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","credit":"Adriana Heldiz/CalMatters","altTag":"A sign that reads \"Can I Use ChatGPT?\" is posted on the wall behind a white woman with glasses.","description":null,"imgSizes":{"medium":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_17-800x533.jpg","width":800,"height":533,"mimeType":"image/jpeg"},"large":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_17-1020x680.jpg","width":1020,"height":680,"mimeType":"image/jpeg"},"thumbnail":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_17-160x107.jpg","width":160,"height":107,"mimeType":"image/jpeg"},"1536x1536":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_17-1536x1024.jpg","width":1536,"height":1024,"mimeType":"image/jpeg"},"post-thumbnail":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_17-672x372.jpg","width":672,"height":372,"mimeType":"image/jpeg"},"twentyfourteen-full-width":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_17-1038x576.jpg","width":1038,"height":576,"mimeType":"image/jpeg"},"full-width":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_17-1920x1280.jpg","width":1920,"height":1280,"mimeType":"image/jpeg"},"kqedFullSize":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_17.jpg","width":2000,"height":1333}},"fetchFailed":false,"isLoading":false}},"audioPlayerReducer":{"postId":"stream_live"},"authorsReducer":{"byline_news_12006176":{"type":"authors","id":"byline_news_12006176","meta":{"override":true},"slug":"byline_news_12006176","name":"\u003ca href=\"https://calmatters.org/author/deborah-brennan\">Deborah Brennan, \u003c/a>CalMatters","isLoading":false},"byline_news_12005503":{"type":"authors","id":"byline_news_12005503","meta":{"override":true},"slug":"byline_news_12005503","name":"\u003ca href=\"https://calmatters.org/author/briana-mendez-padilla/\">Briana Mendez-Padilla\u003c/a>, CalMatters","isLoading":false},"byline_news_11988681":{"type":"authors","id":"byline_news_11988681","meta":{"override":true},"slug":"byline_news_11988681","name":"Khari Johnson, CalMatters","isLoading":false},"ccabreralomeli":{"type":"authors","id":"11708","meta":{"index":"authors_1716337520","id":"11708","found":true},"name":"Carlos Cabrera-Lomelí","firstName":"Carlos","lastName":"Cabrera-Lomelí","slug":"ccabreralomeli","email":"ccabreralomeli@KQED.org","display_author_email":true,"staff_mastheads":["news"],"title":"Community Reporter","bio":"Carlos Cabrera-Lomelí is a community reporter with KQED's digital engagement team. He also reports and co-produces for KQED's bilingual news hub KQED en Español. He grew up in San Francisco's Mission District and has previously worked with Univision, 48 Hills and REFORMA in Mexico City.","avatar":"https://secure.gravatar.com/avatar/e95ff80bb2eaf18a8f2af4dcf7ffb54b?s=600&d=mm&r=g","twitter":"@LomeliCabrera","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"arts","roles":["editor"]},{"site":"news","roles":["editor"]},{"site":"about","roles":["editor"]},{"site":"science","roles":["editor"]},{"site":"perspectives","roles":["editor"]},{"site":"elections","roles":["editor"]},{"site":"liveblog","roles":["contributor"]}],"headData":{"title":"Carlos Cabrera-Lomelí | KQED","description":"Community Reporter","ogImgSrc":"https://secure.gravatar.com/avatar/e95ff80bb2eaf18a8f2af4dcf7ffb54b?s=600&d=mm&r=g","twImgSrc":"https://secure.gravatar.com/avatar/e95ff80bb2eaf18a8f2af4dcf7ffb54b?s=600&d=mm&r=g"},"isLoading":false,"link":"/author/ccabreralomeli"},"daisynguyen":{"type":"authors","id":"11829","meta":{"index":"authors_1716337520","id":"11829","found":true},"name":"Daisy Nguyen","firstName":"Daisy","lastName":"Nguyen","slug":"daisynguyen","email":"daisynguyen@kqed.org","display_author_email":true,"staff_mastheads":["news"],"title":"KQED Contributor","bio":"Daisy Nguyen is KQED's early childhood education reporter. She focuses on the pandemic’s effect on young children; the child care crisis and its effects on families, caregivers and the economy; and how policy decisions affect individual lives and communities. Her work has appeared on NPR, Marketplace and Here & Now. She worked at The Associated Press for 20 years, covering breaking news throughout California.","avatar":"https://secure.gravatar.com/avatar/2da2127c27f7143b53ebd419800fd55f?s=600&d=blank&r=g","twitter":"@daisynguyen","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"news","roles":["author"]}],"headData":{"title":"Daisy Nguyen | KQED","description":"KQED Contributor","ogImgSrc":"https://secure.gravatar.com/avatar/2da2127c27f7143b53ebd419800fd55f?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/2da2127c27f7143b53ebd419800fd55f?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/daisynguyen"},"kdebenedetti":{"type":"authors","id":"11913","meta":{"index":"authors_1716337520","id":"11913","found":true},"name":"Katie DeBenedetti","firstName":"Katie","lastName":"DeBenedetti","slug":"kdebenedetti","email":"kdebenedetti@KQED.org","display_author_email":false,"staff_mastheads":["news","science"],"title":"KQED Contributor","bio":null,"avatar":"https://secure.gravatar.com/avatar/6e31073cb8f7e4214ab03f42771d0f45?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"news","roles":["author"]},{"site":"science","roles":["author"]}],"headData":{"title":"Katie DeBenedetti | KQED","description":"KQED Contributor","ogImgSrc":"https://secure.gravatar.com/avatar/6e31073cb8f7e4214ab03f42771d0f45?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/6e31073cb8f7e4214ab03f42771d0f45?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/kdebenedetti"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"news_12006176":{"type":"posts","id":"news_12006176","meta":{"index":"posts_1716263798","site":"news","id":"12006176","score":null,"sort":[1727274615000]},"guestAuthors":[],"slug":"how-a-new-california-law-will-shield-student-athletes-from-heat","title":"How a New California Law Will Shield Student Athletes From Heat","publishDate":1727274615,"format":"standard","headTitle":"How a New California Law Will Shield Student Athletes From Heat | KQED","labelTerm":{"term":18481,"site":"news"},"content":"\u003cp>Football practice has always been something of an extreme sport in the Coachella Valley, where temperatures can flare far above 100 degrees for weeks on end.\u003c/p>\n\u003cp>However, a change in California law authored by an Inland Empire lawmaker requires extra monitoring of young athletes on the hottest days and sets strict guidelines for how and when they can play in extreme heat. The rules will affect high school athletics throughout the state and expand safety practices that schools in the desert have observed for years, said Estevan Valencia, athletic director at Palm Desert High.\u003c/p>\n\u003cp>“We’ve been playing sports for over 100 years out here,” he said. “Our coaches and parents and kids have all grown up in this type of environment.”\u003c/p>\n\u003cp>Coaches shift practice schedules to early morning or after sunset, he said, or they call for frequent water breaks and monitor athletes for signs of heat stress, such as red faces or dizziness.\u003c/p>\n\u003cp>“We’ve been doing this for a long time; now it’s just mandated and monitored,” he said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The California Interscholastic Federation developed the rules to meet \u003ca href=\"https://digitaldemocracy.calmatters.org/bills/ca_202320240ab1653\">standards set in the law\u003c/a> by \u003ca href=\"https://digitaldemocracy.calmatters.org/legislators/kate-sanchez-165419\">Assemblymember Kate Sanchez\u003c/a>, a Rancho Santa Margarita Republican whose district includes parts of western Riverside County. Though the law passed last year, the regulations took effect in July, in time for back-to-school sports and the recent heat wave.\u003c/p>\n\u003cp>For Rafael Perez, cross-country coach at Norte Vista High in Riverside, it means reigning in his students’ normally far-ranging runs.\u003c/p>\n\u003cp>“On high heat days, we limit them to a smaller space so they can pause and have water breaks, rather than having them two miles out and having them have heat-related problems where they’re too far for any support,” Perez said.\u003c/p>\n\u003ch3>Practice in the desert\u003c/h3>\n\u003cp>As temperatures soared to 114 degrees in the Coachella Valley earlier this month, coaches moved practices to cooler times or indoors and vigilantly watched what is called the wet bulb, a handheld instrument at the heart of the new rules.\u003c/p>\n\u003cp>“The wet bulb looks like a cell phone on steroids,” Valencia said. “We turn it on, and it gives us a reading of temperature, humidity and wind.”\u003c/p>\n\u003cfigure id=\"attachment_12006190\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_Norte-Vista-High_CS_CM_28.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12006190\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_Norte-Vista-High_CS_CM_28.jpg\" alt=\"A young man wearing a gray shirt runs on the road.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_Norte-Vista-High_CS_CM_28.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_Norte-Vista-High_CS_CM_28-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_Norte-Vista-High_CS_CM_28-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_Norte-Vista-High_CS_CM_28-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_Norte-Vista-High_CS_CM_28-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_Norte-Vista-High_CS_CM_28-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Junior Isidro Leanos runs along a bike path outside Norte Vista High School in Riverside. \u003ccite>(Carlin Stiehl/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The device is designed to \u003ca href=\"https://koreystringer.institute.uconn.edu/wet-bulb-globe-temperature-monitoring/\">approximate the effect of heat on human bodies\u003c/a>, accounting for air movement, sunlight and evaporative cooling. At high humidity, a wet bulb reading will be at or near air temperature, but in dryer conditions, its temperature measurement drops, estimating the effect of evaporation. It was invented in the 1950s to protect Army and Marine Corps service members from heat illness, and it has been used in sports since then.\u003c/p>\n\u003cfigure id=\"attachment_12006187\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_-Norte-Vista-High_CS_CM_15.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12006187\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_-Norte-Vista-High_CS_CM_15.jpg\" alt=\"The shadows of people on a sidewalk.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_-Norte-Vista-High_CS_CM_15.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_-Norte-Vista-High_CS_CM_15-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_-Norte-Vista-High_CS_CM_15-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_-Norte-Vista-High_CS_CM_15-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_-Norte-Vista-High_CS_CM_15-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_-Norte-Vista-High_CS_CM_15-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The shadows of students as they stretch before cross-country practice at Norte Vista High School in Riverside. \u003ccite>(Carlin Stiehl/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The wet bulb is a more universally accepted measurement for heat stress than standard readings of air temperature or a heat index, said Dave Gustafson, director of educational services for Desert Sands Unified School District, which includes Palm Desert High. “It’s a bit of a change from what we’ve been used to.”\u003c/p>\n\u003cfigure id=\"attachment_12006191\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_Norte-Vista-High_CS_CM_30.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12006191\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_Norte-Vista-High_CS_CM_30.jpg\" alt=\"Young people run along a bike path on dry land.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_Norte-Vista-High_CS_CM_30.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_Norte-Vista-High_CS_CM_30-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_Norte-Vista-High_CS_CM_30-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_Norte-Vista-High_CS_CM_30-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_Norte-Vista-High_CS_CM_30-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_Norte-Vista-High_CS_CM_30-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students run along a bike path outside of Norte Vista High School in Riverside. \u003ccite>(Carlin Stiehl/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The new rules flow from those readings, with escalating restrictions on sports practice and competition at higher wet bulb temperatures. The heat thresholds vary by geographic zone. Coastal areas are in Zone 1, with restrictions at lower temperatures than schools in Zone 2, which is slightly inland. Hotter and dryer inland areas — with the highest heat thresholds — are in Zone 3.\u003c/p>\n\u003cp>Every school district in the Inland Empire falls in Zone 3.\u003c/p>\n\u003ch3>Training in the hot zones\u003c/h3>\n\u003cp>At the first heat threshold of 82.2 degrees Fahrenheit for Zone 3, coaches must provide more frequent water breaks. At the next heat level, football players must shed parts of their uniforms. As heat rises further, they’re forbidden to wear any protective gear. At the final heat level of 92.1 degrees Fahrenheit, outdoor practice is forbidden entirely for that zone.\u003c/p>\n\u003cp>That gives Zone 3 schools a little more leeway to hold hot weather practices than the other schools. However, many days early in the athletic season still exceed the temperature limit, which means teams must reschedule or take practice indoors.\u003c/p>\n\u003cp>“We have to be very flexible,” Valencia said.\u003c/p>\n\u003cp>The law also requires all campuses with interscholastic sports to draw up an emergency action plan in case of sudden cardiac arrest, concussion or heat illness.\u003c/p>\n\u003cp>Sanchez, who played volleyball from elementary through high school, crafted the law after learning about the numbers of sports-related traumas and deaths, said Griffin Bovée, her Capitol director.\u003c/p>\n\u003cp>He cited a report by the \u003ca href=\"https://nccsir.unc.edu/wp-content/uploads/sites/5614/2021/11/2020-Catastrophic-Report-AS-38th-AY2019-2020-FINAL.pdf\">National Center for Catastrophic Sport Injury\u003c/a> that found 2,878 catastrophic injuries or illnesses in high school and college sports nationwide from 1982 to 2020. That’s about 75 catastrophic injuries or illnesses a year, including two football deaths each year.\u003c/p>\n\u003cp>“The impetus for the bill was, unfortunately, many instances of student-athletes dying from heat stroke,” Bovée said. “Usually, the average is two per year who die while playing, which to the assemblywoman is two too many.”\u003c/p>\n\u003ch3>Preventing athletes’ deaths\u003c/h3>\n\u003cp>The Korey Stringer Institute, established in honor of the Minnesota Vikings lineman who died from heatstroke in 2001, wrote in support of Sanchez’s bill, citing heat illness as the third most common cause of school athletic deaths. The institute is at the University of Connecticut.\u003c/p>\n\u003cp>By far, the greatest number of heat-related deaths of high school athletes occurs in football, but basketball, track and field, and cross-country also had significant mortalities.\u003c/p>\n\u003cp>That’s why when temperatures rise, Perez limits runners to laps on the track or along the campus perimeter, where he can keep an eye on them, doubling down on water breaks.\u003c/p>\n\u003cp>Coaches and players say they try to strike a balance between avoiding dangerous heat and preparing for hot weather games. Without some heat conditioning during practice, they’re at risk of illness at competitions.\u003c/p>\n\u003cp>“In the past, when it was really hot, we would still be outside for heat acclimation,” said cross-country team member Natalene Ocampo,15, a sophomore at Norte Vista High School. “But if it was way too hot outside, we would go in the weight room.”\u003c/p>\n\u003cp>Her teammate Liliana Rubalcalva, also a 15-year-old sophomore who is new to cross-country, said even the limited afternoon practices have been a challenge after her previous habit of solo night runs.\u003c/p>\n\u003cp>“Starting to run after school because of the heat, the first time I did it, I wasn’t able to do the entire practice,” she said.\u003c/p>\n\u003cfigure id=\"attachment_12006189\" class=\"wp-caption aligncenter\" style=\"max-width: 1333px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_Norte-Vista-High_CS_CM_27.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12006189\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_Norte-Vista-High_CS_CM_27.jpg\" alt=\"A young man wearing a red shirt and orange shorts runs next to a young man with a gray shirt around his neck outside.\" width=\"1333\" height=\"2000\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_Norte-Vista-High_CS_CM_27.jpg 1333w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_Norte-Vista-High_CS_CM_27-800x1200.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_Norte-Vista-High_CS_CM_27-1020x1530.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_Norte-Vista-High_CS_CM_27-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_Norte-Vista-High_CS_CM_27-1024x1536.jpg 1024w\" sizes=\"(max-width: 1333px) 100vw, 1333px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Senior Andrew Hernandez and junior Oscar Abad run along a bike path outside Norte Vista High School in Riverside. \u003ccite>(Carlin Stiehl/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Although athletic programs in the Inland Empire and other scorching parts of the state face slightly higher thresholds for heat restrictions than coastal areas, the rules can still leave them at a disadvantage, coaches said.\u003c/p>\n\u003cp>“Let’s say we have a couple weeks where it’s extremely hot, and we don’t get to practice during the week but play football on Friday night versus a school in Orange County that has had a full week of practice,” Valencia said, “if you’re not allowed to condition, that could potentially be an issue whether we could compete safely on Friday night.”[aside postID=\"news_11878134,news_12001249,science_1983475\" label=\"Related Stories\"]\u003c/p>\n\u003cp>To level the playing field, some coaches in extreme heat zones may ask the California Interscholastic Federation to move a sports season back a couple of weeks to avoid the most intense temperatures of summer and early fall, he said.\u003c/p>\n\u003cp>In the meantime, coaches are watching the wet bulb and pushing practices earlier in the morning and games later in the evening than usual.