Association — who are expected to vote on it this week — and then passed by the OUSD board.\u003c/p>\n\u003cp>The district said it is offering financial incentives of $200 per week to teachers who come back right away, as well as a one-time $2,000 stipend for all OEA members who return next month.\u003c/p>\n\u003cp>Teachers in the first phase who choose to opt in would return to campus on March 25 to prepare for the transition. Teachers in the second phase would return to campus on April 14.\u003c/p>\n\u003cp>The district noted that campuses will operate at limited capacity, in accordance with public health guidance, to maintain physical distancing.\u003cbr>\n\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\"We reached a tentative agreement that is just, equitable, and most importantly, safe,\" said Keith Brown, president of the Oakland Education Association. \"We believe that phasing in student return on April 19 allows all educators to complete their vaccinations, if they so choose, and for California's targeted vaccination program to reach our most vulnerable communities.\"\u003c/p>\n\u003cp>Despite the approval of union leaders, opposition to the agreement has already formed among some teachers and community members.\u003c/p>\n\u003cp>Even before the district announced the deal, a group calling itself the Equal Opportunity Now/By Any Means Necessary Caucus called a virtual press conference for 5 p.m. Monday to urge teachers to reject the agreement.\u003c/p>\n\u003cp>The group's press statement said it opposes any reopening of schools while transmission rates of COVID-19 are still high.\u003c/p>\n\u003cp>\u003cem>This article includes reporting from KQED's Sara Hossaini and Bay City News.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Oakland students are part of a larger group who filed a lawsuit Monday accusing California and its top education leaders of violating the state constitution by denying traditionally underserved students equal access to educational opportunities during the pandemic.\u003c/p>\n\u003cp>“In California, the state has a constitutional duty to provide equal access to education to all students,” said Jesselyn Friley, an attorney with the firm Public Counsel, who helped file the suit. “Our theory is that the state has fallen behind on that responsibility, and during the pandemic it has only gotten worse.”\u003c/p>\n\u003cp>The suit, filed in Alameda County Superior Court, calls out the state and its education department for mishandling remote education by failing to provide districts with adequate guidance and neglecting to ensure that students, teachers and parents have the basic tools and support needed for distance learning. It also accuses the state of failing to hold school districts accountable for meeting distance education standards put in place by the state Legislature in response to the pandemic.\u003c/p>\n\u003cp>Plaintiffs, who include students and community organizations from Oakland and Los Angeles, contend that Black and brown students, low-income students and those who are unhoused or have disabilities have not received the remote learning support they need.\u003c/p>\n\u003cp>Angela J. has three children — including twins — in the Oakland Unified School District who are plaintiffs in the suit. (Attorneys for Public Counsel asked KQED to not provide her real name because of concerns about retaliation.)\u003c/p>\n\u003cfigure id=\"attachment_11829281\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11829281 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43885_IMG_2893-qut-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43885_IMG_2893-qut-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43885_IMG_2893-qut-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43885_IMG_2893-qut-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43885_IMG_2893-qut-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43885_IMG_2893-qut-1832x1374.jpg 1832w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43885_IMG_2893-qut-1376x1032.jpg 1376w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43885_IMG_2893-qut-1044x783.jpg 1044w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43885_IMG_2893-qut-632x474.jpg 632w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43885_IMG_2893-qut-536x402.jpg 536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43885_IMG_2893-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Oakland REACH founder Lakisha Young at Sydewayz Cafe in East Oakland, greeting parents arriving to pick up computers and other summer school supplies. \u003ccite>(Vanessa Rancaño/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>During the spring, Angela said, her twins’ second grade teacher met with students on Zoom only twice between mid-March and late May. “She just abandoned the whole class,” she said.\u003c/p>\n\u003cp>As a result, her twins have fallen behind in school; they’re still struggling with subtraction when curriculum dictates they should be learning multiplication and division, she said. And their brief daily online interactions with teachers this fall aren’t making up the slack.\u003c/p>\n\u003cp>[aside postID=news_11829180 hero='https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43909_001_KQED_Oakland_REACH_07092020-qut-1020x680.jpg']“I can’t afford to put my kids in private school. So I have to take what they’re giving me,” said Angela, who has three additional children and works a full-time job and two part-time jobs. “I want the Oakland Unified School District to honor our constitutional rights.”\u003c/p>\n\u003cp>Angela contrasts that experience with \u003ca href=\"https://www.kqed.org/news/11829180/how-an-oakland-parent-advocate-group-is-making-distance-learning-possible-this-summer\" target=\"_blank\" rel=\"noopener noreferrer\">a distance learning program\u003c/a> her twins participated in this summer, run by parent advocacy organization The Oakland REACH, one of the plaintiffs in the lawsuit. In that program, she said, remote learning worked remarkably well both for her and her children.\u003c/p>\n\u003cp>“The secret sauce to really making that happen was family liaisons,” said Lakisha Young, Oakland REACH co-founder and executive director. Each family of the 200 students who participated in the program was paired with a fellow OUSD parent who was trained to provide mentorship and facilitate connections to resources.\u003c/p>\n\u003cp>“This person has got your back to make sure you make it to the finish line,” Young said. The liaison might call in the morning just to check in, offer advice about communicating with a teacher or help solve a technology issue. “That makes a huge difference in keeping people in the game, keeping them engaged and even helping them succeed.”\u003c/p>\n\u003cfigure id=\"attachment_11703995\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11703995\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2018/11/Lakisha-Young-e1541535688680-800x636.jpg\" alt=\"Oakland Reach founder Lakisha Young tells parents in low-performing schools to advocate for their kids.\" width=\"800\" height=\"636\">\u003cfigcaption class=\"wp-caption-text\">Oakland REACH founder Lakisha Young speaking to Oakland parents about how to advocate for their kids. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Angela credits Oakland REACH for engaging parents and designing the program to meet their needs. The organization did so in part by providing each child with a computer and Wi-Fi hot spot, if needed, in addition to ongoing tech support. It also paid parents to participate in their own classes on how to support their kids through distance learning.\u003c/p>\n\u003cp>“I think distance learning can work if the teachers put forth an effort and they have a system that supports them,” she said. “I don’t want to blame it all on the teachers, I think it’s the system.”\u003c/p>\n\u003cp>Ultimately, Angela, Oakland REACH and the other plaintiffs are asking courts to step in to force the state to ensure that all students have access to the tools they need to successfully participate in online classes. They also want the state to come up with a plan for a return to in-person learning that helps students make up for the learning losses that occurred during the pandemic.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In a statement, California State Superintendent of Public Instruction Tony Thurmond acknowledged the disproportionate impacts of the pandemic on “those who have been made vulnerable by historic and systemic inequities,” and pointed to his department’s efforts to distribute devices, expand internet access and increase mental health resources available to students.\u003c/p>\n\u003cp>“As California experiences a dramatic surge in COVID-19 infections,” he said, “we will maintain a laser focus on protecting the health and safety of our school communities while providing the supports needed to ensure learning continues and, where gaps persist, is improved.”\u003c/p>\n\u003cp>Meanwhile, Jesse Melgar, a spokesman for Gov. Gavin Newsom, defended the administration’s response to remote learning challenges. “Throughout the pandemic this administration has taken important actions to protect student learning while also taking necessary steps to protect public health,” Melgar said in an email. “We will defend our position in court.”\u003c/p>\n\u003cfigure id=\"attachment_11829280\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11829280 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-1832x1374.jpg 1832w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-1376x1032.jpg 1376w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-1044x783.jpg 1044w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-632x474.jpg 632w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-536x402.jpg 536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43884_IMG_2889-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Oakland REACH organizers preparing to hand out laptops and other school supplies to Oakland Unified School District students participating in the organization’s summer school program. \u003ccite>(Vanessa Rancaño/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“What we’re seeking is not a return to normal, it’s a new way of running school for Black and brown kids in California,” said Friley, the attorney.\u003c/p>\n\u003cp>Earlier this year, Public Counsel settled two lawsuits, in \u003ca href=\"http://www.publiccounsel.org/stories?id=0288\" target=\"_blank\" rel=\"noopener noreferrer\">California\u003c/a> and \u003ca href=\"http://www.publiccounsel.org/stories?id=0303\" target=\"_blank\" rel=\"noopener noreferrer\">Michigan\u003c/a>, that charged the states with denying underserved students an equal educational opportunity by failing to teach them to read and write. Under the California deal, the state agreed to pay $50 million to some of the state’s neediest schools so they can examine why performance is so low and come up with a three-year action plan. The settlement also created a literacy expert position at the state level to help schools carry out those plans.\u003c/p>\n\u003cp>“We want a world where parents and community organizations are working with schools, with districts, with the state, to try and make sure that no kid is being left behind,” Friley said. “And that’s true regardless of whether we’re in a pandemic or post pandemic.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "The suit accuses the state of denying underserved students equal access to quality online educational opportunities during the pandemic.",
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"title": "Oakland Students Join Suit Against State, Alleging Unequal Access to Online Learning | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Oakland students are part of a larger group who filed a lawsuit Monday accusing California and its top education leaders of violating the state constitution by denying traditionally underserved students equal access to educational opportunities during the pandemic.\u003c/p>\n\u003cp>“In California, the state has a constitutional duty to provide equal access to education to all students,” said Jesselyn Friley, an attorney with the firm Public Counsel, who helped file the suit. “Our theory is that the state has fallen behind on that responsibility, and during the pandemic it has only gotten worse.”\u003c/p>\n\u003cp>The suit, filed in Alameda County Superior Court, calls out the state and its education department for mishandling remote education by failing to provide districts with adequate guidance and neglecting to ensure that students, teachers and parents have the basic tools and support needed for distance learning. It also accuses the state of failing to hold school districts accountable for meeting distance education standards put in place by the state Legislature in response to the pandemic.\u003c/p>\n\u003cp>Plaintiffs, who include students and community organizations from Oakland and Los Angeles, contend that Black and brown students, low-income students and those who are unhoused or have disabilities have not received the remote learning support they need.\u003c/p>\n\u003cp>Angela J. has three children — including twins — in the Oakland Unified School District who are plaintiffs in the suit. (Attorneys for Public Counsel asked KQED to not provide her real name because of concerns about retaliation.)\u003c/p>\n\u003cfigure id=\"attachment_11829281\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11829281 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43885_IMG_2893-qut-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43885_IMG_2893-qut-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43885_IMG_2893-qut-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43885_IMG_2893-qut-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43885_IMG_2893-qut-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43885_IMG_2893-qut-1832x1374.jpg 1832w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43885_IMG_2893-qut-1376x1032.jpg 1376w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43885_IMG_2893-qut-1044x783.jpg 1044w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43885_IMG_2893-qut-632x474.jpg 632w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43885_IMG_2893-qut-536x402.jpg 536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43885_IMG_2893-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Oakland REACH founder Lakisha Young at Sydewayz Cafe in East Oakland, greeting parents arriving to pick up computers and other summer school supplies. \u003ccite>(Vanessa Rancaño/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>During the spring, Angela said, her twins’ second grade teacher met with students on Zoom only twice between mid-March and late May. “She just abandoned the whole class,” she said.\u003c/p>\n\u003cp>As a result, her twins have fallen behind in school; they’re still struggling with subtraction when curriculum dictates they should be learning multiplication and division, she said. And their brief daily online interactions with teachers this fall aren’t making up the slack.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“I can’t afford to put my kids in private school. So I have to take what they’re giving me,” said Angela, who has three additional children and works a full-time job and two part-time jobs. “I want the Oakland Unified School District to honor our constitutional rights.”\u003c/p>\n\u003cp>Angela contrasts that experience with \u003ca href=\"https://www.kqed.org/news/11829180/how-an-oakland-parent-advocate-group-is-making-distance-learning-possible-this-summer\" target=\"_blank\" rel=\"noopener noreferrer\">a distance learning program\u003c/a> her twins participated in this summer, run by parent advocacy organization The Oakland REACH, one of the plaintiffs in the lawsuit. In that program, she said, remote learning worked remarkably well both for her and her children.\u003c/p>\n\u003cp>“The secret sauce to really making that happen was family liaisons,” said Lakisha Young, Oakland REACH co-founder and executive director. Each family of the 200 students who participated in the program was paired with a fellow OUSD parent who was trained to provide mentorship and facilitate connections to resources.\u003c/p>\n\u003cp>“This person has got your back to make sure you make it to the finish line,” Young said. The liaison might call in the morning just to check in, offer advice about communicating with a teacher or help solve a technology issue. “That makes a huge difference in keeping people in the game, keeping them engaged and even helping them succeed.”\u003c/p>\n\u003cfigure id=\"attachment_11703995\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11703995\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2018/11/Lakisha-Young-e1541535688680-800x636.jpg\" alt=\"Oakland Reach founder Lakisha Young tells parents in low-performing schools to advocate for their kids.\" width=\"800\" height=\"636\">\u003cfigcaption class=\"wp-caption-text\">Oakland REACH founder Lakisha Young speaking to Oakland parents about how to advocate for their kids. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Angela credits Oakland REACH for engaging parents and designing the program to meet their needs. The organization did so in part by providing each child with a computer and Wi-Fi hot spot, if needed, in addition to ongoing tech support. It also paid parents to participate in their own classes on how to support their kids through distance learning.\u003c/p>\n\u003cp>“I think distance learning can work if the teachers put forth an effort and they have a system that supports them,” she said. “I don’t want to blame it all on the teachers, I think it’s the system.”\u003c/p>\n\u003cp>Ultimately, Angela, Oakland REACH and the other plaintiffs are asking courts to step in to force the state to ensure that all students have access to the tools they need to successfully participate in online classes. They also want the state to come up with a plan for a return to in-person learning that helps students make up for the learning losses that occurred during the pandemic.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In a statement, California State Superintendent of Public Instruction Tony Thurmond acknowledged the disproportionate impacts of the pandemic on “those who have been made vulnerable by historic and systemic inequities,” and pointed to his department’s efforts to distribute devices, expand internet access and increase mental health resources available to students.\u003c/p>\n\u003cp>“As California experiences a dramatic surge in COVID-19 infections,” he said, “we will maintain a laser focus on protecting the health and safety of our school communities while providing the supports needed to ensure learning continues and, where gaps persist, is improved.”\u003c/p>\n\u003cp>Meanwhile, Jesse Melgar, a spokesman for Gov. Gavin Newsom, defended the administration’s response to remote learning challenges. “Throughout the pandemic this administration has taken important actions to protect student learning while also taking necessary steps to protect public health,” Melgar said in an email. “We will defend our position in court.”\u003c/p>\n\u003cfigure id=\"attachment_11829280\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11829280 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-1832x1374.jpg 1832w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-1376x1032.jpg 1376w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-1044x783.jpg 1044w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-632x474.jpg 632w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-536x402.jpg 536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43884_IMG_2889-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Oakland REACH organizers preparing to hand out laptops and other school supplies to Oakland Unified School District students participating in the organization’s summer school program. \u003ccite>(Vanessa Rancaño/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“What we’re seeking is not a return to normal, it’s a new way of running school for Black and brown kids in California,” said Friley, the attorney.\u003c/p>\n\u003cp>Earlier this year, Public Counsel settled two lawsuits, in \u003ca href=\"http://www.publiccounsel.org/stories?id=0288\" target=\"_blank\" rel=\"noopener noreferrer\">California\u003c/a> and \u003ca href=\"http://www.publiccounsel.org/stories?id=0303\" target=\"_blank\" rel=\"noopener noreferrer\">Michigan\u003c/a>, that charged the states with denying underserved students an equal educational opportunity by failing to teach them to read and write. Under the California deal, the state agreed to pay $50 million to some of the state’s neediest schools so they can examine why performance is so low and come up with a three-year action plan. The settlement also created a literacy expert position at the state level to help schools carry out those plans.\u003c/p>\n\u003cp>“We want a world where parents and community organizations are working with schools, with districts, with the state, to try and make sure that no kid is being left behind,” Friley said. “And that’s true regardless of whether we’re in a pandemic or post pandemic.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Online School Has Started in Oakland, But Will Students Show Up?",
"title": "Online School Has Started in Oakland, But Will Students Show Up?",