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We all love Friday night football games, but recently, we’ve had to see start times a lot later than we’re used to,” Valencia said. “But it’s all in the name of keeping our student-athletes safe.”\u003c/p>\n\n","blocks":[],"excerpt":"A change in California law has set new rules for when young athletes can play and practice in high temperatures, affecting schools and teams across the state.","status":"publish","parent":0,"modified":1727210569,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":35,"wordCount":1423},"headData":{"title":"How a New California Law Will Shield Student Athletes From Heat | KQED","description":"A change in California law has set new rules for when young athletes can play and practice in high temperatures, affecting schools and teams across the state.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"How a New California Law Will Shield Student Athletes From Heat","datePublished":"2024-09-25T07:30:15-07:00","dateModified":"2024-09-24T13:42:49-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"True","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"sticky":false,"nprByline":"\u003ca href=\"https://calmatters.org/author/deborah-brennan\">Deborah Brennan, \u003c/a>CalMatters","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/news/12006176/how-a-new-california-law-will-shield-student-athletes-from-heat","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Football practice has always been something of an extreme sport in the Coachella Valley, where temperatures can flare far above 100 degrees for weeks on end.\u003c/p>\n\u003cp>However, a change in California law authored by an Inland Empire lawmaker requires extra monitoring of young athletes on the hottest days and sets strict guidelines for how and when they can play in extreme heat. The rules will affect high school athletics throughout the state and expand safety practices that schools in the desert have observed for years, said Estevan Valencia, athletic director at Palm Desert High.\u003c/p>\n\u003cp>“We’ve been playing sports for over 100 years out here,” he said. “Our coaches and parents and kids have all grown up in this type of environment.”\u003c/p>\n\u003cp>Coaches shift practice schedules to early morning or after sunset, he said, or they call for frequent water breaks and monitor athletes for signs of heat stress, such as red faces or dizziness.\u003c/p>\n\u003cp>“We’ve been doing this for a long time; now it’s just mandated and monitored,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The California Interscholastic Federation developed the rules to meet \u003ca href=\"https://digitaldemocracy.calmatters.org/bills/ca_202320240ab1653\">standards set in the law\u003c/a> by \u003ca href=\"https://digitaldemocracy.calmatters.org/legislators/kate-sanchez-165419\">Assemblymember Kate Sanchez\u003c/a>, a Rancho Santa Margarita Republican whose district includes parts of western Riverside County. Though the law passed last year, the regulations took effect in July, in time for back-to-school sports and the recent heat wave.\u003c/p>\n\u003cp>For Rafael Perez, cross-country coach at Norte Vista High in Riverside, it means reigning in his students’ normally far-ranging runs.\u003c/p>\n\u003cp>“On high heat days, we limit them to a smaller space so they can pause and have water breaks, rather than having them two miles out and having them have heat-related problems where they’re too far for any support,” Perez said.\u003c/p>\n\u003ch3>Practice in the desert\u003c/h3>\n\u003cp>As temperatures soared to 114 degrees in the Coachella Valley earlier this month, coaches moved practices to cooler times or indoors and vigilantly watched what is called the wet bulb, a handheld instrument at the heart of the new rules.\u003c/p>\n\u003cp>“The wet bulb looks like a cell phone on steroids,” Valencia said. “We turn it on, and it gives us a reading of temperature, humidity and wind.”\u003c/p>\n\u003cfigure id=\"attachment_12006190\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_Norte-Vista-High_CS_CM_28.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12006190\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_Norte-Vista-High_CS_CM_28.jpg\" alt=\"A young man wearing a gray shirt runs on the road.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_Norte-Vista-High_CS_CM_28.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_Norte-Vista-High_CS_CM_28-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_Norte-Vista-High_CS_CM_28-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_Norte-Vista-High_CS_CM_28-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_Norte-Vista-High_CS_CM_28-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_Norte-Vista-High_CS_CM_28-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Junior Isidro Leanos runs along a bike path outside Norte Vista High School in Riverside. \u003ccite>(Carlin Stiehl/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The device is designed to \u003ca href=\"https://koreystringer.institute.uconn.edu/wet-bulb-globe-temperature-monitoring/\">approximate the effect of heat on human bodies\u003c/a>, accounting for air movement, sunlight and evaporative cooling. At high humidity, a wet bulb reading will be at or near air temperature, but in dryer conditions, its temperature measurement drops, estimating the effect of evaporation. It was invented in the 1950s to protect Army and Marine Corps service members from heat illness, and it has been used in sports since then.\u003c/p>\n\u003cfigure id=\"attachment_12006187\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_-Norte-Vista-High_CS_CM_15.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12006187\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_-Norte-Vista-High_CS_CM_15.jpg\" alt=\"The shadows of people on a sidewalk.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_-Norte-Vista-High_CS_CM_15.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_-Norte-Vista-High_CS_CM_15-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_-Norte-Vista-High_CS_CM_15-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_-Norte-Vista-High_CS_CM_15-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_-Norte-Vista-High_CS_CM_15-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_-Norte-Vista-High_CS_CM_15-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The shadows of students as they stretch before cross-country practice at Norte Vista High School in Riverside. \u003ccite>(Carlin Stiehl/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The wet bulb is a more universally accepted measurement for heat stress than standard readings of air temperature or a heat index, said Dave Gustafson, director of educational services for Desert Sands Unified School District, which includes Palm Desert High. “It’s a bit of a change from what we’ve been used to.”\u003c/p>\n\u003cfigure id=\"attachment_12006191\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_Norte-Vista-High_CS_CM_30.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12006191\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_Norte-Vista-High_CS_CM_30.jpg\" alt=\"Young people run along a bike path on dry land.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_Norte-Vista-High_CS_CM_30.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_Norte-Vista-High_CS_CM_30-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_Norte-Vista-High_CS_CM_30-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_Norte-Vista-High_CS_CM_30-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_Norte-Vista-High_CS_CM_30-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_Norte-Vista-High_CS_CM_30-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students run along a bike path outside of Norte Vista High School in Riverside. \u003ccite>(Carlin Stiehl/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The new rules flow from those readings, with escalating restrictions on sports practice and competition at higher wet bulb temperatures. The heat thresholds vary by geographic zone. Coastal areas are in Zone 1, with restrictions at lower temperatures than schools in Zone 2, which is slightly inland. Hotter and dryer inland areas — with the highest heat thresholds — are in Zone 3.\u003c/p>\n\u003cp>Every school district in the Inland Empire falls in Zone 3.\u003c/p>\n\u003ch3>Training in the hot zones\u003c/h3>\n\u003cp>At the first heat threshold of 82.2 degrees Fahrenheit for Zone 3, coaches must provide more frequent water breaks. At the next heat level, football players must shed parts of their uniforms. As heat rises further, they’re forbidden to wear any protective gear. At the final heat level of 92.1 degrees Fahrenheit, outdoor practice is forbidden entirely for that zone.\u003c/p>\n\u003cp>That gives Zone 3 schools a little more leeway to hold hot weather practices than the other schools. However, many days early in the athletic season still exceed the temperature limit, which means teams must reschedule or take practice indoors.\u003c/p>\n\u003cp>“We have to be very flexible,” Valencia said.\u003c/p>\n\u003cp>The law also requires all campuses with interscholastic sports to draw up an emergency action plan in case of sudden cardiac arrest, concussion or heat illness.\u003c/p>\n\u003cp>Sanchez, who played volleyball from elementary through high school, crafted the law after learning about the numbers of sports-related traumas and deaths, said Griffin Bovée, her Capitol director.\u003c/p>\n\u003cp>He cited a report by the \u003ca href=\"https://nccsir.unc.edu/wp-content/uploads/sites/5614/2021/11/2020-Catastrophic-Report-AS-38th-AY2019-2020-FINAL.pdf\">National Center for Catastrophic Sport Injury\u003c/a> that found 2,878 catastrophic injuries or illnesses in high school and college sports nationwide from 1982 to 2020. That’s about 75 catastrophic injuries or illnesses a year, including two football deaths each year.\u003c/p>\n\u003cp>“The impetus for the bill was, unfortunately, many instances of student-athletes dying from heat stroke,” Bovée said. “Usually, the average is two per year who die while playing, which to the assemblywoman is two too many.”\u003c/p>\n\u003ch3>Preventing athletes’ deaths\u003c/h3>\n\u003cp>The Korey Stringer Institute, established in honor of the Minnesota Vikings lineman who died from heatstroke in 2001, wrote in support of Sanchez’s bill, citing heat illness as the third most common cause of school athletic deaths. The institute is at the University of Connecticut.\u003c/p>\n\u003cp>By far, the greatest number of heat-related deaths of high school athletes occurs in football, but basketball, track and field, and cross-country also had significant mortalities.\u003c/p>\n\u003cp>That’s why when temperatures rise, Perez limits runners to laps on the track or along the campus perimeter, where he can keep an eye on them, doubling down on water breaks.\u003c/p>\n\u003cp>Coaches and players say they try to strike a balance between avoiding dangerous heat and preparing for hot weather games. Without some heat conditioning during practice, they’re at risk of illness at competitions.\u003c/p>\n\u003cp>“In the past, when it was really hot, we would still be outside for heat acclimation,” said cross-country team member Natalene Ocampo,15, a sophomore at Norte Vista High School. “But if it was way too hot outside, we would go in the weight room.”\u003c/p>\n\u003cp>Her teammate Liliana Rubalcalva, also a 15-year-old sophomore who is new to cross-country, said even the limited afternoon practices have been a challenge after her previous habit of solo night runs.\u003c/p>\n\u003cp>“Starting to run after school because of the heat, the first time I did it, I wasn’t able to do the entire practice,” she said.\u003c/p>\n\u003cfigure id=\"attachment_12006189\" class=\"wp-caption aligncenter\" style=\"max-width: 1333px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_Norte-Vista-High_CS_CM_27.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12006189\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_Norte-Vista-High_CS_CM_27.jpg\" alt=\"A young man wearing a red shirt and orange shorts runs next to a young man with a gray shirt around his neck outside.\" width=\"1333\" height=\"2000\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_Norte-Vista-High_CS_CM_27.jpg 1333w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_Norte-Vista-High_CS_CM_27-800x1200.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_Norte-Vista-High_CS_CM_27-1020x1530.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_Norte-Vista-High_CS_CM_27-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/091924_Norte-Vista-High_CS_CM_27-1024x1536.jpg 1024w\" sizes=\"(max-width: 1333px) 100vw, 1333px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Senior Andrew Hernandez and junior Oscar Abad run along a bike path outside Norte Vista High School in Riverside. \u003ccite>(Carlin Stiehl/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Although athletic programs in the Inland Empire and other scorching parts of the state face slightly higher thresholds for heat restrictions than coastal areas, the rules can still leave them at a disadvantage, coaches said.\u003c/p>\n\u003cp>“Let’s say we have a couple weeks where it’s extremely hot, and we don’t get to practice during the week but play football on Friday night versus a school in Orange County that has had a full week of practice,” Valencia said, “if you’re not allowed to condition, that could potentially be an issue whether we could compete safely on Friday night.”\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"news_11878134,news_12001249,science_1983475","label":"Related Stories "},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>To level the playing field, some coaches in extreme heat zones may ask the California Interscholastic Federation to move a sports season back a couple of weeks to avoid the most intense temperatures of summer and early fall, he said.\u003c/p>\n\u003cp>In the meantime, coaches are watching the wet bulb and pushing practices earlier in the morning and games later in the evening than usual.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We all love Friday night football games, but recently, we’ve had to see start times a lot later than we’re used to,” Valencia said. “But it’s all in the name of keeping our student-athletes safe.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/12006176/how-a-new-california-law-will-shield-student-athletes-from-heat","authors":["byline_news_12006176"],"categories":["news_34165","news_8"],"tags":["news_29692","news_2231","news_21164","news_3457"],"affiliates":["news_18481"],"featImg":"news_12006188","label":"news_18481"},"news_12005503":{"type":"posts","id":"news_12005503","meta":{"index":"posts_1716263798","site":"news","id":"12005503","score":null,"sort":[1726842650000]},"guestAuthors":[],"slug":"this-california-college-lets-homeless-students-sleep-safely-in-their-cars-on-campus-why-dont-other-schools-do-it","title":"This California College Lets Homeless Students Sleep Safely in Their Cars on Campus. Why Don't Other Schools Do It?","publishDate":1726842650,"format":"standard","headTitle":"This California College Lets Homeless Students Sleep Safely in Their Cars on Campus. Why Don’t Other Schools Do It? | KQED","labelTerm":{"term":18481,"site":"news"},"content":"\u003cp>Pink hues adorn the horizon as the sun rises on a nondescript parking lot at Long Beach City College. The lot is quiet but not empty, with the same gray asphalt and slightly faded white lines as any other one on campus. But from 10 p.m. to 7 a.m., it is much more than a place to park.\u003c/p>\n\u003cp>The lot is a designated area for Long Beach City College’s Safe Parking Program, an initiative from the college’s Basic Needs Center that offers safe overnight parking for students and connects them to resources like showers and Wi-Fi. The program was created to address a particular student demographic: homeless students living in their cars.\u003c/p>\n\u003cp>A \u003ca href=\"https://www.ccleague.org/sites/default/files/images/basic_needs_among_california_community_college_students-final-2023.pdf\">report (PDF)\u003c/a> from the Community College League of California found that 2 out of 3 of the state’s community college students struggle to meet their basic needs and almost 3 out of 5 are housing insecure.\u003c/p>\n\u003cp>To help these students, multiple legislative measures have tried to create safe parking options similar to Long Beach City College’s. The most recent effort was \u003ca href=\"https://digitaldemocracy.calmatters.org/bills/ca_202320240ab1818?slug=CA_202320240AB1818\">Assembly Bill 1818\u003c/a>. Introduced by Assemblymember Corey Jackson early this year, the bill would have required the California Community College and California State University systems to create pilot programs to provide safe overnight parking for students living in their cars.\u003c/p>\n\u003cp>“Parking lot homeless programs are a best practice that’s been used throughout the nation; churches have done it, cities have done it, it’s time for colleges to step up and do it too,” Jackson said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The bill was killed in the appropriations committee on Aug. 16 but would have required the California State University to select five campuses to participate in the pilot program; the California Community College chancellor would have had to select 20. The pilot program would have lasted through 2028.\u003c/p>\n\u003cp>The appropriations committee, which assesses the financial viability of a bill, estimated that establishing pilot programs across the Cal State system would cost around $500,000 as well as an additional $2.25 million in annual costs. For the California Community Colleges, the committee estimated between $91,500 and $112,00 in one-time costs and $10 million to $13 million in annual costs for the duration of the program.\u003c/p>\n\u003cp>Justin Mendez, coordinator of Long Beach City College’s Basic Needs Program, oversees the safe parking program and said those estimates sound high, although he acknowledges that costs will vary from campus to campus. Long Beach City College has been able to fund its program for less than the committee’s estimated costs by working collaboratively with other departments and using existing contracts.\u003c/p>\n\u003cp>While the bill had garnered support from organizations like the California Faculty Association and the Student Senate for California Community Colleges, several community college districts and the California State University system opposed it. Some of their concerns include liability risk and cost. They also argue that providing secure overnight parking is not a permanent solution.