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"content": "\u003cp>Oakland students are back in virtual classrooms this week, where school officials will be tracking their attendance for the first time since the coronavirus pandemic forced learning online this spring. But there are still questions about how to ensure kids show up — and what happens if they don't.\u003c/p>\n\u003cp>It’s not clear how many Oakland students were unaccounted for during spring distance learning, because districts weren’t required to report attendance under the circumstances. Before the pandemic, in 2018-2019, about \u003ca href=\"https://dashboards.ousd.org/views/ChronicAbsence_0/Comparison?%3Aembed=y&%3Adisplay_count=no&%3Arender=false\" target=\"_blank\" rel=\"noopener noreferrer\">1 in 3\u003c/a> Oakland Unified School District students was chronically absent — defined as missing 18 days of school or more — and district officials say anecdotally they know far fewer kids were present during distance learning.\u003c/p>\n\u003cp>For teachers like Madison Park Academy’s Marisa Villegas, the stakes weighed heavily. Getting students to show up regularly is critical, and poor attendance increases the chances a child will struggle academically and be held back. It’s a \u003ca href=\"https://www.attendanceworks.org/chronic-absence/the-problem/10-facts-about-school-attendance/\" target=\"_blank\" rel=\"noopener noreferrer\">leading indicator\u003c/a> a student will go on to drop out of high school.\u003c/p>\n\u003cp>Still, Villegas said getting her high school students to attend last spring was the biggest challenge in a semester rife with them. She had 156 students across seven sections and said only a quarter of each class showed up regularly.\u003c/p>\n\u003cp>Usually, she said, students weren’t showing up because they couldn’t. Some didn’t have internet or laptops, or multiple kids in a home were sharing one computer. Often her students were taking care of younger siblings, or they had to pick up jobs to help support their families.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[aside tag=\"distance-learning\" label=\"Related Stories\"]\u003c/p>\n\u003cp>“I would make phone calls, I would email, I would text. I would do my best to get a hold of parents, aunts, grandparents, you name it,” Villegas said.\u003c/p>\n\u003cp>When she couldn’t reach anyone, she turned to Community School Manager Francisco Alvarado for help. Though Alvarado and other school outreach workers were providing a vital source of support for families — answering questions, providing food, securing social services — those connections did not translate into success getting kids to participate in distance learning.\u003c/p>\n\u003cp>“Our attendance team, we would meet and say, ‘What do we do here? Half of our school is not in class,’ ” Alvarado said.\u003c/p>\n\u003cp>They reminded parents that school was still mandatory, handed out Chromebooks, offered to help get families online, and printed out paper packets of school work.\u003c/p>\n\u003cp>“All these things we're trying and it just wasn't landing,” said Alvarado.\u003c/p>\n\u003cp>In addition to keeping tabs on who’s participating every day, districts \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201920200SB98\" target=\"_blank\" rel=\"noopener noreferrer\">will now be required\u003c/a> to come up with a plan to support students who are absent more than three days in a week.\u003c/p>\n\u003cp>“Is it going to be perfect when we return? Absolutely not,” said Misha Karigaca, who’s in charge of attendance for OUSD. “Will it be better? Yes.”\u003c/p>\n\u003cp>Beyond bending the student information computer system to the newly mandated measures of attendance, Karigaca said, the district’s role is to provide clear guidelines on meeting new legal requirements while allowing individual schools some freedom in developing plans.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Hedy Chang, executive director of Attendance Works\"]'We already have some information from last year about who needs extra support and we should start the year off with a deeper plan so those students get extra engagement, extra support.'[/pullquote]\u003c/p>\n\u003cp>School attendance teams, like Alvarado’s, will be tasked with monitoring weekly attendance data and pairing students with needed interventions and support. One option, Karigaca said, is to assign mentors.\u003c/p>\n\u003cp>“Somebody who's going be that extra special liaison, that's going to be a conduit between the school and the family,” he said.\u003c/p>\n\u003cp>“The good news is we don't have to reinvent everything, even in a global pandemic,” said Hedy Chang, executive director of \u003ca href=\"https://www.attendanceworks.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Attendance Works\u003c/a>, a nonprofit focused on reducing chronic absences.\u003c/p>\n\u003cp>One key thing schools can do is use past data on chronic absenteeism proactively.\u003c/p>\n\u003cp>“The idea is that we should be thinking about prevention,” Chang said. “We already have some information from last year about who needs extra support and we should start the year off with a deeper plan so those students get extra engagement, extra support.”\u003c/p>\n\u003cp>Attendance Works is also suggesting \u003ca href=\"https://www.attendanceworks.org/chronic-absence/addressing-chronic-absence/monitoring-attendance-in-distance-learning/\" target=\"_blank\" rel=\"noopener noreferrer\">additional metrics\u003c/a> that districts can track to help inform efforts to improve attendance during distance learning, including internet access.\u003c/p>\n\u003cp>But what happens if these efforts to monitor and intervene don’t work? What if outreach workers run into the same issues Alvarado faced in the spring? Under normal circumstances, truancy laws eventually kick in, initiating a formal process meant to hold parents accountable. But distance learning has upended that system.\u003c/p>\n\u003cp>“The law doesn't seem to apply in the same way as when children aren’t physically in a classroom,” said Teresa Drenick, who runs the \u003ca href=\"https://atschool.alcoda.org/\" target=\"_blank\" rel=\"noopener noreferrer\">truancy and attendance program\u003c/a> for the Alameda County District Attorney’s Office, noting there are some legal gray areas she hopes to see clarified in the coming months.\u003c/p>\n\u003cp>The key issue, she said, is that under the new law governing distance learning, there doesn’t appear to be a way to differentiate between excused and unexcused absences, and truancy law is only triggered by unexcused absences.\u003c/p>\n\u003cp>While it’s rare for families to end up in her office — she works with about 100 each year — other parts of the truancy process touch many more. One of the earliest steps in the process is often a hearing with a School Attendance Review Team where families and administrators try to work out a plan to address root causes of truancy. When that's not enough, cases get referred to a district's \u003ca href=\"https://www.ousd.org/Page/539\" target=\"_blank\" rel=\"noopener noreferrer\">School Attendance Review Board\u003c/a> for more intensive intervention. In Oakland, Karigaca said, around 200 cases go to the board each year. Usually that’s enough to improve attendance, but not always.\u003c/p>\n\u003cp>\"My experience has been that there are certain families and certain students that for one reason or another — and oftentimes it’s due to extreme hardships — they aren't able to turn it around,\" Drenick said. That's when cases end up on her desk.\u003c/p>\n\u003cp>Though truancy can lead to fines, Drenick and experts like Chang say a punitive approach to discipline isn’t necessarily effective. What works best is addressing the underlying family issues that keep kids out of school. That’s what Alameda County’s truancy system is geared toward — offering support with things like transportation, health care and counseling.\u003c/p>\n\u003cp>Drenick said she hopes that without the court's intervention, school districts can bring the needed services to bear. And she hopes to continue to play a role. “I hope that we, as DAs, can reimagine how we can support our local school districts to make sure that kids are getting what they need,” she said.\u003c/p>\n\u003cp>In the absence of a formal truancy process during distance learning, Karigaca said Oakland Unified will still try to follow its general framework, even if it doesn’t have the force of law. Whether the district can successfully do that — by convening families, administrators and social service providers for hearings remotely — remains to be seen.\u003c/p>\n\u003cp>Chang sees silver linings in all of this. For her, the fact that the new law requires schools to intervene when students are missing school for any reason, whether the absences are excused or unexcused, is good news. “That's actually an improvement,” she said. “It’s really critical.”\u003c/p>\n\u003cp>A few days before school started, Madison Park Academy's Alvarado was busy trying to lay the groundwork to prevent absenteeism. He was preparing to host a Facebook Live to answer parents’ questions and making video tutorials to help students create study areas at home.\u003c/p>\n\u003cp>Ultimately, he and Villegas said, when it comes to attendance, the biggest challenge of all may be proving to students that it’s worth showing up and that teachers will be delivering a compelling educational experience online.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I'm excited and I am nervous and terrified all at once,” Villegas said of the new school year. “But I have to have faith that it's going to go well, and that we're going to be with our students and we're going to teach and they're going to learn.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Oakland students are back in virtual classrooms this week, where school officials will be tracking their attendance for the first time since the coronavirus pandemic forced learning online this spring. But there are still questions about how to ensure kids show up — and what happens if they don't.\u003c/p>\n\u003cp>It’s not clear how many Oakland students were unaccounted for during spring distance learning, because districts weren’t required to report attendance under the circumstances. Before the pandemic, in 2018-2019, about \u003ca href=\"https://dashboards.ousd.org/views/ChronicAbsence_0/Comparison?%3Aembed=y&%3Adisplay_count=no&%3Arender=false\" target=\"_blank\" rel=\"noopener noreferrer\">1 in 3\u003c/a> Oakland Unified School District students was chronically absent — defined as missing 18 days of school or more — and district officials say anecdotally they know far fewer kids were present during distance learning.\u003c/p>\n\u003cp>For teachers like Madison Park Academy’s Marisa Villegas, the stakes weighed heavily. Getting students to show up regularly is critical, and poor attendance increases the chances a child will struggle academically and be held back. It’s a \u003ca href=\"https://www.attendanceworks.org/chronic-absence/the-problem/10-facts-about-school-attendance/\" target=\"_blank\" rel=\"noopener noreferrer\">leading indicator\u003c/a> a student will go on to drop out of high school.\u003c/p>\n\u003cp>Still, Villegas said getting her high school students to attend last spring was the biggest challenge in a semester rife with them. She had 156 students across seven sections and said only a quarter of each class showed up regularly.\u003c/p>\n\u003cp>Usually, she said, students weren’t showing up because they couldn’t. Some didn’t have internet or laptops, or multiple kids in a home were sharing one computer. Often her students were taking care of younger siblings, or they had to pick up jobs to help support their families.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I would make phone calls, I would email, I would text. I would do my best to get a hold of parents, aunts, grandparents, you name it,” Villegas said.\u003c/p>\n\u003cp>When she couldn’t reach anyone, she turned to Community School Manager Francisco Alvarado for help. Though Alvarado and other school outreach workers were providing a vital source of support for families — answering questions, providing food, securing social services — those connections did not translate into success getting kids to participate in distance learning.\u003c/p>\n\u003cp>“Our attendance team, we would meet and say, ‘What do we do here? Half of our school is not in class,’ ” Alvarado said.\u003c/p>\n\u003cp>They reminded parents that school was still mandatory, handed out Chromebooks, offered to help get families online, and printed out paper packets of school work.\u003c/p>\n\u003cp>“All these things we're trying and it just wasn't landing,” said Alvarado.\u003c/p>\n\u003cp>In addition to keeping tabs on who’s participating every day, districts \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201920200SB98\" target=\"_blank\" rel=\"noopener noreferrer\">will now be required\u003c/a> to come up with a plan to support students who are absent more than three days in a week.\u003c/p>\n\u003cp>“Is it going to be perfect when we return? Absolutely not,” said Misha Karigaca, who’s in charge of attendance for OUSD. “Will it be better? Yes.”\u003c/p>\n\u003cp>Beyond bending the student information computer system to the newly mandated measures of attendance, Karigaca said, the district’s role is to provide clear guidelines on meeting new legal requirements while allowing individual schools some freedom in developing plans.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>School attendance teams, like Alvarado’s, will be tasked with monitoring weekly attendance data and pairing students with needed interventions and support. One option, Karigaca said, is to assign mentors.\u003c/p>\n\u003cp>“Somebody who's going be that extra special liaison, that's going to be a conduit between the school and the family,” he said.\u003c/p>\n\u003cp>“The good news is we don't have to reinvent everything, even in a global pandemic,” said Hedy Chang, executive director of \u003ca href=\"https://www.attendanceworks.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Attendance Works\u003c/a>, a nonprofit focused on reducing chronic absences.\u003c/p>\n\u003cp>One key thing schools can do is use past data on chronic absenteeism proactively.\u003c/p>\n\u003cp>“The idea is that we should be thinking about prevention,” Chang said. “We already have some information from last year about who needs extra support and we should start the year off with a deeper plan so those students get extra engagement, extra support.”\u003c/p>\n\u003cp>Attendance Works is also suggesting \u003ca href=\"https://www.attendanceworks.org/chronic-absence/addressing-chronic-absence/monitoring-attendance-in-distance-learning/\" target=\"_blank\" rel=\"noopener noreferrer\">additional metrics\u003c/a> that districts can track to help inform efforts to improve attendance during distance learning, including internet access.\u003c/p>\n\u003cp>But what happens if these efforts to monitor and intervene don’t work? What if outreach workers run into the same issues Alvarado faced in the spring? Under normal circumstances, truancy laws eventually kick in, initiating a formal process meant to hold parents accountable. But distance learning has upended that system.\u003c/p>\n\u003cp>“The law doesn't seem to apply in the same way as when children aren’t physically in a classroom,” said Teresa Drenick, who runs the \u003ca href=\"https://atschool.alcoda.org/\" target=\"_blank\" rel=\"noopener noreferrer\">truancy and attendance program\u003c/a> for the Alameda County District Attorney’s Office, noting there are some legal gray areas she hopes to see clarified in the coming months.\u003c/p>\n\u003cp>The key issue, she said, is that under the new law governing distance learning, there doesn’t appear to be a way to differentiate between excused and unexcused absences, and truancy law is only triggered by unexcused absences.\u003c/p>\n\u003cp>While it’s rare for families to end up in her office — she works with about 100 each year — other parts of the truancy process touch many more. One of the earliest steps in the process is often a hearing with a School Attendance Review Team where families and administrators try to work out a plan to address root causes of truancy. When that's not enough, cases get referred to a district's \u003ca href=\"https://www.ousd.org/Page/539\" target=\"_blank\" rel=\"noopener noreferrer\">School Attendance Review Board\u003c/a> for more intensive intervention. In Oakland, Karigaca said, around 200 cases go to the board each year. Usually that’s enough to improve attendance, but not always.\u003c/p>\n\u003cp>\"My experience has been that there are certain families and certain students that for one reason or another — and oftentimes it’s due to extreme hardships — they aren't able to turn it around,\" Drenick said. That's when cases end up on her desk.\u003c/p>\n\u003cp>Though truancy can lead to fines, Drenick and experts like Chang say a punitive approach to discipline isn’t necessarily effective. What works best is addressing the underlying family issues that keep kids out of school. That’s what Alameda County’s truancy system is geared toward — offering support with things like transportation, health care and counseling.\u003c/p>\n\u003cp>Drenick said she hopes that without the court's intervention, school districts can bring the needed services to bear. And she hopes to continue to play a role. “I hope that we, as DAs, can reimagine how we can support our local school districts to make sure that kids are getting what they need,” she said.\u003c/p>\n\u003cp>In the absence of a formal truancy process during distance learning, Karigaca said Oakland Unified will still try to follow its general framework, even if it doesn’t have the force of law. Whether the district can successfully do that — by convening families, administrators and social service providers for hearings remotely — remains to be seen.\u003c/p>\n\u003cp>Chang sees silver linings in all of this. For her, the fact that the new law requires schools to intervene when students are missing school for any reason, whether the absences are excused or unexcused, is good news. “That's actually an improvement,” she said. “It’s really critical.”\u003c/p>\n\u003cp>A few days before school started, Madison Park Academy's Alvarado was busy trying to lay the groundwork to prevent absenteeism. He was preparing to host a Facebook Live to answer parents’ questions and making video tutorials to help students create study areas at home.\u003c/p>\n\u003cp>Ultimately, he and Villegas said, when it comes to attendance, the biggest challenge of all may be proving to students that it’s worth showing up and that teachers will be delivering a compelling educational experience online.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I'm excited and I am nervous and terrified all at once,” Villegas said of the new school year. “But I have to have faith that it's going to go well, and that we're going to be with our students and we're going to teach and they're going to learn.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "With Millions in Hand From Jack Dorsey, OUSD Scrambles to Get Students Tech Devices Before School Starts",
"title": "With Millions in Hand From Jack Dorsey, OUSD Scrambles to Get Students Tech Devices Before School Starts",
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"content": "\u003cp>Thousands of students across California who still don’t have access to computing devices and reliable high-speed internet remain at serious risk of being left at the starting gate, as most schools prepare to begin the academic year online in less than a month.\u003c/p>\n\u003cp>The stubbornly persistent digital divide — separating those with access to the internet and computers from those without — has been overtly highlighted by the COVID-19 pandemic as a serious education equity issue. And it remains a formidable hurdle to the successful relaunch of distance learning in many urban and rural school districts.\u003c/p>\n\u003cp>Oakland Unified officials pledged to overcome that divide after last spring's inconsistent and often problematic efforts. Some 3,400 students were found to have little or no digital connection, with many others left trying to do assignments on their smartphones or sometimes forced to break shelter-in place rules in order to find internet access elsewhere.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Jamila Brooks, teacher at Montclair Elementary School\"]'We have to make sure that the devices are in hand, they're working, there are hotspots, people are adequately trained, before we can hit the ground running.'[/pullquote]\u003c/p>\n\u003cp>In May, when Oakland city leaders \u003ca href=\"https://www.sfchronicle.com/bayarea/article/Twitter-CEO-Jack-Dorsey-gives-10-million-to-15272913.php\">launched a campaign\u003c/a> to raise $12.5 million to ensure that every student who needed it would have laptops and internet hotspots, Twitter CEO Jack Dorsey responded with a whopping $10 million donation, inspiring other donors.\u003c/p>\n\u003cp>In total, the city and school district raised $13 million, and is now working on a short timeline to secure computers and internet connections for every child in the district who needs them, all before school starts on Aug. 10.\u003c/p>\n\u003cp>“As you can imagine, supply chains are challenging right now,” said David Silver, director of education for Oakland Mayor Libby Schaaf, who helped seal the deal with Dorsey. “So we do not have the computers yet, but they are on the way. And our goal is to make sure that we get those to kids and families as soon as possible.”\u003c/p>\n\u003cp>Silver said Dorsey’s gift will ensure every child has an internet connection, a computer and the tech support they need. “It's not just about a child getting a device, but it's also how do you make sure if you have a problem, how do you actually troubleshoot that?” he said.\u003c/p>\n\u003cp>So far, the district has spent $5.5 million of the funding on ordering 25,000 Chromebooks. Another $3.8 million is being spent on wireless hotspots, one for each student in a family, to ensure high-speed connectivity for streaming video instruction, according to OUSD Chief of Staff Curtiss Sarikey.