\u003c/p>\n\u003cfigure id=\"attachment_12005505\" class=\"wp-caption aligncenter\" style=\"max-width: 1536px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12005505\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/021119-LA-SAFE-PARKING-GETTY-CM-01-copy.jpg\" alt=\"\" width=\"1536\" height=\"1024\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/021119-LA-SAFE-PARKING-GETTY-CM-01-copy.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/021119-LA-SAFE-PARKING-GETTY-CM-01-copy-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/021119-LA-SAFE-PARKING-GETTY-CM-01-copy-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/021119-LA-SAFE-PARKING-GETTY-CM-01-copy-160x107.jpg 160w\" sizes=\"(max-width: 1536px) 100vw, 1536px\">\u003cfigcaption class=\"wp-caption-text\">A Safe Parking LA parking permit on a car windshield in a ‘safe parking’ lot in Los Angeles, on Feb. 11, 2019. By 2023, the organization was operating 7 ‘safe parking’ lots monitored by security guards in the Los Angeles area, offering a temporary 12-hour safe haven for people who live in their cars or RVs. \u003ccite>(Kyle Grillot/AFP via Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Letitia Clark, chief communications officer for the South Orange County Community College District, said the district has been investing in programs that support basic needs, including housing, as well as exploring building housing on campus as part of their facilities master plan.\u003c/p>\n\u003cp>“We don’t want any mandates or anything that would take away from that, and especially with an alternative that we actually don’t think is safe and really provides a good quality of life for our students,” Clark said.\u003c/p>\n\u003cp>Mendez at Long Beach City College acknowledges that overnight parking is not a housing solution.\u003c/p>\n\u003cp>“We’re not in the understanding that providing our students a safe place to park is providing them housing,” Mendez said, adding that the program is just one of the many resources available for students facing housing insecurity. However, overnight parking provides an immediate safe space while students are connected to longer-term housing.\u003c/p>\n\u003ch2>Providing holistic support\u003c/h2>\n\u003cp>Started in 2021, the program has evolved over the years. The lot is now located next to the college’s campus safety building, which has allowed Long Beach City College to cut down on the nearly $500,000 they spent the first two years hiring an outside security company. Students have access to the bathroom in the campus safety building throughout the night and can access the locker room showers from 6 a.m. to 9 a.m. at the nearby school stadium.\u003c/p>\n\u003cp>Being next to the campus safety building means overnight security officers and parking employees periodically check in on the lot as part of their routine rounds. Mendez said that despite there not being 24/7 surveillance, there haven’t been any safety issues.\u003c/p>\n\u003cp>The lot has 15 parking spots reserved for safe parking participants from 8 p.m. to 7 a.m., although the program can have around 30 folks enrolled at a time. Mendez said they rarely have issues with capacity because students use the resource to varying degrees — some enroll as a backup because they are at risk of losing their housing, others may only need a night or two while they wait to relocate.\u003c/p>\n\u003cp>Students in the Safe Parking Program need to be enrolled in the primary terms of fall and spring. However, they can continue using the program during summer and winter without being enrolled during those terms. They must also be independent; service animals are allowed but students can’t be living in their vehicle with family or have dependents.\u003c/p>\n\u003cp>These eligibility requirements have evolved as Mendez and his team assess what is realistic and better serves students. Originally, the program required students to have their vehicles registered and an up-to-date license, but now that is something the college assists them with.\u003c/p>\n\u003cp>Once enrolled in the program, students receive a welcome packet, sign a liability release form and are connected with a case manager to find long-term housing, whether that be through one of the college’s community partners or elsewhere.\u003c/p>\n\u003cp>For the 2022–23 academic year, the program had a total of 24 students. Twelve of them found transitional or permanent housing. For fall 2023, 21 students enrolled in the program, two obtained permanent housing and 19 of them continued into spring 2024.\u003c/p>\n\u003cp>The community has also been supportive of the program. Mendez said that since it started, the program has received donations of blankets, gift cards, hygiene kits and other necessities.\u003c/p>\n\u003cp>Elliot Stern, the president of Saddleback College, spoke against AB 1818 during a Senate committee hearing, arguing that colleges need to get students out of their cars and into their basic needs centers so their needs can be “addressed holistically.”\u003c/p>\n\u003cp>At Long Beach City College, students access the parking program through the basic needs center and its online request form. What began as a COVID-19 emergency aid application has continued to be a useful one-stop-shop application for students seeking help.\u003c/p>\n\u003cp>“For all of our basic needs efforts, we always take a wide scope and try to cast the widest net we can,” Mendez said.\u003c/p>\n\u003cp>The survey asks whether students are facing housing insecurity, which could mean they are struggling to pay rent or have to move frequently, or if they are homeless, meaning they don’t have a permanent place to live. If they answer yes to either, the survey then asks if they’re sleeping in their vehicle, couch surfing, staying in hotels or borrowing a room.\u003c/p>\n\u003cp>Through this data, the Basic Needs team can directly connect students with specific resources. For students who self-identify as living in their cars, the outreach coordinator then refers them to the Safe Parking Program.\u003c/p>\n\u003ch2>When students aren’t allowed to park\u003c/h2>\n\u003cp>AB 1818 was inspired by the experiences of students attending campuses without overnight parking. The bill originated as a response to Cal Poly Humboldt evicting students living in their vehicles.\u003c/p>\n\u003cp>On Oct. 25, 2023, Cal Poly Humboldt students received a \u003ca href=\"https://mailings.humboldt.edu/general/2023_10_25/index.html\">mass announcement\u003c/a> stating that the university would begin enforcing a parking policy it had previously overlooked and would be evicting students who were found sleeping in their vehicles overnight.\u003c/p>\n\u003cp>One of those students was Caleb Chen, a second-year public sociology graduate student. He applied to Humboldt in late June of last year and knew finding housing would be difficult. After doing some research, he learned about the university’s alternative living community and figured it would be feasible to live out of his van.\u003c/p>\n\u003cp>Chen was in the graduate lounge with a friend when they both got the email.\u003c/p>\n\u003cp>“Oh, the jig is up,” his friend told him.\u003c/p>\n\u003cp>The eviction announcement said allowing students to sleep in their cars was “unsanitary” and “unsafe” — terminology that not only made students feel dehumanized but also something they considered inaccurate.\u003c/p>\n\u003cfigure id=\"attachment_12005507\" class=\"wp-caption aligncenter\" style=\"max-width: 1536px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12005507\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/082424_Safe-Parking_AH_05-copy.jpg\" alt=\"\" width=\"1536\" height=\"1024\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/082424_Safe-Parking_AH_05-copy.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/082424_Safe-Parking_AH_05-copy-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/082424_Safe-Parking_AH_05-copy-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/082424_Safe-Parking_AH_05-copy-160x107.jpg 160w\" sizes=\"(max-width: 1536px) 100vw, 1536px\">\u003cfigcaption class=\"wp-caption-text\">Brad Butterfield standing inside his RV. \u003ccite>(Alexandra Hootnick for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Brad Butterfield, president of the Alternative Living Club, a school club created by Humboldt students living in their cars to form a community and advocate for establishing a mail service, said the administration brought up similar sanitation concerns when they pitched the idea of a safe parking program on campus.\u003c/p>\n\u003cp>“We don’t need, nor ever asked for, bathrooms, showers or security,” said Butterfield, a journalism senior. “All we need is a place to park overnight.”\u003c/p>\n\u003cp>Butterfield lives in an RV, which has a built-in bathroom. He has a membership at a local gym and showers there. For students without RVs, Chen said there still are bathrooms on campus that are open 24/7 and that most undergraduate students shower in the school gym.\u003c/p>\n\u003cp>“It’s really difficult to be pretty much told that you can’t exist,” Butterfield said. “We weren’t causing any harm. We all kept a really low profile.”\u003c/p>\n\u003cp>Butterfield said that at the time of the evictions, 25 to 30 students were living in their cars. Some lived in discrete vehicles like SUVs, while others lived in RVs like him.\u003c/p>\n\u003cp>The email announcement stated that campus officers had received calls from members of the community “expressing fear and frustration about the situation.”\u003c/p>\n\u003cp>“There were never any issues between the vehicle dwellers on campus,” Butterfield said. “Not between us as a community and certainly not between us and the campus community at large.”\u003c/p>\n\u003cfigure id=\"attachment_12005506\" class=\"wp-caption aligncenter\" style=\"max-width: 1536px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12005506\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/082424_Safe-Parking_AH_11-copy.jpg\" alt=\"\" width=\"1536\" height=\"1024\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/082424_Safe-Parking_AH_11-copy.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/082424_Safe-Parking_AH_11-copy-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/082424_Safe-Parking_AH_11-copy-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/082424_Safe-Parking_AH_11-copy-160x107.jpg 160w\" sizes=\"(max-width: 1536px) 100vw, 1536px\">\u003cfigcaption class=\"wp-caption-text\">Brad Butterfield checks the top of his RV for leaks in Arcata on Aug. 24, 2024. \u003ccite>(Alexandra Hootnick for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>According to Butterfield, it was quite the contrary. He said some students had told him they felt safer knowing there were students in the parking lot at night who could call the police if anyone was trying to break into their car — something the group had done in the past.\u003c/p>\n\u003cp>The stigma around homelessness is something that Mendez from Long Beach City College has been fighting since the beginning of the safe parking program. He said the staff have a student-centered approach and are mindful of treating students with dignity.\u003c/p>\n\u003cp>“There’s all of these negative stereotypes about what a homeless person is instead of realizing that these college students are coming here to be successful. They’re coming here to work on their long-term goals and help themselves and their families,” Mendez said. “I think that level of dignity has made the biggest impact beyond the actual connection of housing partners.”\u003c/p>\n\u003cp>The mischaracterization of homeless students is what ended a 2019 bill that was also advocating for safe parking. \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201920200AB302\">Assembly Bill 302\u003c/a> was introduced by Assemblymember Marc Berman and would have required community college campuses to allow overnight access to parking, bathroom and shower facilities for students living in their cars.\u003c/p>\n\u003cp>The bill made it to the appropriations committee, where it underwent significant amendments that Berman said “watered down the bill” and “treated homeless community college students like pedophiles” by placing restrictions for campuses within a certain distance from elementary schools.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"news_12000987,news_11988775,mindshift_64314\"]\u003c/p>\n\u003cp>“It was really unfortunate and damaging in terms of stigmatizing homeless students. And so, because of a lot of those reasons, we decided to stop the bill from moving forward and work on other solutions to the issue,” Berman said. He later drafted Assembly Bill 132, which successfully passed and required every California Community College to establish a basic needs center and hire a basic needs coordinator.\u003c/p>\n\u003cp>In 2020, another student tried starting a pilot overnight parking program at his campus. Grayson Peters, now a UCLA alumni, was a founder of UCLA Safe Parking and came across similar arguments from his administration at the time.\u003c/p>\n\u003cp>He said UCLA administrators told him allowing students to live in their cars and park overnight was “fundamentally unsafe.” Peters said that while he agrees with the statement, the alternative can be even more dangerous for students.\u003c/p>\n\u003cp>“Students are actively sleeping on unsecured city streets a few blocks over, without the benefit of university guards or university facilities or the student gym nearby to go to the restroom in the middle of the night if they need to,” Peters said. “The status quo is more unsafe than the solution we’re proposing.”\u003c/p>\n\u003cp>Butterfield and his partner have experienced that risk. After being evicted, they tried to find safe places to park around the city. But Arcata has a 72-hour parking limit, which meant they had to relocate every three days. Butterfield said the Arcata police have harassed them multiple times.\u003c/p>\n\u003cp>“It feels like we’re constantly trying to outrun the police because they keep wanting us to move from here to there to here to there,” Butterfield said.\u003c/p>\n\u003cp>Cal State Humboldt referred students to a safe parking program run by a local nonprofit organization, but that program ended this summer.\u003c/p>\n\u003cp>Stephanie Goldman, the associate director of the Student Senate for California Community Colleges, said data shows that a student’s proximity to campus can affect their academic outcomes.\u003c/p>\n\u003cp>“[Safe parking] is not only giving them a safer option, but an option that is conducive to them reaching their goals,” Goldman said.\u003c/p>\n\u003cp>Such was the case for Chen in Humboldt, who, before the eviction, was doing much better academically because the commute time was so short, and he didn’t have to stress about where he would spend the night.\u003c/p>\n\u003cp>Chen spent the remainder of the semester and the following one at a local public parking lot. He now lives in a studio apartment he can afford because of loans and scholarships and is splitting rent with his partner, who moved up to Humboldt.\u003c/p>\n\u003cfigure id=\"attachment_12005511\" class=\"wp-caption aligncenter\" style=\"max-width: 1536px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12005511\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/082424_Safe-Parking_AH_14-copy.jpg\" alt=\"\" width=\"1536\" height=\"1024\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/082424_Safe-Parking_AH_14-copy.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/082424_Safe-Parking_AH_14-copy-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/082424_Safe-Parking_AH_14-copy-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/082424_Safe-Parking_AH_14-copy-160x107.jpg 160w\" sizes=\"(max-width: 1536px) 100vw, 1536px\">\u003cfigcaption class=\"wp-caption-text\">Caleb Chen stands in the parking lot where he lived in his van at the California State Polytechnic University, Humboldt, in Arcata, on Aug. 24, 2024. Due to the high cost of housing and education, some students at the university lived in their vehicles on campus prior to the university, prohibiting them from doing so in the fall of 2023. Chen, a sociology graduate student, said that finding affordable housing near the university is challenging and only possible for him this year after moving in with his partner and receiving a fellowship that can be applied toward rent. \u003ccite>(Alexandra Hootnick for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“When that announcement happened in November, it was just a wrench into a lot of people’s livelihoods, let alone academic success,” Chen said.\u003c/p>\n\u003cp>Jackson said he was disappointed that the bill was “mischaracterized” by the educational systems as encouraging students to live in their cars as opposed to more effective interventions. Moving forward, now that the legislature is on a break until January, Jackson said he will be scheduling a meeting with the Cal State and California Community Colleges chancellors to see if “there’s ways that we can still get this done.” If not, he will be reintroducing the bill next year.\u003c/p>\n\u003cp>The Student Senate for the Community Colleges said they will continue to advocate for student basics needs including securing funding for dorms.\u003c/p>\n\u003cp>Jetaun Stevens, a senior staff attorney with the nonprofit law firm Public Advocates, said she hopes the bill returns with a greater coalition behind it. She said that while AB 1818 was mostly sponsored by the author, working with advocacy organizations who can co-sponsor the bill would help bring forward student stories and amplify the potential impact of the bill.\u003c/p>\n\u003cp>“Oftentimes it does take [bills] that are somewhat controversial quite a few times before they make it across the finish line,” Stevens said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Briana Mendez-Padilla is a fellow with the College Journalism Network, a collaboration between CalMatters and student journalists from across California. CalMatters higher education coverage is supported by a grant from the College Futures Foundation.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Legislative bills to create safe parking programs for students on California campuses while awaiting housing have failed. Meanwhile, Long Beach City College allows homeless students to park overnight. ","status":"publish","parent":0,"modified":1726789467,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":64,"wordCount":2918},"headData":{"title":"This California College Lets Homeless Students Sleep Safely in Their Cars on Campus. Why Don't Other Schools Do It? | KQED","description":"Legislative bills to create safe parking programs for students on California campuses while awaiting housing have failed. Meanwhile, Long Beach City College allows homeless students to park overnight. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"This California College Lets Homeless Students Sleep Safely in Their Cars on Campus. Why Don't Other Schools Do It?","datePublished":"2024-09-20T07:30:50-07:00","dateModified":"2024-09-19T16:44:27-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"True","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"sticky":false,"nprByline":"\u003ca href=\"https://calmatters.org/author/briana-mendez-padilla/\">Briana Mendez-Padilla\u003c/a>, CalMatters","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/news/12005503/this-california-college-lets-homeless-students-sleep-safely-in-their-cars-on-campus-why-dont-other-schools-do-it","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Pink hues adorn the horizon as the sun rises on a nondescript parking lot at Long Beach City College. The lot is quiet but not empty, with the same gray asphalt and slightly faded white lines as any other one on campus. But from 10 p.m. to 7 a.m., it is much more than a place to park.\u003c/p>\n\u003cp>The lot is a designated area for Long Beach City College’s Safe Parking Program, an initiative from the college’s Basic Needs Center that offers safe overnight parking for students and connects them to resources like showers and Wi-Fi. The program was created to address a particular student demographic: homeless students living in their cars.\u003c/p>\n\u003cp>A \u003ca href=\"https://www.ccleague.org/sites/default/files/images/basic_needs_among_california_community_college_students-final-2023.pdf\">report (PDF)\u003c/a> from the Community College League of California found that 2 out of 3 of the state’s community college students struggle to meet their basic needs and almost 3 out of 5 are housing insecure.\u003c/p>\n\u003cp>To help these students, multiple legislative measures have tried to create safe parking options similar to Long Beach City College’s. The most recent effort was \u003ca href=\"https://digitaldemocracy.calmatters.org/bills/ca_202320240ab1818?slug=CA_202320240AB1818\">Assembly Bill 1818\u003c/a>. Introduced by Assemblymember Corey Jackson early this year, the bill would have required the California Community College and California State University systems to create pilot programs to provide safe overnight parking for students living in their cars.\u003c/p>\n\u003cp>“Parking lot homeless programs are a best practice that’s been used throughout the nation; churches have done it, cities have done it, it’s time for colleges to step up and do it too,” Jackson said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The bill was killed in the appropriations committee on Aug. 16 but would have required the California State University to select five campuses to participate in the pilot program; the California Community College chancellor would have had to select 20. The pilot program would have lasted through 2028.\u003c/p>\n\u003cp>The appropriations committee, which assesses the financial viability of a bill, estimated that establishing pilot programs across the Cal State system would cost around $500,000 as well as an additional $2.25 million in annual costs. For the California Community Colleges, the committee estimated between $91,500 and $112,00 in one-time costs and $10 million to $13 million in annual costs for the duration of the program.\u003c/p>\n\u003cp>Justin Mendez, coordinator of Long Beach City College’s Basic Needs Program, oversees the safe parking program and said those estimates sound high, although he acknowledges that costs will vary from campus to campus. Long Beach City College has been able to fund its program for less than the committee’s estimated costs by working collaboratively with other departments and using existing contracts.\u003c/p>\n\u003cp>While the bill had garnered support from organizations like the California Faculty Association and the Student Senate for California Community Colleges, several community college districts and the California State University system opposed it. Some of their concerns include liability risk and cost. They also argue that providing secure overnight parking is not a permanent solution.\u003c/p>\n\u003cfigure id=\"attachment_12005505\" class=\"wp-caption aligncenter\" style=\"max-width: 1536px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12005505\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/021119-LA-SAFE-PARKING-GETTY-CM-01-copy.jpg\" alt=\"\" width=\"1536\" height=\"1024\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/021119-LA-SAFE-PARKING-GETTY-CM-01-copy.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/021119-LA-SAFE-PARKING-GETTY-CM-01-copy-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/021119-LA-SAFE-PARKING-GETTY-CM-01-copy-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/021119-LA-SAFE-PARKING-GETTY-CM-01-copy-160x107.jpg 160w\" sizes=\"(max-width: 1536px) 100vw, 1536px\">\u003cfigcaption class=\"wp-caption-text\">A Safe Parking LA parking permit on a car windshield in a ‘safe parking’ lot in Los Angeles, on Feb. 11, 2019. By 2023, the organization was operating 7 ‘safe parking’ lots monitored by security guards in the Los Angeles area, offering a temporary 12-hour safe haven for people who live in their cars or RVs. \u003ccite>(Kyle Grillot/AFP via Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Letitia Clark, chief communications officer for the South Orange County Community College District, said the district has been investing in programs that support basic needs, including housing, as well as exploring building housing on campus as part of their facilities master plan.\u003c/p>\n\u003cp>“We don’t want any mandates or anything that would take away from that, and especially with an alternative that we actually don’t think is safe and really provides a good quality of life for our students,” Clark said.\u003c/p>\n\u003cp>Mendez at Long Beach City College acknowledges that overnight parking is not a housing solution.\u003c/p>\n\u003cp>“We’re not in the understanding that providing our students a safe place to park is providing them housing,” Mendez said, adding that the program is just one of the many resources available for students facing housing insecurity. However, overnight parking provides an immediate safe space while students are connected to longer-term housing.\u003c/p>\n\u003ch2>Providing holistic support\u003c/h2>\n\u003cp>Started in 2021, the program has evolved over the years. The lot is now located next to the college’s campus safety building, which has allowed Long Beach City College to cut down on the nearly $500,000 they spent the first two years hiring an outside security company. Students have access to the bathroom in the campus safety building throughout the night and can access the locker room showers from 6 a.m. to 9 a.m. at the nearby school stadium.\u003c/p>\n\u003cp>Being next to the campus safety building means overnight security officers and parking employees periodically check in on the lot as part of their routine rounds. Mendez said that despite there not being 24/7 surveillance, there haven’t been any safety issues.\u003c/p>\n\u003cp>The lot has 15 parking spots reserved for safe parking participants from 8 p.m. to 7 a.m., although the program can have around 30 folks enrolled at a time. Mendez said they rarely have issues with capacity because students use the resource to varying degrees — some enroll as a backup because they are at risk of losing their housing, others may only need a night or two while they wait to relocate.\u003c/p>\n\u003cp>Students in the Safe Parking Program need to be enrolled in the primary terms of fall and spring. However, they can continue using the program during summer and winter without being enrolled during those terms. They must also be independent; service animals are allowed but students can’t be living in their vehicle with family or have dependents.\u003c/p>\n\u003cp>These eligibility requirements have evolved as Mendez and his team assess what is realistic and better serves students. Originally, the program required students to have their vehicles registered and an up-to-date license, but now that is something the college assists them with.\u003c/p>\n\u003cp>Once enrolled in the program, students receive a welcome packet, sign a liability release form and are connected with a case manager to find long-term housing, whether that be through one of the college’s community partners or elsewhere.\u003c/p>\n\u003cp>For the 2022–23 academic year, the program had a total of 24 students. Twelve of them found transitional or permanent housing. For fall 2023, 21 students enrolled in the program, two obtained permanent housing and 19 of them continued into spring 2024.\u003c/p>\n\u003cp>The community has also been supportive of the program. Mendez said that since it started, the program has received donations of blankets, gift cards, hygiene kits and other necessities.\u003c/p>\n\u003cp>Elliot Stern, the president of Saddleback College, spoke against AB 1818 during a Senate committee hearing, arguing that colleges need to get students out of their cars and into their basic needs centers so their needs can be “addressed holistically.”\u003c/p>\n\u003cp>At Long Beach City College, students access the parking program through the basic needs center and its online request form. What began as a COVID-19 emergency aid application has continued to be a useful one-stop-shop application for students seeking help.\u003c/p>\n\u003cp>“For all of our basic needs efforts, we always take a wide scope and try to cast the widest net we can,” Mendez said.\u003c/p>\n\u003cp>The survey asks whether students are facing housing insecurity, which could mean they are struggling to pay rent or have to move frequently, or if they are homeless, meaning they don’t have a permanent place to live. If they answer yes to either, the survey then asks if they’re sleeping in their vehicle, couch surfing, staying in hotels or borrowing a room.\u003c/p>\n\u003cp>Through this data, the Basic Needs team can directly connect students with specific resources. For students who self-identify as living in their cars, the outreach coordinator then refers them to the Safe Parking Program.\u003c/p>\n\u003ch2>When students aren’t allowed to park\u003c/h2>\n\u003cp>AB 1818 was inspired by the experiences of students attending campuses without overnight parking. The bill originated as a response to Cal Poly Humboldt evicting students living in their vehicles.\u003c/p>\n\u003cp>On Oct. 25, 2023, Cal Poly Humboldt students received a \u003ca href=\"https://mailings.humboldt.edu/general/2023_10_25/index.html\">mass announcement\u003c/a> stating that the university would begin enforcing a parking policy it had previously overlooked and would be evicting students who were found sleeping in their vehicles overnight.\u003c/p>\n\u003cp>One of those students was Caleb Chen, a second-year public sociology graduate student. He applied to Humboldt in late June of last year and knew finding housing would be difficult. After doing some research, he learned about the university’s alternative living community and figured it would be feasible to live out of his van.\u003c/p>\n\u003cp>Chen was in the graduate lounge with a friend when they both got the email.\u003c/p>\n\u003cp>“Oh, the jig is up,” his friend told him.\u003c/p>\n\u003cp>The eviction announcement said allowing students to sleep in their cars was “unsanitary” and “unsafe” — terminology that not only made students feel dehumanized but also something they considered inaccurate.\u003c/p>\n\u003cfigure id=\"attachment_12005507\" class=\"wp-caption aligncenter\" style=\"max-width: 1536px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12005507\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/082424_Safe-Parking_AH_05-copy.jpg\" alt=\"\" width=\"1536\" height=\"1024\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/082424_Safe-Parking_AH_05-copy.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/082424_Safe-Parking_AH_05-copy-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/082424_Safe-Parking_AH_05-copy-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/082424_Safe-Parking_AH_05-copy-160x107.jpg 160w\" sizes=\"(max-width: 1536px) 100vw, 1536px\">\u003cfigcaption class=\"wp-caption-text\">Brad Butterfield standing inside his RV. \u003ccite>(Alexandra Hootnick for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Brad Butterfield, president of the Alternative Living Club, a school club created by Humboldt students living in their cars to form a community and advocate for establishing a mail service, said the administration brought up similar sanitation concerns when they pitched the idea of a safe parking program on campus.\u003c/p>\n\u003cp>“We don’t need, nor ever asked for, bathrooms, showers or security,” said Butterfield, a journalism senior. “All we need is a place to park overnight.”\u003c/p>\n\u003cp>Butterfield lives in an RV, which has a built-in bathroom. He has a membership at a local gym and showers there. For students without RVs, Chen said there still are bathrooms on campus that are open 24/7 and that most undergraduate students shower in the school gym.\u003c/p>\n\u003cp>“It’s really difficult to be pretty much told that you can’t exist,” Butterfield said. “We weren’t causing any harm. We all kept a really low profile.”\u003c/p>\n\u003cp>Butterfield said that at the time of the evictions, 25 to 30 students were living in their cars. Some lived in discrete vehicles like SUVs, while others lived in RVs like him.\u003c/p>\n\u003cp>The email announcement stated that campus officers had received calls from members of the community “expressing fear and frustration about the situation.”\u003c/p>\n\u003cp>“There were never any issues between the vehicle dwellers on campus,” Butterfield said. “Not between us as a community and certainly not between us and the campus community at large.”\u003c/p>\n\u003cfigure id=\"attachment_12005506\" class=\"wp-caption aligncenter\" style=\"max-width: 1536px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12005506\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/082424_Safe-Parking_AH_11-copy.jpg\" alt=\"\" width=\"1536\" height=\"1024\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/082424_Safe-Parking_AH_11-copy.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/082424_Safe-Parking_AH_11-copy-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/082424_Safe-Parking_AH_11-copy-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/082424_Safe-Parking_AH_11-copy-160x107.jpg 160w\" sizes=\"(max-width: 1536px) 100vw, 1536px\">\u003cfigcaption class=\"wp-caption-text\">Brad Butterfield checks the top of his RV for leaks in Arcata on Aug. 24, 2024. \u003ccite>(Alexandra Hootnick for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>According to Butterfield, it was quite the contrary. He said some students had told him they felt safer knowing there were students in the parking lot at night who could call the police if anyone was trying to break into their car — something the group had done in the past.\u003c/p>\n\u003cp>The stigma around homelessness is something that Mendez from Long Beach City College has been fighting since the beginning of the safe parking program. He said the staff have a student-centered approach and are mindful of treating students with dignity.\u003c/p>\n\u003cp>“There’s all of these negative stereotypes about what a homeless person is instead of realizing that these college students are coming here to be successful. They’re coming here to work on their long-term goals and help themselves and their families,” Mendez said. “I think that level of dignity has made the biggest impact beyond the actual connection of housing partners.”\u003c/p>\n\u003cp>The mischaracterization of homeless students is what ended a 2019 bill that was also advocating for safe parking. \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201920200AB302\">Assembly Bill 302\u003c/a> was introduced by Assemblymember Marc Berman and would have required community college campuses to allow overnight access to parking, bathroom and shower facilities for students living in their cars.\u003c/p>\n\u003cp>The bill made it to the appropriations committee, where it underwent significant amendments that Berman said “watered down the bill” and “treated homeless community college students like pedophiles” by placing restrictions for campuses within a certain distance from elementary schools.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"Related Stories ","postid":"news_12000987,news_11988775,mindshift_64314"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It was really unfortunate and damaging in terms of stigmatizing homeless students. And so, because of a lot of those reasons, we decided to stop the bill from moving forward and work on other solutions to the issue,” Berman said. He later drafted Assembly Bill 132, which successfully passed and required every California Community College to establish a basic needs center and hire a basic needs coordinator.\u003c/p>\n\u003cp>In 2020, another student tried starting a pilot overnight parking program at his campus. Grayson Peters, now a UCLA alumni, was a founder of UCLA Safe Parking and came across similar arguments from his administration at the time.\u003c/p>\n\u003cp>He said UCLA administrators told him allowing students to live in their cars and park overnight was “fundamentally unsafe.” Peters said that while he agrees with the statement, the alternative can be even more dangerous for students.\u003c/p>\n\u003cp>“Students are actively sleeping on unsecured city streets a few blocks over, without the benefit of university guards or university facilities or the student gym nearby to go to the restroom in the middle of the night if they need to,” Peters said. “The status quo is more unsafe than the solution we’re proposing.”\u003c/p>\n\u003cp>Butterfield and his partner have experienced that risk. After being evicted, they tried to find safe places to park around the city. But Arcata has a 72-hour parking limit, which meant they had to relocate every three days. Butterfield said the Arcata police have harassed them multiple times.\u003c/p>\n\u003cp>“It feels like we’re constantly trying to outrun the police because they keep wanting us to move from here to there to here to there,” Butterfield said.\u003c/p>\n\u003cp>Cal State Humboldt referred students to a safe parking program run by a local nonprofit organization, but that program ended this summer.\u003c/p>\n\u003cp>Stephanie Goldman, the associate director of the Student Senate for California Community Colleges, said data shows that a student’s proximity to campus can affect their academic outcomes.