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“If there are three children, each would have a hotspot just to ensure that there won't be any issues with multiple lines slowing it down to the point kids can't track video,” said Sarikey, adding that the district tested various products and consulted with teachers on the purchase.\u003c/p>\n\u003cp>“We heard a lot from teachers that they spent a lot of time doing tech support during shelter in place, helping kids troubleshoot things that were coming up,” Sarikey said.\u003c/p>\n\u003cp>He added that the district will also provide high-speed broadband to some families at a subsidized rate.\u003c/p>\n\u003cp>At a recent board meeting, OUSD Superintendent Kyla Johnson-Trammell said thousands of students still don't have the digital connections they need.\u003c/p>\n\u003cp>Seth Hubbert, executive director of Tech Exchange, an Oakland-based nonprofit working with the district, doesn’t expect those computers and other devices to be delivered until early August. That's when his team will be tasked with entering all the equipment through a data system developed for the district by Salesforce, and then deliver them to school sites where students can pick them up.\u003c/p>\n\u003cp>“We anticipate about 110 pallets worth of computers, in batches of 1,000, so it's going to be just an awesome visual,” Hubbert said. In preparation, Tech Exchange has leased extra warehouse space and hired temporary staff to help process the computers quickly, while adhering to COVID-19 social distancing protocols.\u003c/p>\n\u003cp>To fill the gap, OUSD distributed some 18,000 district-owned computers to students throughout the spring, and Hubbert said thousands more are still available for students who need a device now.\u003c/p>\n\u003cp>But those loaner computers are district property and can’t be gifted to students, said Hubbert. The plan is to swap them out with the new Chromebooks that students can keep.\u003c/p>\n\u003cp>Still, some Oakland teachers remain skeptical about the district’s ability to deliver on its promise of equipping students by the first day of school.\u003c/p>\n\u003cp>[aside label=\"more education coverage\" tag=\"distance-learning\"]\u003c/p>\n\u003cp>The Oakland Education Association, the local teachers union, is currently in negotiations with the district over distance learning working conditions. The contract specifies that teachers have to agree to any change in working conditions, including a switch to distance learning. Some union representatives have said teachers would not agree to start the school year without proof that all students are connected with devices and reliable high-speed internet access.\u003c/p>\n\u003cp>“There's this push for us to start school on Aug. 10,” said Jamila Brooks, a teacher at Montclair Elementary School who is part of negotiations with the district. “But not every family in our district knows how to use a device, how to access Zoom, and so that's been one of our new challenges.”\u003c/p>\n\u003cp>Brooks said many teachers are highly skeptical of the district's ability to deliver on its promises. She noted the district's recently announced plan to ask families of all OUSD students to fill out an online form outlining their digital needs, scoffing at the flawed logic of asking people without online access to fill out an online form.\u003c/p>\n\u003cp>“We have to make sure that the devices are in hand, they're working, there are hotspots, people are adequately trained, before we can hit the ground running,” Brooks insisted.\u003c/p>\n\u003cp>\u003ca href=\"https://www.oaklandedfund.org/digitaldivide/\">#OaklandUndivided\u003c/a>, the coalition behind the city’s fundraising campaign, is working with roughly 20 community organizations to help families without internet access register for the digital tools they need. Over the summer, parent advocacy group The Oakland Reach, one of the groups involved, \u003ca href=\"https://www.kqed.org/news/11829180/how-an-oakland-parent-advocate-group-is-making-distance-learning-possible-this-summer\">took matters into their own hands\u003c/a>, raising money for devices and distributing them to local families to support summer learning.\u003c/p>\n\u003cp>Tech Exchange's Hubbert is hoping #OaklandUndivided is a step forward toward the concept of universal basic internet, and is encouraged that some Oakland leaders are considering the concept of the internet as a public utility.\u003c/p>\n\u003cp>“There's now a greater number of people working on these problems at (the) local level, state level, federal level. That's certainly a hope of mine, that this (pandemic) kind of wakes people up,” he said. “Digital divide gaps are still huge. It's time we rethink how we're supporting our most underserved communities with access.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "To overcome its digital divide, Oakland officials raised about $13 million — including $10 million from Twitter CEO Jack Dorsey — to provide all Oakland Unified School District students in need with devices and internet connectivity before the start of the school year on Aug. 10.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Thousands of students across California who still don’t have access to computing devices and reliable high-speed internet remain at serious risk of being left at the starting gate, as most schools prepare to begin the academic year online in less than a month.\u003c/p>\n\u003cp>The stubbornly persistent digital divide — separating those with access to the internet and computers from those without — has been overtly highlighted by the COVID-19 pandemic as a serious education equity issue. And it remains a formidable hurdle to the successful relaunch of distance learning in many urban and rural school districts.\u003c/p>\n\u003cp>Oakland Unified officials pledged to overcome that divide after last spring's inconsistent and often problematic efforts. Some 3,400 students were found to have little or no digital connection, with many others left trying to do assignments on their smartphones or sometimes forced to break shelter-in place rules in order to find internet access elsewhere.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In May, when Oakland city leaders \u003ca href=\"https://www.sfchronicle.com/bayarea/article/Twitter-CEO-Jack-Dorsey-gives-10-million-to-15272913.php\">launched a campaign\u003c/a> to raise $12.5 million to ensure that every student who needed it would have laptops and internet hotspots, Twitter CEO Jack Dorsey responded with a whopping $10 million donation, inspiring other donors.\u003c/p>\n\u003cp>In total, the city and school district raised $13 million, and is now working on a short timeline to secure computers and internet connections for every child in the district who needs them, all before school starts on Aug. 10.\u003c/p>\n\u003cp>“As you can imagine, supply chains are challenging right now,” said David Silver, director of education for Oakland Mayor Libby Schaaf, who helped seal the deal with Dorsey. “So we do not have the computers yet, but they are on the way. And our goal is to make sure that we get those to kids and families as soon as possible.”\u003c/p>\n\u003cp>Silver said Dorsey’s gift will ensure every child has an internet connection, a computer and the tech support they need. “It's not just about a child getting a device, but it's also how do you make sure if you have a problem, how do you actually troubleshoot that?” he said.\u003c/p>\n\u003cp>So far, the district has spent $5.5 million of the funding on ordering 25,000 Chromebooks. Another $3.8 million is being spent on wireless hotspots, one for each student in a family, to ensure high-speed connectivity for streaming video instruction, according to OUSD Chief of Staff Curtiss Sarikey.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“If there are three children, each would have a hotspot just to ensure that there won't be any issues with multiple lines slowing it down to the point kids can't track video,” said Sarikey, adding that the district tested various products and consulted with teachers on the purchase.\u003c/p>\n\u003cp>“We heard a lot from teachers that they spent a lot of time doing tech support during shelter in place, helping kids troubleshoot things that were coming up,” Sarikey said.\u003c/p>\n\u003cp>He added that the district will also provide high-speed broadband to some families at a subsidized rate.\u003c/p>\n\u003cp>At a recent board meeting, OUSD Superintendent Kyla Johnson-Trammell said thousands of students still don't have the digital connections they need.\u003c/p>\n\u003cp>Seth Hubbert, executive director of Tech Exchange, an Oakland-based nonprofit working with the district, doesn’t expect those computers and other devices to be delivered until early August. That's when his team will be tasked with entering all the equipment through a data system developed for the district by Salesforce, and then deliver them to school sites where students can pick them up.\u003c/p>\n\u003cp>“We anticipate about 110 pallets worth of computers, in batches of 1,000, so it's going to be just an awesome visual,” Hubbert said. In preparation, Tech Exchange has leased extra warehouse space and hired temporary staff to help process the computers quickly, while adhering to COVID-19 social distancing protocols.\u003c/p>\n\u003cp>To fill the gap, OUSD distributed some 18,000 district-owned computers to students throughout the spring, and Hubbert said thousands more are still available for students who need a device now.\u003c/p>\n\u003cp>But those loaner computers are district property and can’t be gifted to students, said Hubbert. The plan is to swap them out with the new Chromebooks that students can keep.\u003c/p>\n\u003cp>Still, some Oakland teachers remain skeptical about the district’s ability to deliver on its promise of equipping students by the first day of school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The Oakland Education Association, the local teachers union, is currently in negotiations with the district over distance learning working conditions. The contract specifies that teachers have to agree to any change in working conditions, including a switch to distance learning. Some union representatives have said teachers would not agree to start the school year without proof that all students are connected with devices and reliable high-speed internet access.\u003c/p>\n\u003cp>“There's this push for us to start school on Aug. 10,” said Jamila Brooks, a teacher at Montclair Elementary School who is part of negotiations with the district. “But not every family in our district knows how to use a device, how to access Zoom, and so that's been one of our new challenges.”\u003c/p>\n\u003cp>Brooks said many teachers are highly skeptical of the district's ability to deliver on its promises. She noted the district's recently announced plan to ask families of all OUSD students to fill out an online form outlining their digital needs, scoffing at the flawed logic of asking people without online access to fill out an online form.\u003c/p>\n\u003cp>“We have to make sure that the devices are in hand, they're working, there are hotspots, people are adequately trained, before we can hit the ground running,” Brooks insisted.\u003c/p>\n\u003cp>\u003ca href=\"https://www.oaklandedfund.org/digitaldivide/\">#OaklandUndivided\u003c/a>, the coalition behind the city’s fundraising campaign, is working with roughly 20 community organizations to help families without internet access register for the digital tools they need. Over the summer, parent advocacy group The Oakland Reach, one of the groups involved, \u003ca href=\"https://www.kqed.org/news/11829180/how-an-oakland-parent-advocate-group-is-making-distance-learning-possible-this-summer\">took matters into their own hands\u003c/a>, raising money for devices and distributing them to local families to support summer learning.\u003c/p>\n\u003cp>Tech Exchange's Hubbert is hoping #OaklandUndivided is a step forward toward the concept of universal basic internet, and is encouraged that some Oakland leaders are considering the concept of the internet as a public utility.\u003c/p>\n\u003cp>“There's now a greater number of people working on these problems at (the) local level, state level, federal level. That's certainly a hope of mine, that this (pandemic) kind of wakes people up,” he said. “Digital divide gaps are still huge. It's time we rethink how we're supporting our most underserved communities with access.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>When the COVID-19 pandemic forced schools to close this spring, and about half of Oakland Unified students didn’t have the tools they needed for online learning, computer shop owner Yakpasua Zazaboi’s phone started ringing off the hook.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Lakisha Young, Oakland REACH\"]‘We didn’t set out to start a summer school, but a summer school is what’s needed.’[/pullquote]\u003c/p>\n\u003cp>“Our voicemail is still full of people trying to get a hold of computers,” says Zazaboi, the owner of \u003ca href=\"https://www.facebook.com/SydewayzCafe/\">Sydewayz Cafe \u003c/a>in East Oakland, an internet cafe and tech repair shop that has been closed since shelter-in-place orders in March. “They’re waiting for somebody to say we have the solution. But as we’ve seen, it’s been months. That hasn’t happened.”\u003c/p>\n\u003cp>Despite an \u003ca href=\"https://www.eastbaytimes.com/2020/05/14/ousd-oakland-announce-12-5-million-campaign-to-make-computers-internet-available-to-all-students/\">OUSD campaign\u003c/a> this spring that had raised $13 million for devices and WiFi hotspots, about 5,000 students still lacked the basic technology they needed for distance learning as the end of the school year approached.\u003c/p>\n\u003cp>That prompted Zazaboi and a group of Oakland parents to take matters into their own hands. They have since launched a summer school program in an effort to help provide those students with the necessary technology and make up for lost learning since schools closed.\u003c/p>\n\u003cfigure id=\"attachment_11829276\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11829276\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43911_004_KQED_Oakland_REACH_07092020-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43911_004_KQED_Oakland_REACH_07092020-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43911_004_KQED_Oakland_REACH_07092020-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43911_004_KQED_Oakland_REACH_07092020-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43911_004_KQED_Oakland_REACH_07092020-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43911_004_KQED_Oakland_REACH_07092020-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Yakpasua Zazaboi, owner of Sydewayz Cafe, a computer repair shop and internet cafe, answers tech support calls on July 9, 2020. The shop has been closed since shelter-in-place orders went into effect in March, but Zazaboi now works with Oakland REACH to help make remote learning more accessible for students and their families. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We didn’t set out to start a summer school, but a summer school is what’s needed,” says Lakisha Young, who runs The Oakland REACH, the parent advocacy group leading the effort.\u003c/p>\n\u003cp>In the wake of the pandemic, Young says, the organization raised more than $300,000 from foundations and individual donations, and distributed small grants of up to $550 to students’ families for basic needs like food and rent\u003cb>. \u003c/b>\u003c/p>\n\u003cp>In the process, Young heard how worried parents were about their kids falling behind in school.\u003c/p>\n\u003cp>“Immediately, when COVID hit, you heard so many people saying like, ‘Oh my God, it’s just going to get worse for Black and brown kids,’” she says. “Well, then what are you going to do about it?”\u003c/p>\n\u003cp>Young recruited 14 Oakland teachers from district and charter schools to run summer school classes for K-8 students, beginning in June, using curriculum and mentorship resources available through the National Summer School Initiative to help guide the project. Supplies were distributed from Zazaboi’s storefront and he will be on hand throughout the summer to provide tech support to families as they learn to navigate distance learning.\u003c/p>\n\u003cp>To help run the summer school program, Young hired Omar Wandera, who until recently worked as director of African American Student Achievement at the West Contra Costa Unified School District.\u003c/p>\n\u003cfigure id=\"attachment_11829281\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11829281 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43885_IMG_2893-qut.jpg\" alt=\"\" width=\"1920\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43885_IMG_2893-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43885_IMG_2893-qut-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43885_IMG_2893-qut-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43885_IMG_2893-qut-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43885_IMG_2893-qut-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43885_IMG_2893-qut-1832x1374.jpg 1832w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43885_IMG_2893-qut-1376x1032.jpg 1376w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43885_IMG_2893-qut-1044x783.jpg 1044w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43885_IMG_2893-qut-632x474.jpg 632w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43885_IMG_2893-qut-536x402.jpg 536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Oakland REACH founder Lakisha Young outside Sydewayz Cafe in East Oakland, greeting parents arriving to pick up computers and other summer school supplies. \u003ccite>(Vanessa Rancaño/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For Wandera, the effort was an opportunity to experiment with an educational model that puts parents center stage. “A lot of schools across the country have tried to figure out ways to bring parents in,” he says. “This is a unique opportunity for parents to really take control of their own students’ lives and their own students’ education.”\u003c/p>\n\u003cp>As Wandera describes it, his job this summer is to work with teachers to ensure kids get high quality English and math instruction — “Something that they haven’t gotten in many, many months,” he says — to help make up for any losses that occurred during distance learning at the end of the school year.\u003c/p>\n\u003cp>[aside label=\"more education coverage\" tag=\"education\"]“This is one of those things that could be a positive reaction to a very negative situation,” he says. “It could be a huge opportunity. We might learn a lot about how to do distance learning really well.”\u003c/p>\n\u003cp>Deprece Bonilla’s second- and fourth-grade children are among the 200 OUSD students signed up for Oakland REACH’s summer school program. “The challenge with my family was that we did not have internet at all,” she says, noting that was an intentional choice because she wanted her kids playing outside, not glued to screens.\u003c/p>\n\u003cp>“I wanted to do something for them for summer,” Bonilla adds. But both she and her husband were out of work, and money for a summer program was tight. “So when I heard about this, I was like, ‘Perfect.’”\u003c/p>\n\u003cp>Before the pandemic, Bonilla’s kids were on track in school and she doesn’t want them to fall behind. She says having to adjust to unfamiliar digital devices, and navigate platforms like Zoom and Google Classroom, has made the transition to distance learning rough.\u003c/p>\n\u003cp>Bonilla’s family received two laptops through the program, which they will get to keep, so her kids won’t have to continue taking turns using the single tablet borrowed from the school district.\u003c/p>\n\u003cfigure id=\"attachment_11829280\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11829280 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut.jpg\" alt=\"\" width=\"1920\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43884_IMG_2889-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-1832x1374.jpg 1832w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-1376x1032.jpg 1376w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-1044x783.jpg 1044w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-632x474.jpg 632w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-536x402.jpg 536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Oakland REACH organizers in East Oakland last month handing out laptops and other summer school supplies to the families of Oakland students. \u003ccite>(Vanessa Rancaño/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The summer school program is part of Oakland REACH’s broader \u003ca href=\"https://oaklandreach.org/the-oakland-reach-city-wide-virtual-hub/\">City-Wide Virtual Hub initiative,\u003c/a> which pairs families with liaisons to help them navigate the educational supports and “create a culture of distance learning” at home, Young says.\u003c/p>\n\u003cp>The liaisons are also trained to help connect parents to housing and employment services. “Our families are sometimes stressed with two critical pieces of life — disrupting intergenerational poverty and the school-to-prison pipeline for their children and trying to just survive,” Young says. “This solution has to integrate both.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Parents will also receive $250 to $500 stipends for participating.\u003c/p>\n\u003cp>Young says she hopes to expand the hub initiative in the fall to continue supporting families as kids return to distance learning through their schools.\u003c/p>\n\u003cp>“These issues are not new issues,” Young says, “but we have a new opportunity to do something.”\u003c/p>\n\u003cp>\u003cem>This story has been updated to reflect that Omar Wandera left his role with WCCUSD since the piece was reported. \u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When the COVID-19 pandemic forced schools to close this spring, and about half of Oakland Unified students didn’t have the tools they needed for online learning, computer shop owner Yakpasua Zazaboi’s phone started ringing off the hook.