\u003c/p>\n\u003cp>“[Safe parking] is not only giving them a safer option, but an option that is conducive to them reaching their goals,” Goldman said.\u003c/p>\n\u003cp>Such was the case for Chen in Humboldt, who, before the eviction, was doing much better academically because the commute time was so short, and he didn’t have to stress about where he would spend the night.\u003c/p>\n\u003cp>Chen spent the remainder of the semester and the following one at a local public parking lot. He now lives in a studio apartment he can afford because of loans and scholarships and is splitting rent with his partner, who moved up to Humboldt.\u003c/p>\n\u003cfigure id=\"attachment_12005511\" class=\"wp-caption aligncenter\" style=\"max-width: 1536px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12005511\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/082424_Safe-Parking_AH_14-copy.jpg\" alt=\"\" width=\"1536\" height=\"1024\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/082424_Safe-Parking_AH_14-copy.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/082424_Safe-Parking_AH_14-copy-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/082424_Safe-Parking_AH_14-copy-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/082424_Safe-Parking_AH_14-copy-160x107.jpg 160w\" sizes=\"(max-width: 1536px) 100vw, 1536px\">\u003cfigcaption class=\"wp-caption-text\">Caleb Chen stands in the parking lot where he lived in his van at the California State Polytechnic University, Humboldt, in Arcata, on Aug. 24, 2024. Due to the high cost of housing and education, some students at the university lived in their vehicles on campus prior to the university, prohibiting them from doing so in the fall of 2023. Chen, a sociology graduate student, said that finding affordable housing near the university is challenging and only possible for him this year after moving in with his partner and receiving a fellowship that can be applied toward rent. \u003ccite>(Alexandra Hootnick for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“When that announcement happened in November, it was just a wrench into a lot of people’s livelihoods, let alone academic success,” Chen said.\u003c/p>\n\u003cp>Jackson said he was disappointed that the bill was “mischaracterized” by the educational systems as encouraging students to live in their cars as opposed to more effective interventions. Moving forward, now that the legislature is on a break until January, Jackson said he will be scheduling a meeting with the Cal State and California Community Colleges chancellors to see if “there’s ways that we can still get this done.” If not, he will be reintroducing the bill next year.\u003c/p>\n\u003cp>The Student Senate for the Community Colleges said they will continue to advocate for student basics needs including securing funding for dorms.\u003c/p>\n\u003cp>Jetaun Stevens, a senior staff attorney with the nonprofit law firm Public Advocates, said she hopes the bill returns with a greater coalition behind it. She said that while AB 1818 was mostly sponsored by the author, working with advocacy organizations who can co-sponsor the bill would help bring forward student stories and amplify the potential impact of the bill.\u003c/p>\n\u003cp>“Oftentimes it does take [bills] that are somewhat controversial quite a few times before they make it across the finish line,” Stevens said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Briana Mendez-Padilla is a fellow with the College Journalism Network, a collaboration between CalMatters and student journalists from across California. CalMatters higher education coverage is supported by a grant from the College Futures Foundation.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/12005503/this-california-college-lets-homeless-students-sleep-safely-in-their-cars-on-campus-why-dont-other-schools-do-it","authors":["byline_news_12005503"],"categories":["news_31795","news_18540","news_6266","news_8"],"tags":["news_31986","news_20272","news_4020","news_1775","news_24775","news_34158","news_3457"],"affiliates":["news_18481"],"featImg":"news_12005504","label":"news_18481"},"news_12003994":{"type":"posts","id":"news_12003994","meta":{"index":"posts_1716263798","site":"news","id":"12003994","score":null,"sort":[1726225232000]},"guestAuthors":[],"slug":"at-a-san-francisco-shelter-for-unhoused-families-cooking-helps-heal-trauma","title":"At a San Francisco Shelter for Unhoused Families, Cooking Helps Heal Trauma","publishDate":1726225232,"format":"standard","headTitle":"At a San Francisco Shelter for Unhoused Families, Cooking Helps Heal Trauma | KQED","labelTerm":{},"content":"\u003cp>\u003ca href=\"https://www.sfusd.edu/school/buena-vista-horace-mann-k-8-community-school\">Buena Vista Horace Mann\u003c/a> is a Spanish immersion school for students from kindergarten to 8th grade in San Francisco’s bustling Mission District. But by night, it transforms into something completely unique in the city: a homeless shelter for families with children enrolled in the school district.\u003c/p>\n\u003cp>The shelter provides a hot meal, a shower and a place to sleep in the gym or auditorium. It was formed six years ago by some of the parents of the school who, during a particularly rainy winter, asked if they could sleep in the hallway or an empty classroom.\u003c/p>\n\u003cp>“They were staying in cars. They were staying in laundromats. They were riding the bus or BART back and forth every night just to pass the time in a place that felt relatively safe,” Principal Claudia DeLarios Moran said. “And here we had a building that wasn’t in use out of school time.”\u003c/p>\n\u003cp>The school partnered with the city’s Department of Homelessness and Supportive Housing to care for these families. The city pays for their housing, and the nonprofit \u003ca href=\"https://www.missionaction.org/our-work/housing-shelter/\">Mission Action runs the shelter\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_11990405\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-29-BL_qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11990405\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-29-BL_qut.jpg\" alt=\"Beds, blankets and personal belongings in a gym.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-29-BL_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-29-BL_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-29-BL_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-29-BL_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-29-BL_qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Shelter beds are set up in a gym at Buena Vista Horace Mann Community School on June 10. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The number of families experiencing homelessness or on the verge of homelessness has grown in San Francisco since then, and in recent months, the shelter has had to turn away families at the door when it fills up. Advocates and educators like Moran worry this is traumatizing for kids in desperate need of stability. Studies show housing insecurity early in life affects\u003ca href=\"https://publications.aap.org/pediatrics/article/154/2/e2023064551/197596/Trajectories-of-Housing-Insecurity-From-Infancy-to?searchresult=1\"> children’s health down the line\u003c/a> and their\u003ca href=\"https://learningpolicyinstitute.org/sites/default/files/product-files/Students_Experiencing_Homelessness_BRIEF.pdf\"> chances of finishing high school\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“That level of insecurity in their home lives makes it really difficult for them to concentrate on whatever amazing instruction the teachers have in store for them once they get here every day,” Moran said.\u003c/p>\n\u003cp>As principal of a community school, Moran said her job is to make sure that students’ basic needs are met so they can learn better. That means partnering with local food, health care and housing organizations and \u003ca href=\"https://www.kqed.org/mindshift/59903/when-students-basic-needs-are-met-by-community-schools-learning-can-flourish\">turning the campus into a hub for easy access to services\u003c/a> its immigrant and low-income student population needs.\u003c/p>\n\u003cp>Giving kids a safe place to sleep and a predictable routine can help lessen their anxiety. The shelter also focuses on the parents’ mental health by connecting them to social services and job training programs to help them get back on their feet.\u003c/p>\n\u003cp>To boost their morale, parents at the shelter are able to cook a meal together twice a month.\u003c/p>\n\u003cp>Cooking gives the parents agency and helps lift their self-esteem, said the shelter’s manager, Jacqui Portillo.\u003c/p>\n\u003cp>“They feel relaxed, they feel connected, they’re accomplished, they did something,” Portillo said.\u003c/p>\n\u003cfigure id=\"attachment_11990404\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-30-BL_qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11990404\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-30-BL_qut.jpg\" alt=\"A woman wearing headphones and holding audio equipment speaks with a woman wearing a blue vest and jeans in a gym.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-30-BL_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-30-BL_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-30-BL_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-30-BL_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-30-BL_qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jacqui Portillo, community services director for Mission Action (right), speaks with KQED reporter Daisy Nguyen at Buena Vista Horace Mann Community School on June 10. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The parent has to be okay in order to support their kids,” she said. “And this little moment is helping them to really be more engaged with the kids.”\u003c/p>\n\u003cp>On a recent visit, several shelter residents volunteered to make red pozole – a spicy and hearty Mexican soup. Reporters Daisy Nguyen and Carlos Cabrera-Lomeli spoke with two moms at the shelter, who explained what cooking does for them.\u003c/p>\n\u003ch3>Maria Figueroa\u003c/h3>\n\u003cp>Figueroa migrated from Tijuana, Mexico, in July 2023 with her 18-year-old daughter and 10-year-old son. She said it was too dangerous to raise her children in Mexico and is seeking political asylum in the U.S. When she arrived in San Francisco, she enrolled her kids in school and went back to school herself to train to be an in-home caregiver for sick and elderly people.\u003c/p>\n\u003cp>Figueroa said her kids often ask when they will get to taste her cooking again.\u003c/p>\n\u003cp>“I tell them, ‘God willing, when we have our own little place’ because, to be honest, we just can’t cook like that here [all the time] … only when an opportunity like this comes up,” she said.\u003c/p>\n\u003cfigure id=\"attachment_11990411\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-63-BL_qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11990411\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-63-BL_qut.jpg\" alt=\"A woman wearing a black hooded sweatshirt pours soup into a large pot in a kitchen.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-63-BL_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-63-BL_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-63-BL_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-63-BL_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-63-BL_qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Shelter resident Maria Figeroa helps make pozole in a teacher’s lounge at Buena Vista Horace Mann Community School on June 10. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She decided to make her signature dish – pozole – because it reminds her of home.\u003c/p>\n\u003cp>When we met, Figueroa had been staying at the shelter for nine months and said she saw the place as home and the shelter residents, her neighbors.\u003c/p>\n\u003cfigure id=\"attachment_11990408\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-58-BL_qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11990408\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-58-BL_qut.jpg\" alt=\"A hand touches chiles in a pan on a stovetop.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-58-BL_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-58-BL_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-58-BL_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-58-BL_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-58-BL_qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Shelter resident Maria Figeroa helps make pozole in the kitchen of a teacher’s lounge at Buena Vista Horace Mann Community School on June 10. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Regardless of how you see the situation, we’re all here for the same thing. We all need a home, we need a place to sleep, a place to eat while we figure out our situation and here, we all see each other and what we’re going through,” she said.\u003c/p>\n\u003ch3>Analy Padilla\u003c/h3>\n\u003cp>Analy Padilla is from Honduras and has been living in this country for 21 years. She also came to this shelter nine months ago after her husband lost his job, and they couldn’t afford the rising cost of rent in San Francisco.\u003c/p>\n\u003cp>She said she, her husband and their two sons spent several nights sleeping in their car. They called everywhere for an open shelter space.\u003c/p>\n\u003cp>“And when they told me there was a spot for my family to stay here, I cried,” Padilla said. “I was so happy. I was finally going to have a home to be with my family.”\u003c/p>\n\u003cfigure id=\"attachment_11990407\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-40-BL_qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11990407\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-40-BL_qut.jpg\" alt=\"A woman wearing a pink t-shirt cuts food on a cutting board in a kitchen.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-40-BL_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-40-BL_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-40-BL_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-40-BL_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-40-BL_qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Shelter resident Analy Padilla helps prepare pozole in a teacher’s lounge at Buena Vista Horace Mann Community School on June 10. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Padilla said it’s not easy sharing the bathroom, eating and sleeping spaces with strangers or packing up her stuff each morning. The experience hit her 15-year-old son Kevin hard, she said. At school, his grades dropped, he skipped classes, and he became withdrawn. [aside postID=\"news_11996078,news_12003407\" label=\"Related Stories\"]\u003c/p>\n\u003cp>Padilla said she urged him to see the bright side of their situation.\u003c/p>\n\u003cp>“I told him: ‘This is only temporary. We will soon get out of here. Then you will have your own space and your life will go back to normal. But give thanks to God that we have a mattress, a blanket and that you’re not outside in the cold. Many people have to spend their nights outside.’”\u003c/p>\n\u003cp>Padilla said as the last school year progressed, he became more comfortable at the shelter and played with other kids there. She said he also joined a support group at his high school to talk through his experience.\u003c/p>\n\u003cfigure id=\"attachment_11990403\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-23-BL_qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11990403\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-23-BL_qut.jpg\" alt=\"A pink suitcase, shoes and a unicorn toy lie next to and on a blue bed.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-23-BL_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-23-BL_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-23-BL_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-23-BL_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-23-BL_qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A child’s belongings sit next to a shelter bed set up in an auditorium at Buena Vista Horace Mann Community School on June 10. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“He ended up liking it because, on the last day of the group, he told me, ‘Mom, the group is going to end, and we need to bring something to share.’ And I saw him so excited,” Padilla said.\u003c/p>\n\u003cp>She said she also tries to make the best of the situation, and getting to cook together helps her feel like she’s part of a big family.\u003c/p>\n\u003cp>She said that every two weeks, the cooks rotate duties: some decide what to make while others help with the prepping and cleaning.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We make a good team,” she said. “If someone doesn’t know how to do something, someone else will know how to do it. But we all add our own seasoning there in the kitchen.”\u003c/p>\n\n","blocks":[],"excerpt":"Buena Vista Horace Mann, a Spanish immersion school in San Francisco’s Mission District, turns into a homeless shelter at night for families with children enrolled in the school district.","status":"publish","parent":0,"modified":1726607377,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":1337},"headData":{"title":"At a San Francisco Shelter for Unhoused Families, Cooking Helps Heal Trauma | KQED","description":"Buena Vista Horace Mann, a Spanish immersion school in San Francisco’s Mission District, turns into a homeless shelter at night for families with children enrolled in the school district.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"At a San Francisco Shelter for Unhoused Families, Cooking Helps Heal Trauma","datePublished":"2024-09-13T04:00:32-07:00","dateModified":"2024-09-17T14:09:37-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"True","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"source":"The California Report Magazine","sourceUrl":"https://www.kqed.org/californiareportmagazine","audioUrl":"https://traffic.omny.fm/d/clips/0af137ef-751e-4b19-a055-aaef00d2d578/ffca7e9f-6831-41c5-bcaf-aaef00f5a073/ec6c3932-b3a3-4636-9e22-b1e8013f2601/audio.mp3","sticky":false,"nprStoryId":"kqed-12003994","excludeFromSiteSearch":"Include","articleAge":"0","path":"/news/12003994/at-a-san-francisco-shelter-for-unhoused-families-cooking-helps-heal-trauma","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.sfusd.edu/school/buena-vista-horace-mann-k-8-community-school\">Buena Vista Horace Mann\u003c/a> is a Spanish immersion school for students from kindergarten to 8th grade in San Francisco’s bustling Mission District. But by night, it transforms into something completely unique in the city: a homeless shelter for families with children enrolled in the school district.\u003c/p>\n\u003cp>The shelter provides a hot meal, a shower and a place to sleep in the gym or auditorium. It was formed six years ago by some of the parents of the school who, during a particularly rainy winter, asked if they could sleep in the hallway or an empty classroom.\u003c/p>\n\u003cp>“They were staying in cars. They were staying in laundromats. They were riding the bus or BART back and forth every night just to pass the time in a place that felt relatively safe,” Principal Claudia DeLarios Moran said. “And here we had a building that wasn’t in use out of school time.”\u003c/p>\n\u003cp>The school partnered with the city’s Department of Homelessness and Supportive Housing to care for these families. The city pays for their housing, and the nonprofit \u003ca href=\"https://www.missionaction.org/our-work/housing-shelter/\">Mission Action runs the shelter\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_11990405\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-29-BL_qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11990405\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-29-BL_qut.jpg\" alt=\"Beds, blankets and personal belongings in a gym.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-29-BL_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-29-BL_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-29-BL_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-29-BL_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-29-BL_qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Shelter beds are set up in a gym at Buena Vista Horace Mann Community School on June 10. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The number of families experiencing homelessness or on the verge of homelessness has grown in San Francisco since then, and in recent months, the shelter has had to turn away families at the door when it fills up. Advocates and educators like Moran worry this is traumatizing for kids in desperate need of stability. Studies show housing insecurity early in life affects\u003ca href=\"https://publications.aap.org/pediatrics/article/154/2/e2023064551/197596/Trajectories-of-Housing-Insecurity-From-Infancy-to?searchresult=1\"> children’s health down the line\u003c/a> and their\u003ca href=\"https://learningpolicyinstitute.org/sites/default/files/product-files/Students_Experiencing_Homelessness_BRIEF.pdf\"> chances of finishing high school\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“That level of insecurity in their home lives makes it really difficult for them to concentrate on whatever amazing instruction the teachers have in store for them once they get here every day,” Moran said.\u003c/p>\n\u003cp>As principal of a community school, Moran said her job is to make sure that students’ basic needs are met so they can learn better. That means partnering with local food, health care and housing organizations and \u003ca href=\"https://www.kqed.org/mindshift/59903/when-students-basic-needs-are-met-by-community-schools-learning-can-flourish\">turning the campus into a hub for easy access to services\u003c/a> its immigrant and low-income student population needs.\u003c/p>\n\u003cp>Giving kids a safe place to sleep and a predictable routine can help lessen their anxiety. The shelter also focuses on the parents’ mental health by connecting them to social services and job training programs to help them get back on their feet.\u003c/p>\n\u003cp>To boost their morale, parents at the shelter are able to cook a meal together twice a month.\u003c/p>\n\u003cp>Cooking gives the parents agency and helps lift their self-esteem, said the shelter’s manager, Jacqui Portillo.\u003c/p>\n\u003cp>“They feel relaxed, they feel connected, they’re accomplished, they did something,” Portillo said.\u003c/p>\n\u003cfigure id=\"attachment_11990404\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-30-BL_qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11990404\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-30-BL_qut.jpg\" alt=\"A woman wearing headphones and holding audio equipment speaks with a woman wearing a blue vest and jeans in a gym.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-30-BL_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-30-BL_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-30-BL_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-30-BL_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-30-BL_qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jacqui Portillo, community services director for Mission Action (right), speaks with KQED reporter Daisy Nguyen at Buena Vista Horace Mann Community School on June 10. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The parent has to be okay in order to support their kids,” she said. “And this little moment is helping them to really be more engaged with the kids.”\u003c/p>\n\u003cp>On a recent visit, several shelter residents volunteered to make red pozole – a spicy and hearty Mexican soup. Reporters Daisy Nguyen and Carlos Cabrera-Lomeli spoke with two moms at the shelter, who explained what cooking does for them.\u003c/p>\n\u003ch3>Maria Figueroa\u003c/h3>\n\u003cp>Figueroa migrated from Tijuana, Mexico, in July 2023 with her 18-year-old daughter and 10-year-old son. She said it was too dangerous to raise her children in Mexico and is seeking political asylum in the U.S. When she arrived in San Francisco, she enrolled her kids in school and went back to school herself to train to be an in-home caregiver for sick and elderly people.\u003c/p>\n\u003cp>Figueroa said her kids often ask when they will get to taste her cooking again.\u003c/p>\n\u003cp>“I tell them, ‘God willing, when we have our own little place’ because, to be honest, we just can’t cook like that here [all the time] … only when an opportunity like this comes up,” she said.\u003c/p>\n\u003cfigure id=\"attachment_11990411\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-63-BL_qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11990411\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-63-BL_qut.jpg\" alt=\"A woman wearing a black hooded sweatshirt pours soup into a large pot in a kitchen.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-63-BL_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-63-BL_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-63-BL_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-63-BL_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-63-BL_qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Shelter resident Maria Figeroa helps make pozole in a teacher’s lounge at Buena Vista Horace Mann Community School on June 10. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She decided to make her signature dish – pozole – because it reminds her of home.\u003c/p>\n\u003cp>When we met, Figueroa had been staying at the shelter for nine months and said she saw the place as home and the shelter residents, her neighbors.\u003c/p>\n\u003cfigure id=\"attachment_11990408\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-58-BL_qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11990408\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-58-BL_qut.jpg\" alt=\"A hand touches chiles in a pan on a stovetop.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-58-BL_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-58-BL_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-58-BL_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-58-BL_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-58-BL_qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Shelter resident Maria Figeroa helps make pozole in the kitchen of a teacher’s lounge at Buena Vista Horace Mann Community School on June 10. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Regardless of how you see the situation, we’re all here for the same thing. We all need a home, we need a place to sleep, a place to eat while we figure out our situation and here, we all see each other and what we’re going through,” she said.\u003c/p>\n\u003ch3>Analy Padilla\u003c/h3>\n\u003cp>Analy Padilla is from Honduras and has been living in this country for 21 years. She also came to this shelter nine months ago after her husband lost his job, and they couldn’t afford the rising cost of rent in San Francisco.\u003c/p>\n\u003cp>She said she, her husband and their two sons spent several nights sleeping in their car. They called everywhere for an open shelter space.\u003c/p>\n\u003cp>“And when they told me there was a spot for my family to stay here, I cried,” Padilla said. “I was so happy. I was finally going to have a home to be with my family.”\u003c/p>\n\u003cfigure id=\"attachment_11990407\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-40-BL_qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11990407\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-40-BL_qut.jpg\" alt=\"A woman wearing a pink t-shirt cuts food on a cutting board in a kitchen.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-40-BL_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-40-BL_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-40-BL_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-40-BL_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-40-BL_qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Shelter resident Analy Padilla helps prepare pozole in a teacher’s lounge at Buena Vista Horace Mann Community School on June 10. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Padilla said it’s not easy sharing the bathroom, eating and sleeping spaces with strangers or packing up her stuff each morning. The experience hit her 15-year-old son Kevin hard, she said. At school, his grades dropped, he skipped classes, and he became withdrawn. \u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"news_11996078,news_12003407","label":"Related Stories "},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Padilla said she urged him to see the bright side of their situation.\u003c/p>\n\u003cp>“I told him: ‘This is only temporary. We will soon get out of here. Then you will have your own space and your life will go back to normal. But give thanks to God that we have a mattress, a blanket and that you’re not outside in the cold. Many people have to spend their nights outside.’”\u003c/p>\n\u003cp>Padilla said as the last school year progressed, he became more comfortable at the shelter and played with other kids there. She said he also joined a support group at his high school to talk through his experience.\u003c/p>\n\u003cfigure id=\"attachment_11990403\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-23-BL_qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11990403\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-23-BL_qut.jpg\" alt=\"A pink suitcase, shoes and a unicorn toy lie next to and on a blue bed.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-23-BL_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-23-BL_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-23-BL_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-23-BL_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-23-BL_qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A child’s belongings sit next to a shelter bed set up in an auditorium at Buena Vista Horace Mann Community School on June 10. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“He ended up liking it because, on the last day of the group, he told me, ‘Mom, the group is going to end, and we need to bring something to share.’ And I saw him so excited,” Padilla said.\u003c/p>\n\u003cp>She said she also tries to make the best of the situation, and getting to cook together helps her feel like she’s part of a big family.\u003c/p>\n\u003cp>She said that every two weeks, the cooks rotate duties: some decide what to make while others help with the prepping and cleaning.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We make a good team,” she said. “If someone doesn’t know how to do something, someone else will know how to do it. But we all add our own seasoning there in the kitchen.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/12003994/at-a-san-francisco-shelter-for-unhoused-families-cooking-helps-heal-trauma","authors":["11829","11708"],"programs":["news_72","news_26731"],"categories":["news_18540","news_24114","news_6266","news_8"],"tags":["news_32102","news_27626","news_4020","news_1775","news_28373","news_38","news_2998","news_3457"],"featImg":"news_11990406","label":"source_news_12003994"},"news_12002387":{"type":"posts","id":"news_12002387","meta":{"index":"posts_1716263798","site":"news","id":"12002387","score":null,"sort":[1724974896000]},"guestAuthors":[],"slug":"oakland-schools-official-calls-for-state-federal-help-after-lead-contamination-findings","title":"Oakland Schools Official Calls for State, Federal Help After Lead Contamination Findings","publishDate":1724974896,"format":"standard","headTitle":"Oakland Schools Official Calls for State, Federal Help After Lead Contamination Findings | KQED","labelTerm":{"site":"news"},"content":"\u003cp>At a contentious Oakland school board meeting where officials gave an update on \u003ca href=\"https://www.kqed.org/news/12002005/oakland-schools-vow-to-step-up-lead-testing-but-teachers-arent-convinced\">elevated lead levels\u003c/a> found in water at nearly two dozen campuses, district leaders called for state and federal help to address aging infrastructure and criticized communication lapses.\u003c/p>\n\u003cp>“This is a legacy problem that we’re facing,” board Vice President Mike Hutchinson said, addressing district officials and community members in attendance Wednesday night. “It’s something that’s been known, and it’s something that, as a community and a district, we need to be able to figure out how to address.”\u003c/p>\n\u003cp>Testing that found water sources on 22 campuses had lead levels above the Oakland Unified School District’s acceptable standard of 5 parts per billion was completed as early as April in some cases.\u003c/p>\n\u003cp>Emails to the affected school communities \u003ca href=\"https://www.kqed.org/news/12000525/water-at-22-oakland-schools-tested-high-for-lead-its-no-surprise-parents-and-teachers-say\">were only sent this month\u003c/a>, during the first week of class, prompting anger and fears about the students and staff drinking water in the months between.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>At Wednesday night’s meeting, Superintendent Kyla Johnson-Trammell apologized for the lapse in communication, calling it “completely unacceptable.” She said a full personnel investigation was underway to determine the cause of the shortcomings.\u003c/p>\n\u003cp>“I sincerely apologize for the stress and concern this has caused our school sites, students and families,” Johnson-Trammell said. “We understand the gravity of this situation, and we are fully committed to taking immediate, transparent and corrective action.”\u003c/p>\n\u003cp>Still, board members and parents pressed that more should be done to replace the aging water fixtures and ensure that lead contamination isn’t just tested more regularly but absent in the schools.\u003c/p>\n\u003cp>[aside postID=news_12000525 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/016_KQEDScience_IntCommunitySchoolOakland_10202022_qed-1020x680.jpg']\u003c/p>\n\u003cp>Multiple district directors said they would work to access local funds allocated for lead abatement after Oakland and Alameda County were allotted a combined $24 million in a 2019 settlement “to clean up lead paint that poisons tens of thousands of children across California each year,” according to a \u003ca href=\"https://www.oaklandcityattorney.org/california-cities-and-counties-announce-groundbreaking-305-million-settlement-of-landmark-lead-paint-litigation/\">release from the city attorney’s office\u003c/a>.\u003c/p>\n\u003cp>Hutchinson also said the district needed “help to improve our infrastructure from both the state and federal government.”\u003c/p>\n\u003cp>“Our local facilities bonds cannot build our way out of this,” he said.\u003c/p>\n\u003cp>Preston Thomas, the district’s chief systems and services officer, said the cost of fixing aging water systems, brought in front of the board in 2017, was estimated at $38 million.\u003c/p>\n\u003cp>Currently, the district is watching Proposition 2, which could allot California schools funding for the renovation of aging facilities if it passes in November, as well as a state bill that would establish a pilot program to require lead testing and remediation at participating school sites built before 2010.\u003c/p>\n\u003cp>Other funding sources that have been discussed come from the lead paint settlement as well as revenue from Oakland’s tax on sugary drinks, which Thomas believed helped fund some of the district’s current FloWater bottle-filling systems.\u003c/p>\n\u003cp>During the meeting, Thomas \u003ca href=\"https://www.kqed.org/news/12002005/oakland-schools-vow-to-step-up-lead-testing-but-teachers-arent-convinced\">outlined the district’s plan\u003c/a> to restore water fixtures where lead was detected and create a more structured and transparent testing policy.\u003c/p>\n\u003cp>Thomas also said that the district had already ordered additional FloWater stations to be installed at the most affected schools this week and that a second round of testing, focusing on schools with the oldest buildings that were not tested this spring and summer, was completed. Results, which showed six fixtures identified for repair, according to the presentation, were communicated to the campus communities, he said.\u003c/p>\n\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Oakland school district leaders acknowledged problems with aging infrastructure and communication after elevated lead levels were found in water at 22 campuses.","status":"publish","parent":0,"modified":1724977583,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":612},"headData":{"title":"Oakland Schools Official Calls for State, Federal Help After Lead Contamination Findings | KQED","description":"Oakland school district leaders acknowledged problems with aging infrastructure and communication after elevated lead levels were found in water at 22 campuses.