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘We didn’t set out to start a summer school, but a summer school is what’s needed.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Our voicemail is still full of people trying to get a hold of computers,” says Zazaboi, the owner of \u003ca href=\"https://www.facebook.com/SydewayzCafe/\">Sydewayz Cafe \u003c/a>in East Oakland, an internet cafe and tech repair shop that has been closed since shelter-in-place orders in March. “They’re waiting for somebody to say we have the solution. But as we’ve seen, it’s been months. That hasn’t happened.”\u003c/p>\n\u003cp>Despite an \u003ca href=\"https://www.eastbaytimes.com/2020/05/14/ousd-oakland-announce-12-5-million-campaign-to-make-computers-internet-available-to-all-students/\">OUSD campaign\u003c/a> this spring that had raised $13 million for devices and WiFi hotspots, about 5,000 students still lacked the basic technology they needed for distance learning as the end of the school year approached.\u003c/p>\n\u003cp>That prompted Zazaboi and a group of Oakland parents to take matters into their own hands. They have since launched a summer school program in an effort to help provide those students with the necessary technology and make up for lost learning since schools closed.\u003c/p>\n\u003cfigure id=\"attachment_11829276\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11829276\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43911_004_KQED_Oakland_REACH_07092020-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43911_004_KQED_Oakland_REACH_07092020-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43911_004_KQED_Oakland_REACH_07092020-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43911_004_KQED_Oakland_REACH_07092020-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43911_004_KQED_Oakland_REACH_07092020-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43911_004_KQED_Oakland_REACH_07092020-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Yakpasua Zazaboi, owner of Sydewayz Cafe, a computer repair shop and internet cafe, answers tech support calls on July 9, 2020. The shop has been closed since shelter-in-place orders went into effect in March, but Zazaboi now works with Oakland REACH to help make remote learning more accessible for students and their families. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We didn’t set out to start a summer school, but a summer school is what’s needed,” says Lakisha Young, who runs The Oakland REACH, the parent advocacy group leading the effort.\u003c/p>\n\u003cp>In the wake of the pandemic, Young says, the organization raised more than $300,000 from foundations and individual donations, and distributed small grants of up to $550 to students’ families for basic needs like food and rent\u003cb>. \u003c/b>\u003c/p>\n\u003cp>In the process, Young heard how worried parents were about their kids falling behind in school.\u003c/p>\n\u003cp>“Immediately, when COVID hit, you heard so many people saying like, ‘Oh my God, it’s just going to get worse for Black and brown kids,’” she says. “Well, then what are you going to do about it?”\u003c/p>\n\u003cp>Young recruited 14 Oakland teachers from district and charter schools to run summer school classes for K-8 students, beginning in June, using curriculum and mentorship resources available through the National Summer School Initiative to help guide the project. Supplies were distributed from Zazaboi’s storefront and he will be on hand throughout the summer to provide tech support to families as they learn to navigate distance learning.\u003c/p>\n\u003cp>To help run the summer school program, Young hired Omar Wandera, who until recently worked as director of African American Student Achievement at the West Contra Costa Unified School District.\u003c/p>\n\u003cfigure id=\"attachment_11829281\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11829281 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43885_IMG_2893-qut.jpg\" alt=\"\" width=\"1920\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43885_IMG_2893-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43885_IMG_2893-qut-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43885_IMG_2893-qut-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43885_IMG_2893-qut-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43885_IMG_2893-qut-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43885_IMG_2893-qut-1832x1374.jpg 1832w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43885_IMG_2893-qut-1376x1032.jpg 1376w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43885_IMG_2893-qut-1044x783.jpg 1044w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43885_IMG_2893-qut-632x474.jpg 632w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43885_IMG_2893-qut-536x402.jpg 536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Oakland REACH founder Lakisha Young outside Sydewayz Cafe in East Oakland, greeting parents arriving to pick up computers and other summer school supplies. \u003ccite>(Vanessa Rancaño/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For Wandera, the effort was an opportunity to experiment with an educational model that puts parents center stage. “A lot of schools across the country have tried to figure out ways to bring parents in,” he says. “This is a unique opportunity for parents to really take control of their own students’ lives and their own students’ education.”\u003c/p>\n\u003cp>As Wandera describes it, his job this summer is to work with teachers to ensure kids get high quality English and math instruction — “Something that they haven’t gotten in many, many months,” he says — to help make up for any losses that occurred during distance learning at the end of the school year.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“This is one of those things that could be a positive reaction to a very negative situation,” he says. “It could be a huge opportunity. We might learn a lot about how to do distance learning really well.”\u003c/p>\n\u003cp>Deprece Bonilla’s second- and fourth-grade children are among the 200 OUSD students signed up for Oakland REACH’s summer school program. “The challenge with my family was that we did not have internet at all,” she says, noting that was an intentional choice because she wanted her kids playing outside, not glued to screens.\u003c/p>\n\u003cp>“I wanted to do something for them for summer,” Bonilla adds. But both she and her husband were out of work, and money for a summer program was tight. “So when I heard about this, I was like, ‘Perfect.’”\u003c/p>\n\u003cp>Before the pandemic, Bonilla’s kids were on track in school and she doesn’t want them to fall behind. She says having to adjust to unfamiliar digital devices, and navigate platforms like Zoom and Google Classroom, has made the transition to distance learning rough.\u003c/p>\n\u003cp>Bonilla’s family received two laptops through the program, which they will get to keep, so her kids won’t have to continue taking turns using the single tablet borrowed from the school district.\u003c/p>\n\u003cfigure id=\"attachment_11829280\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11829280 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut.jpg\" alt=\"\" width=\"1920\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43884_IMG_2889-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-1832x1374.jpg 1832w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-1376x1032.jpg 1376w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-1044x783.jpg 1044w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-632x474.jpg 632w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-536x402.jpg 536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Oakland REACH organizers in East Oakland last month handing out laptops and other summer school supplies to the families of Oakland students. \u003ccite>(Vanessa Rancaño/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The summer school program is part of Oakland REACH’s broader \u003ca href=\"https://oaklandreach.org/the-oakland-reach-city-wide-virtual-hub/\">City-Wide Virtual Hub initiative,\u003c/a> which pairs families with liaisons to help them navigate the educational supports and “create a culture of distance learning” at home, Young says.\u003c/p>\n\u003cp>The liaisons are also trained to help connect parents to housing and employment services. “Our families are sometimes stressed with two critical pieces of life — disrupting intergenerational poverty and the school-to-prison pipeline for their children and trying to just survive,” Young says. “This solution has to integrate both.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Parents will also receive $250 to $500 stipends for participating.\u003c/p>\n\u003cp>Young says she hopes to expand the hub initiative in the fall to continue supporting families as kids return to distance learning through their schools.\u003c/p>\n\u003cp>“These issues are not new issues,” Young says, “but we have a new opportunity to do something.”\u003c/p>\n\u003cp>\u003cem>This story has been updated to reflect that Omar Wandera left his role with WCCUSD since the piece was reported. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>A day after a unanimous vote to eliminate the Oakland school district’s internal police department and develop an alternative safety plan by the end of the year, advocates turned from celebrating back to business.\u003c/p>\n\u003cp>At a press conference Thursday, leaders with Black Organizing Project (BOP), which led the nearly \u003ca href=\"http://blackorganizingproject.org/our-work/\" target=\"_blank\" rel=\"noopener noreferrer\">decade-long fight\u003c/a> to get cops out of the city’s schools, looked to steer the momentum of the moment toward a wholesale reshaping of school culture. They called for supporters to ready for more pushback as the work of redesigning school safety gets underway.\u003c/p>\n\u003cp>“While we’re very excited to win the removal of the police department from OUSD, we also are embracing this next level of struggle,” said Jessica Black, an organizing director for BOP, who added that it will “require people to change their minds.”\u003c/p>\n\u003cp>Specifically, she said, it’ll require the school district to hand over some decision making power to community stakeholders.\u003c/p>\n\u003cp>“We now have to change our hearts and minds around who the experts are,” she said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The newly approved \u003ca href=\"https://ousd.legistar.com/LegislationDetail.aspx?ID=4564122&GUID=C591BB69-6054-4DCC-8548-69AA1623E643&Options=&Search=\" target=\"_blank\" rel=\"noopener noreferrer\">George Floyd Resolution to Eliminate the Oakland Schools Police Department\u003c/a> directs Superintendent Kyla Johnson-Trammell to launch “an inclusive, community-driven process” for developing a new district safety plan by Aug. 21.