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"Oakland Schools Official Calls for State, Federal Help After Lead Contamination Findings","datePublished":"2024-08-29T16:41:36-07:00","dateModified":"2024-08-29T17:26:23-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"True","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"sticky":false,"nprStoryId":"kqed-12002387","excludeFromSiteSearch":"Include","articleAge":"0","path":"/news/12002387/oakland-schools-official-calls-for-state-federal-help-after-lead-contamination-findings","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>At a contentious Oakland school board meeting where officials gave an update on \u003ca href=\"https://www.kqed.org/news/12002005/oakland-schools-vow-to-step-up-lead-testing-but-teachers-arent-convinced\">elevated lead levels\u003c/a> found in water at nearly two dozen campuses, district leaders called for state and federal help to address aging infrastructure and criticized communication lapses.\u003c/p>\n\u003cp>“This is a legacy problem that we’re facing,” board Vice President Mike Hutchinson said, addressing district officials and community members in attendance Wednesday night. “It’s something that’s been known, and it’s something that, as a community and a district, we need to be able to figure out how to address.”\u003c/p>\n\u003cp>Testing that found water sources on 22 campuses had lead levels above the Oakland Unified School District’s acceptable standard of 5 parts per billion was completed as early as April in some cases.\u003c/p>\n\u003cp>Emails to the affected school communities \u003ca href=\"https://www.kqed.org/news/12000525/water-at-22-oakland-schools-tested-high-for-lead-its-no-surprise-parents-and-teachers-say\">were only sent this month\u003c/a>, during the first week of class, prompting anger and fears about the students and staff drinking water in the months between.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>At Wednesday night’s meeting, Superintendent Kyla Johnson-Trammell apologized for the lapse in communication, calling it “completely unacceptable.” She said a full personnel investigation was underway to determine the cause of the shortcomings.\u003c/p>\n\u003cp>“I sincerely apologize for the stress and concern this has caused our school sites, students and families,” Johnson-Trammell said. “We understand the gravity of this situation, and we are fully committed to taking immediate, transparent and corrective action.”\u003c/p>\n\u003cp>Still, board members and parents pressed that more should be done to replace the aging water fixtures and ensure that lead contamination isn’t just tested more regularly but absent in the schools.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"news_12000525","hero":"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/016_KQEDScience_IntCommunitySchoolOakland_10202022_qed-1020x680.jpg","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Multiple district directors said they would work to access local funds allocated for lead abatement after Oakland and Alameda County were allotted a combined $24 million in a 2019 settlement “to clean up lead paint that poisons tens of thousands of children across California each year,” according to a \u003ca href=\"https://www.oaklandcityattorney.org/california-cities-and-counties-announce-groundbreaking-305-million-settlement-of-landmark-lead-paint-litigation/\">release from the city attorney’s office\u003c/a>.\u003c/p>\n\u003cp>Hutchinson also said the district needed “help to improve our infrastructure from both the state and federal government.”\u003c/p>\n\u003cp>“Our local facilities bonds cannot build our way out of this,” he said.\u003c/p>\n\u003cp>Preston Thomas, the district’s chief systems and services officer, said the cost of fixing aging water systems, brought in front of the board in 2017, was estimated at $38 million.\u003c/p>\n\u003cp>Currently, the district is watching Proposition 2, which could allot California schools funding for the renovation of aging facilities if it passes in November, as well as a state bill that would establish a pilot program to require lead testing and remediation at participating school sites built before 2010.\u003c/p>\n\u003cp>Other funding sources that have been discussed come from the lead paint settlement as well as revenue from Oakland’s tax on sugary drinks, which Thomas believed helped fund some of the district’s current FloWater bottle-filling systems.\u003c/p>\n\u003cp>During the meeting, Thomas \u003ca href=\"https://www.kqed.org/news/12002005/oakland-schools-vow-to-step-up-lead-testing-but-teachers-arent-convinced\">outlined the district’s plan\u003c/a> to restore water fixtures where lead was detected and create a more structured and transparent testing policy.\u003c/p>\n\u003cp>Thomas also said that the district had already ordered additional FloWater stations to be installed at the most affected schools this week and that a second round of testing, focusing on schools with the oldest buildings that were not tested this spring and summer, was completed. Results, which showed six fixtures identified for repair, according to the presentation, were communicated to the campus communities, he said.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/12002387/oakland-schools-official-calls-for-state-federal-help-after-lead-contamination-findings","authors":["11913"],"categories":["news_18540","news_457","news_8"],"tags":["news_19232","news_20013","news_18543","news_3025","news_34054","news_3202","news_1826","news_3366","news_19960","news_3457"],"featImg":"news_12002050","label":"news"},"news_12002125":{"type":"posts","id":"news_12002125","meta":{"index":"posts_1716263798","site":"news","id":"12002125","score":null,"sort":[1724869851000]},"guestAuthors":[],"slug":"as-san-francisco-school-closures-loom-frustrated-teachers-say-hiring-has-hit-a-wall","title":"As San Francisco School Closures Loom, Frustrated Teachers Say Hiring Has Hit a Wall","publishDate":1724869851,"format":"standard","headTitle":"As San Francisco School Closures Loom, Frustrated Teachers Say Hiring Has Hit a Wall | KQED","labelTerm":{"site":"news"},"content":"\u003cp>\u003cem>Updated 5:30 p.m. Wednesday\u003c/em>\u003c/p>\n\u003cp>As parents crowded the \u003ca href=\"https://www.kqed.org/news/12001593/sudden-shakeup-on-san-francisco-school-board-adds-another-challenge-for-district\">San Francisco school board\u003c/a> meeting on Tuesday night to push back against the district’s plans for upcoming school closures, a rally by frustrated teachers and staff called out how the district’s budget crisis is already here.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.kqed.org/news/12000784/sf-teachers-students-face-uncertain-future-as-budget-crisis-threatens-closures\">proposed closures\u003c/a> come amid continuing enrollment declines and a \u003ca href=\"https://www.kqed.org/forum/2010101906869/san-francisco-superintendent-matt-wayne-talks-about-solving-the-school-districts-budget-crisis\">$420 million budget deficit\u003c/a>, which the San Francisco Unified School District must close or risk a state takeover. Intervention from California’s Department of Education has already begun.\u003c/p>\n\u003cp>In the spring, advisers appointed by CDE a few years ago were granted veto power over SFUSD’s financial decisions, deeming it at high risk of running out of money. Teachers say that the move is blocking hiring in their schools, leaving students without resources and available staffers without work.\u003c/p>\n\u003cp>“We’re glad that somebody is now watching and ensuring that the district is doing the right thing,” Cassondra Curiel, the president of United Educators of San Francisco, said during a union protest on Tuesday afternoon outside the district office.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“But if the process is delaying our hiring, if the process and the correctness of these line items is in any way hindering the ability for our students to get what they need, then we are not centering students but centering bureaucracy.”\u003c/p>\n\u003cp>Curiel said that she has met with CDE staff multiple times and that their “priority is shared with [the union’s] priority.” The “failure lies with the system of the district not getting it right,” she said at the rally. In a press release ahead of the protest, though, the unions said, “CDE is currently blocking the hiring of critical school staff.\u003c/p>\n\u003cfigure id=\"attachment_12002119\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12002119\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-6-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1244\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-6-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-6-KQED-800x498.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-6-KQED-1020x634.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-6-KQED-160x100.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-6-KQED-1536x955.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-6-KQED-1920x1194.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">People cheer during an emergency rally and press conference held by the United Educators of San Francisco on Aug. 27, 2024. \u003ccite>(Gina Castro/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Laura Dudnick, SFUSD’s executive director of communications, said in an email that the district is continuing to work “collaboratively” with fiscal advisers and labor partners to hire for vacant positions.\u003c/p>\n\u003cp>“The escalated state oversight has further highlighted the need for SFUSD to take corrective action to eliminate deficit spending and implement sustainable financial practices,” Dudnick said. “We all share the goal of returning SFUSD’s budget to local control.”\u003c/p>\n\u003cp>It’s not entirely clear where the breakdown in the hiring process is, but Curiel told KQED that 104 student-facing positions are vacant across SFUSD, including nurses, psychologists, social workers and paraeducators. She said the number of vacancies was even higher at the start of last year.\u003c/p>\n\u003cp>[aside postID=news_12002005 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/240827-OUSD-LEAD-FOLO-MD-03-KQED-1020x680.jpg']\u003c/p>\n\u003cp>The district has already cut nearly 900 roles, many of which were vacant, and currently has a hiring freeze on non-classroom positions.\u003c/p>\n\u003cp>The frustration shared by Curiel and protest attendees is that they say some people have been selected for many of the roles and money budgeted to pay them, but they have been unable to start.\u003c/p>\n\u003cp>“I work with elementary school social workers, and this school year, we were really excited because we were going to welcome at least 14 new school social workers,” said Yajaira Cuapio, who works at the district level. “We were only able to welcome four because 10 are stuck in this hiring freeze.”\u003c/p>\n\u003cp>Cynthia Vasquez, a \u003ca href=\"https://www.kqed.org/news/11989955/what-to-expect-when-enrolling-your-child-in-transitional-kindergarten\">transitional kindergarten\u003c/a> teacher at Junipero Serra Elementary School, told the crowd that she has been housing one paraprofessional who she said is slated for a role but isn’t hired.\u003c/p>\n\u003cp>“She’s awesome, she’s honest, she’s smart, she’s bilingual, she’s everything you want in a paraprofessional,” Vasquez said. “She can not get an offer letter in order to get a place to live.”\u003c/p>\n\u003cfigure id=\"attachment_12002121\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12002121\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-16-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-16-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-16-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-16-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-16-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-16-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-16-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Individuals picket during an emergency rally and press conference for student support services outside of the San Francisco Unified School District administrative offices on Franklin Street on Aug. 27, 2024. \u003ccite>(Gina Castro/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>During the school board meeting that followed the protest, Superintendent Matt Wayne presented an update about the district’s plan to close several schools at the end of the academic year. Parents, meanwhile, pleaded for their children’s schools to remain open.\u003c/p>\n\u003cp>Wayne is set to announce the list of schools recommended for closures on Sept. 18. District officials said letters will be sent out to the campus communities, and staff will be on hand that day to answer questions and address concerns.\u003c/p>\n\u003cp>The closures will be the first in the district in 20 years despite enrollment consistently declining since 1999, leaving more than 14,000 empty seats across campuses. More than 4,000 students have left the district since the 2017–18 school year, and SFUSD could lose 4,600 more by 2032, according to the district.\u003c/p>\n\u003cp>Speaking \u003ca href=\"https://www.kqed.org/forum/2010101906869/san-francisco-superintendent-matt-wayne-talks-about-solving-the-school-districts-budget-crisis\">on KQED’s Forum\u003c/a> on Wednesday morning, Wayne argued that the closures would improve opportunities for students by concentrating resources.\u003c/p>\n\u003cp>“We need to do this now so we’re not trying to maintain a status quo that overall is not working for our students — and particularly our students that over the years have been the most vulnerable and most underserved,” he said.\u003c/p>\n\u003cp>District officials will consider three factors in deciding which schools will close, according to the presentation: equity, excellence and effective use of resources. Equity is weighted the highest at 50%, while the other two categories split the remaining half of the score.\u003c/p>\n\u003cp>Teacher turnover, social and emotional learning development, academics, and school culture will all be factors in those composite scores.\u003c/p>\n\u003cp>\u003c/p>\n","blocks":[],"excerpt":"State-appointed advisers have veto power over SFUSD’s financial decisions, which teachers say is slowing the hiring of much-needed nurses, social workers and others.","status":"publish","parent":0,"modified":1724891566,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":969},"headData":{"title":"As San Francisco School Closures Loom, Frustrated Teachers Say Hiring Has Hit a Wall | KQED","description":"State-appointed advisers have veto power over SFUSD’s financial decisions, which teachers say is slowing the hiring of much-needed nurses, social workers and others.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"As San Francisco School Closures Loom, Frustrated Teachers Say Hiring Has Hit a Wall","datePublished":"2024-08-28T11:30:51-07:00","dateModified":"2024-08-28T17:32:46-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"True","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"sticky":false,"nprStoryId":"kqed-12002125","excludeFromSiteSearch":"Include","articleAge":"0","path":"/news/12002125/as-san-francisco-school-closures-loom-frustrated-teachers-say-hiring-has-hit-a-wall","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Updated 5:30 p.m. Wednesday\u003c/em>\u003c/p>\n\u003cp>As parents crowded the \u003ca href=\"https://www.kqed.org/news/12001593/sudden-shakeup-on-san-francisco-school-board-adds-another-challenge-for-district\">San Francisco school board\u003c/a> meeting on Tuesday night to push back against the district’s plans for upcoming school closures, a rally by frustrated teachers and staff called out how the district’s budget crisis is already here.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.kqed.org/news/12000784/sf-teachers-students-face-uncertain-future-as-budget-crisis-threatens-closures\">proposed closures\u003c/a> come amid continuing enrollment declines and a \u003ca href=\"https://www.kqed.org/forum/2010101906869/san-francisco-superintendent-matt-wayne-talks-about-solving-the-school-districts-budget-crisis\">$420 million budget deficit\u003c/a>, which the San Francisco Unified School District must close or risk a state takeover. Intervention from California’s Department of Education has already begun.\u003c/p>\n\u003cp>In the spring, advisers appointed by CDE a few years ago were granted veto power over SFUSD’s financial decisions, deeming it at high risk of running out of money. Teachers say that the move is blocking hiring in their schools, leaving students without resources and available staffers without work.\u003c/p>\n\u003cp>“We’re glad that somebody is now watching and ensuring that the district is doing the right thing,” Cassondra Curiel, the president of United Educators of San Francisco, said during a union protest on Tuesday afternoon outside the district office.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“But if the process is delaying our hiring, if the process and the correctness of these line items is in any way hindering the ability for our students to get what they need, then we are not centering students but centering bureaucracy.”\u003c/p>\n\u003cp>Curiel said that she has met with CDE staff multiple times and that their “priority is shared with [the union’s] priority.” The “failure lies with the system of the district not getting it right,” she said at the rally. In a press release ahead of the protest, though, the unions said, “CDE is currently blocking the hiring of critical school staff.\u003c/p>\n\u003cfigure id=\"attachment_12002119\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12002119\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-6-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1244\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-6-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-6-KQED-800x498.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-6-KQED-1020x634.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-6-KQED-160x100.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-6-KQED-1536x955.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-6-KQED-1920x1194.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">People cheer during an emergency rally and press conference held by the United Educators of San Francisco on Aug. 27, 2024. \u003ccite>(Gina Castro/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Laura Dudnick, SFUSD’s executive director of communications, said in an email that the district is continuing to work “collaboratively” with fiscal advisers and labor partners to hire for vacant positions.\u003c/p>\n\u003cp>“The escalated state oversight has further highlighted the need for SFUSD to take corrective action to eliminate deficit spending and implement sustainable financial practices,” Dudnick said. “We all share the goal of returning SFUSD’s budget to local control.”\u003c/p>\n\u003cp>It’s not entirely clear where the breakdown in the hiring process is, but Curiel told KQED that 104 student-facing positions are vacant across SFUSD, including nurses, psychologists, social workers and paraeducators. She said the number of vacancies was even higher at the start of last year.