\u003c/p>\n\u003cp>The resolution explicitly calls for parents, students, teachers, administrators, the Black Organizing Project and others to be included in the process. Advocates say holding district leaders to that will require steady demands for transparency — something the district’s often been criticized for lacking.\u003c/p>\n\u003cp>For guidance on how an alternative approach to school safety might work, BOP has looked to the work of organizers in Canada, who successfully \u003ca href=\"https://www.cbc.ca/news/canada/toronto/school-resource-officers-toronto-board-police-1.4415064\" target=\"_blank\" rel=\"noopener noreferrer\">ousted armed police from Toronto schools\u003c/a> in 2017.\u003c/p>\n\u003cp>Speaking at Thursday’s press conference, organizer Andrea Vasquez Jimenez of Latinx, Afro-Latin-America, Abya Yala Education Network, who helped lead the Toronto effort, warned against recreating a similar policing system through different means, such as contracts with law enforcement, technological surveillance or security personnel with police-like roles.\u003c/p>\n\u003cp>Vasquez Jimenez described the Toronto process as a community-guided redistribution of school resources that led to more support staff and programs for students, in addition to policy changes — like limiting the kinds of offenses deemed suspendable, and the hiring of community advocates into leadership positions within the district.\u003c/p>\n\u003cp>“Community wants to be there,” she said. “What we need are educational spaces to open their arms and say, ‘We need you community.'”\u003c/p>\n\u003cp>She cited \u003ca href=\"https://www.tdsb.on.ca/Portals/0/docs/Caring%20and%20Safe%20Schools%20Report%202018-19%2C%20TDSB%2C%2012Feb2020%20Final.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">data from the Toronto District School Board\u003c/a> that show suspensions in the 2018 school year dropped 24% compared to the 2016 school year, the last year student resource officers were on campus. Expulsions dropped 53% over that same period.\u003c/p>\n\u003cp>The data show a modest decrease in the percentage of all suspensions and expulsions of Black students, from 36.2% to 33.0%. Black students make up about 11 % of district students.\u003c/p>\n\u003cp>In voting to lay off all 67 employees of the Oakland School Police Department, including its 10 sworn officers, the board agreed it could funnel those savings towards student support services like counselors and academic mentors. The board’s decision also directs the district to put in place annual implicit bias and anti-racism training for all staff — and in a last-minute addition, for school board members themselves.\u003c/p>\n\u003cp>Wednesday’s resolution draws in part on a \u003ca href=\"http://blackorganizingproject.org/wp-content/uploads/2019/11/The-Peoples-Plan-2019-Online-Reduced-Size.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">2019 Black Organizing Project plan\u003c/a> for police-free schools, which calls for moving the safety program to the equity or behavioral health departments and investing more money in mental health and special education staff, plus restorative justice programs. The plan would replace school security officers with “peacekeepers” or “school climate specialists” trained in de-escalation and trauma-informed approaches.\u003c/p>\n\u003cp>The schools police department chief Jeff Godown has expressed support for the board’s vote, and his input may help guide the alternative safety plan development. Earlier this year, Superintendent Johnson-Trammell tasked Godown with coming up with guidelines for how the district could function without officers in schools. Last month, the school board also hired Georgetown Law’s Innovative Policing Project to develop recommendations. That report, due in the fall, will likely also shape the safety plan.\u003c/p>\n\u003cp>[aside tag=\"ousd\" label=\"related coverage\"]\u003c/p>\n\u003cp>Activists with BOP want to seize on the momentum to think beyond safety in the traditional sense.\u003c/p>\n\u003cp>“We’re proposing to have students learn social skills, to have students learn how to build relationships, to have teachers learn how to build relationships,” said BOP organizer Black. “We’re proposing to change the entire school culture and climate.”\u003c/p>\n\u003cp>School leaders have echoed that sentiment.\u003c/p>\n\u003cp>“Police in schools are ultimately a symptom of a much larger issue,” Johnson-Trammell said before the vote. “If we are really going to make progress, we have to transform the underlying conditions within the school system that have brought us to this place.”\u003c/p>\n\u003cp class=\"p1\">Advocates say they’re ready for the work. “It’s gonna take a while to turn this thing around,” said BOP director Jackie Byers. “We’re in for the long haul.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This article has been updated to clarify the number of armed personnel included in the Oakland School Police Department’s total staff. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The newly approved \u003ca href=\"https://ousd.legistar.com/LegislationDetail.aspx?ID=4564122&GUID=C591BB69-6054-4DCC-8548-69AA1623E643&Options=&Search=\" target=\"_blank\" rel=\"noopener noreferrer\">George Floyd Resolution to Eliminate the Oakland Schools Police Department\u003c/a> directs Superintendent Kyla Johnson-Trammell to launch “an inclusive, community-driven process” for developing a new district safety plan by Aug. 21.\u003c/p>\n\u003cp>The resolution explicitly calls for parents, students, teachers, administrators, the Black Organizing Project and others to be included in the process. Advocates say holding district leaders to that will require steady demands for transparency — something the district’s often been criticized for lacking.\u003c/p>\n\u003cp>For guidance on how an alternative approach to school safety might work, BOP has looked to the work of organizers in Canada, who successfully \u003ca href=\"https://www.cbc.ca/news/canada/toronto/school-resource-officers-toronto-board-police-1.4415064\" target=\"_blank\" rel=\"noopener noreferrer\">ousted armed police from Toronto schools\u003c/a> in 2017.\u003c/p>\n\u003cp>Speaking at Thursday’s press conference, organizer Andrea Vasquez Jimenez of Latinx, Afro-Latin-America, Abya Yala Education Network, who helped lead the Toronto effort, warned against recreating a similar policing system through different means, such as contracts with law enforcement, technological surveillance or security personnel with police-like roles.\u003c/p>\n\u003cp>Vasquez Jimenez described the Toronto process as a community-guided redistribution of school resources that led to more support staff and programs for students, in addition to policy changes — like limiting the kinds of offenses deemed suspendable, and the hiring of community advocates into leadership positions within the district.\u003c/p>\n\u003cp>“Community wants to be there,” she said. “What we need are educational spaces to open their arms and say, ‘We need you community.'”\u003c/p>\n\u003cp>She cited \u003ca href=\"https://www.tdsb.on.ca/Portals/0/docs/Caring%20and%20Safe%20Schools%20Report%202018-19%2C%20TDSB%2C%2012Feb2020%20Final.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">data from the Toronto District School Board\u003c/a> that show suspensions in the 2018 school year dropped 24% compared to the 2016 school year, the last year student resource officers were on campus. Expulsions dropped 53% over that same period.\u003c/p>\n\u003cp>The data show a modest decrease in the percentage of all suspensions and expulsions of Black students, from 36.2% to 33.0%. Black students make up about 11 % of district students.\u003c/p>\n\u003cp>In voting to lay off all 67 employees of the Oakland School Police Department, including its 10 sworn officers, the board agreed it could funnel those savings towards student support services like counselors and academic mentors. The board’s decision also directs the district to put in place annual implicit bias and anti-racism training for all staff — and in a last-minute addition, for school board members themselves.\u003c/p>\n\u003cp>Wednesday’s resolution draws in part on a \u003ca href=\"http://blackorganizingproject.org/wp-content/uploads/2019/11/The-Peoples-Plan-2019-Online-Reduced-Size.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">2019 Black Organizing Project plan\u003c/a> for police-free schools, which calls for moving the safety program to the equity or behavioral health departments and investing more money in mental health and special education staff, plus restorative justice programs. The plan would replace school security officers with “peacekeepers” or “school climate specialists” trained in de-escalation and trauma-informed approaches.\u003c/p>\n\u003cp>The schools police department chief Jeff Godown has expressed support for the board’s vote, and his input may help guide the alternative safety plan development. Earlier this year, Superintendent Johnson-Trammell tasked Godown with coming up with guidelines for how the district could function without officers in schools. Last month, the school board also hired Georgetown Law’s Innovative Policing Project to develop recommendations. That report, due in the fall, will likely also shape the safety plan.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Activists with BOP want to seize on the momentum to think beyond safety in the traditional sense.\u003c/p>\n\u003cp>“We’re proposing to have students learn social skills, to have students learn how to build relationships, to have teachers learn how to build relationships,” said BOP organizer Black. “We’re proposing to change the entire school culture and climate.”\u003c/p>\n\u003cp>School leaders have echoed that sentiment.\u003c/p>\n\u003cp>“Police in schools are ultimately a symptom of a much larger issue,” Johnson-Trammell said before the vote. “If we are really going to make progress, we have to transform the underlying conditions within the school system that have brought us to this place.”\u003c/p>\n\u003cp class=\"p1\">Advocates say they’re ready for the work. “It’s gonna take a while to turn this thing around,” said BOP director Jackie Byers. “We’re in for the long haul.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This article has been updated to clarify the number of armed personnel included in the Oakland School Police Department’s total staff. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"radiolab": {
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},
"rightnowish": {
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"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
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"soldout": {
"id": "soldout",
"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
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