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"news_12002005","hero":"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/240827-OUSD-LEAD-FOLO-MD-03-KQED-1020x680.jpg","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The district has already cut nearly 900 roles, many of which were vacant, and currently has a hiring freeze on non-classroom positions.\u003c/p>\n\u003cp>The frustration shared by Curiel and protest attendees is that they say some people have been selected for many of the roles and money budgeted to pay them, but they have been unable to start.\u003c/p>\n\u003cp>“I work with elementary school social workers, and this school year, we were really excited because we were going to welcome at least 14 new school social workers,” said Yajaira Cuapio, who works at the district level. “We were only able to welcome four because 10 are stuck in this hiring freeze.”\u003c/p>\n\u003cp>Cynthia Vasquez, a \u003ca href=\"https://www.kqed.org/news/11989955/what-to-expect-when-enrolling-your-child-in-transitional-kindergarten\">transitional kindergarten\u003c/a> teacher at Junipero Serra Elementary School, told the crowd that she has been housing one paraprofessional who she said is slated for a role but isn’t hired.\u003c/p>\n\u003cp>“She’s awesome, she’s honest, she’s smart, she’s bilingual, she’s everything you want in a paraprofessional,” Vasquez said. “She can not get an offer letter in order to get a place to live.”\u003c/p>\n\u003cfigure id=\"attachment_12002121\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12002121\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-16-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-16-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-16-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-16-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-16-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-16-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-16-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Individuals picket during an emergency rally and press conference for student support services outside of the San Francisco Unified School District administrative offices on Franklin Street on Aug. 27, 2024. \u003ccite>(Gina Castro/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>During the school board meeting that followed the protest, Superintendent Matt Wayne presented an update about the district’s plan to close several schools at the end of the academic year. Parents, meanwhile, pleaded for their children’s schools to remain open.\u003c/p>\n\u003cp>Wayne is set to announce the list of schools recommended for closures on Sept. 18. District officials said letters will be sent out to the campus communities, and staff will be on hand that day to answer questions and address concerns.\u003c/p>\n\u003cp>The closures will be the first in the district in 20 years despite enrollment consistently declining since 1999, leaving more than 14,000 empty seats across campuses. More than 4,000 students have left the district since the 2017–18 school year, and SFUSD could lose 4,600 more by 2032, according to the district.\u003c/p>\n\u003cp>Speaking \u003ca href=\"https://www.kqed.org/forum/2010101906869/san-francisco-superintendent-matt-wayne-talks-about-solving-the-school-districts-budget-crisis\">on KQED’s Forum\u003c/a> on Wednesday morning, Wayne argued that the closures would improve opportunities for students by concentrating resources.\u003c/p>\n\u003cp>“We need to do this now so we’re not trying to maintain a status quo that overall is not working for our students — and particularly our students that over the years have been the most vulnerable and most underserved,” he said.\u003c/p>\n\u003cp>District officials will consider three factors in deciding which schools will close, according to the presentation: equity, excellence and effective use of resources. Equity is weighted the highest at 50%, while the other two categories split the remaining half of the score.\u003c/p>\n\u003cp>Teacher turnover, social and emotional learning development, academics, and school culture will all be factors in those composite scores.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/12002125/as-san-francisco-school-closures-loom-frustrated-teachers-say-hiring-has-hit-a-wall","authors":["11913"],"categories":["news_18540","news_8"],"tags":["news_20013","news_27626","news_745","news_1290","news_3457"],"featImg":"news_12002120","label":"news"},"news_12002005":{"type":"posts","id":"news_12002005","meta":{"index":"posts_1716263798","site":"news","id":"12002005","score":null,"sort":[1724794673000]},"guestAuthors":[],"slug":"oakland-schools-vow-to-step-up-lead-testing-but-teachers-arent-convinced","title":"Oakland Schools Vow to Step Up Lead Testing, But Teachers Aren’t Convinced","publishDate":1724794673,"format":"standard","headTitle":"Oakland Schools Vow to Step Up Lead Testing, But Teachers Aren’t Convinced | KQED","labelTerm":{"site":"news"},"content":"\u003cp>After high lead levels were found in water sources \u003ca href=\"https://www.kqed.org/news/12000525/water-at-22-oakland-schools-tested-high-for-lead-its-no-surprise-parents-and-teachers-say\">at nearly two dozen Oakland public schools\u003c/a>, the district plans to roll out more robust testing on a routine schedule and share the data in a public dashboard.\u003c/p>\n\u003cp>The plans are set to be presented by Superintendent Kyla Johnson-Trammell at Wednesday’s school board meeting as the district seeks to quell concerns over the safety of drinking water at its campuses. Still, teachers say the situation has affected their classrooms and aren’t convinced that the district’s plans go far enough to ensure water on campus is safe in the future.\u003c/p>\n\u003cp>During the first week of school, OUSD sent emails notifying families of 22 schools that at least one water source on their campus had heightened lead levels in routine testing over the spring and summer. In one case, the concentration was as high as 900 parts per billion. The Oakland school board’s maximum allowable level is 5 parts per billion, while the state and federal standard is 15 parts per billion.\u003c/p>\n\u003cp>The testing took place at 49 sites and found a total of 186 needed repairs, according to Johnson-Trammell’s presentation.\u003c/p>\n\u003cp>As of Aug. 16, 66 have been addressed and are waiting for retesting. The district plans to complete the remediation process within three weeks.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Some teachers and parents criticized what they called a lag in communication after tests were completed, as early as April at certain schools. Stuart Loebl, a sixth-grade teacher at Frick United Academy of Language, where the highest detected lead level was 51 parts per billion, said he doesn’t feel the district’s response has been adequate.\u003c/p>\n\u003cp>“They let students continue to drink from that fountain for months, both during the rest of the school year and [when] we had 80 students at our site during summer school. To call the problem an issue of communication is very damaging to the trust that I can put in the districts to solve this issue,” Loebl said. “I haven’t seen any kind of explanation as to why that failure happened, in which all these water fountains were not immediately shut down.”\u003c/p>\n\u003cp>OUSD officials did not respond to a request for comment on Tuesday, but spokesperson John Sasaki told KQED earlier this month that district officials were “aggressive about the testing but were not as efficient at communicating in the ways we should have been. That’s something we are working on as an organization.”\u003c/p>\n\u003cp>Frick staff found out on Aug. 12, the first day of school, that six fixtures on campus tested over the district limit in April.\u003c/p>\n\u003cp>Loebl said that made for a hectic start to the school year as everybody was directed to use only the campus’ single FloWater filtered water bottle filling station.\u003c/p>\n\u003cp>“When 400 people, 370 students plus staff, are trying to use that one FloWater station, it very quickly started to break down and go out of service because the way that these work is they need a certain amount of time for them to filter the water,” he said.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[aside postID=news_12000525 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/016_KQEDScience_IntCommunitySchoolOakland_10202022_qed-1020x680.jpg']\u003c/span>\u003c/p>\n\u003cp>The administration added a second FloWater station last week and brought in Gatorade jugs to supplement the amount of water available. But Loebl teaches on the second floor of the two-story campus, while the FloWater stations are located on the first floor and in the cafeteria — “It’s, the way that students walk, a five to 10-minute round trip to get water,” he said.\u003c/p>\n\u003cp>Cassandra Lizardi Morales, who teaches sixth grade English at Frick, said it’s been “hit and miss” trying to meet the demand for water in her classroom, especially on hot days.\u003c/p>\n\u003cp>The district began expedited testing of all campuses more than 50 years old that were not tested earlier this year on Aug. 17. Reports from that testing showed that more than 95% of the fixtures were below OUSD’s permissible lead level and six fixtures were identified for repair, according to the superintendent’s presentation.\u003c/p>\n\u003cp>Throughout the fall, OUSD plans to conduct testing at its other sites, working from the oldest campuses to the newest and prioritizing early education centers that were not tested recently.\u003c/p>\n\u003cp>A comprehensive testing schedule will also be announced within 30 days, the presentation says, and OUSD will ask the facilities committee to install more water bottle filling stations on campuses. By January, the district plans to launch a testing dashboard on its website.\u003c/p>\n\u003cp>But teachers say that the efforts to test and repair fixtures where lead is found might just be “kicking the can down the road.”\u003c/p>\n\u003cp>“There’s soldering in the lead pipes, and you can do short-term filters, but if you’re not regularly maintaining the filters, the lead will come back into the water,” Loebl said. “There needs to be a long-term plan to replace the pipes so that there is no longer lead seeping into our water.”\u003c/p>\n\u003cp>Lizardi Morales added that she feels the district will need to rebuild trust in schools’ water sources after their retesting is complete. She said she wouldn’t feel comfortable drinking the water unless lead was not detectable at all.\u003c/p>\n\u003cp>“They are serving a community of children who are already exposed to lead in the paint of their old homes and soil; they shouldn’t be exasperating the lead poisoning of our children,” Lizardi Morales said. “I’m not even comfortable with the 5 parts per billion… no amount of lead is safe.”\u003c/p>\n\u003cp>\u003c/p>\n","blocks":[],"excerpt":"After high lead levels were found in water sources at 22 Oakland schools, the district plans to roll out more robust testing and share the data in a public dashboard.","status":"publish","parent":0,"modified":1724796278,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":975},"headData":{"title":"Oakland Schools Vow to Step Up Lead Testing, But Teachers Aren’t Convinced | KQED","description":"After high lead levels were found in water sources at 22 Oakland schools, the district plans to roll out more robust testing and share the data in a public dashboard.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"Oakland Schools Vow to Step Up Lead Testing, But Teachers Aren’t Convinced","datePublished":"2024-08-27T14:37:53-07:00","dateModified":"2024-08-27T15:04:38-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"True","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"sticky":false,"nprStoryId":"kqed-12002005","excludeFromSiteSearch":"Include","articleAge":"0","path":"/news/12002005/oakland-schools-vow-to-step-up-lead-testing-but-teachers-arent-convinced","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>After high lead levels were found in water sources \u003ca href=\"https://www.kqed.org/news/12000525/water-at-22-oakland-schools-tested-high-for-lead-its-no-surprise-parents-and-teachers-say\">at nearly two dozen Oakland public schools\u003c/a>, the district plans to roll out more robust testing on a routine schedule and share the data in a public dashboard.\u003c/p>\n\u003cp>The plans are set to be presented by Superintendent Kyla Johnson-Trammell at Wednesday’s school board meeting as the district seeks to quell concerns over the safety of drinking water at its campuses. Still, teachers say the situation has affected their classrooms and aren’t convinced that the district’s plans go far enough to ensure water on campus is safe in the future.\u003c/p>\n\u003cp>During the first week of school, OUSD sent emails notifying families of 22 schools that at least one water source on their campus had heightened lead levels in routine testing over the spring and summer. In one case, the concentration was as high as 900 parts per billion. The Oakland school board’s maximum allowable level is 5 parts per billion, while the state and federal standard is 15 parts per billion.\u003c/p>\n\u003cp>The testing took place at 49 sites and found a total of 186 needed repairs, according to Johnson-Trammell’s presentation.\u003c/p>\n\u003cp>As of Aug. 16, 66 have been addressed and are waiting for retesting. The district plans to complete the remediation process within three weeks.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Some teachers and parents criticized what they called a lag in communication after tests were completed, as early as April at certain schools. Stuart Loebl, a sixth-grade teacher at Frick United Academy of Language, where the highest detected lead level was 51 parts per billion, said he doesn’t feel the district’s response has been adequate.\u003c/p>\n\u003cp>“They let students continue to drink from that fountain for months, both during the rest of the school year and [when] we had 80 students at our site during summer school. To call the problem an issue of communication is very damaging to the trust that I can put in the districts to solve this issue,” Loebl said. “I haven’t seen any kind of explanation as to why that failure happened, in which all these water fountains were not immediately shut down.”\u003c/p>\n\u003cp>OUSD officials did not respond to a request for comment on Tuesday, but spokesperson John Sasaki told KQED earlier this month that district officials were “aggressive about the testing but were not as efficient at communicating in the ways we should have been. That’s something we are working on as an organization.”\u003c/p>\n\u003cp>Frick staff found out on Aug. 12, the first day of school, that six fixtures on campus tested over the district limit in April.\u003c/p>\n\u003cp>Loebl said that made for a hectic start to the school year as everybody was directed to use only the campus’ single FloWater filtered water bottle filling station.\u003c/p>\n\u003cp>“When 400 people, 370 students plus staff, are trying to use that one FloWater station, it very quickly started to break down and go out of service because the way that these work is they need a certain amount of time for them to filter the water,” he said.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"news_12000525","hero":"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/016_KQEDScience_IntCommunitySchoolOakland_10202022_qed-1020x680.jpg","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/span>\u003c/p>\n\u003cp>The administration added a second FloWater station last week and brought in Gatorade jugs to supplement the amount of water available. But Loebl teaches on the second floor of the two-story campus, while the FloWater stations are located on the first floor and in the cafeteria — “It’s, the way that students walk, a five to 10-minute round trip to get water,” he said.\u003c/p>\n\u003cp>Cassandra Lizardi Morales, who teaches sixth grade English at Frick, said it’s been “hit and miss” trying to meet the demand for water in her classroom, especially on hot days.\u003c/p>\n\u003cp>The district began expedited testing of all campuses more than 50 years old that were not tested earlier this year on Aug. 17. Reports from that testing showed that more than 95% of the fixtures were below OUSD’s permissible lead level and six fixtures were identified for repair, according to the superintendent’s presentation.\u003c/p>\n\u003cp>Throughout the fall, OUSD plans to conduct testing at its other sites, working from the oldest campuses to the newest and prioritizing early education centers that were not tested recently.\u003c/p>\n\u003cp>A comprehensive testing schedule will also be announced within 30 days, the presentation says, and OUSD will ask the facilities committee to install more water bottle filling stations on campuses. By January, the district plans to launch a testing dashboard on its website.\u003c/p>\n\u003cp>But teachers say that the efforts to test and repair fixtures where lead is found might just be “kicking the can down the road.”\u003c/p>\n\u003cp>“There’s soldering in the lead pipes, and you can do short-term filters, but if you’re not regularly maintaining the filters, the lead will come back into the water,” Loebl said. “There needs to be a long-term plan to replace the pipes so that there is no longer lead seeping into our water.”\u003c/p>\n\u003cp>Lizardi Morales added that she feels the district will need to rebuild trust in schools’ water sources after their retesting is complete. She said she wouldn’t feel comfortable drinking the water unless lead was not detectable at all.\u003c/p>\n\u003cp>“They are serving a community of children who are already exposed to lead in the paint of their old homes and soil; they shouldn’t be exasperating the lead poisoning of our children,” Lizardi Morales said. “I’m not even comfortable with the 5 parts per billion… no amount of lead is safe.”\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/12002005/oakland-schools-vow-to-step-up-lead-testing-but-teachers-arent-convinced","authors":["11913"],"categories":["news_18540","news_457","news_8"],"tags":["news_19232","news_20013","news_27626","news_18543","news_3025","news_34054","news_1826","news_3366","news_19960","news_3457"],"featImg":"news_12002049","label":"news"},"news_12000525":{"type":"posts","id":"news_12000525","meta":{"index":"posts_1716263798","site":"news","id":"12000525","score":null,"sort":[1723839646000]},"guestAuthors":[],"slug":"water-at-22-oakland-schools-tested-high-for-lead-its-no-surprise-parents-and-teachers-say","title":"Water at 22 Oakland Schools Tested High for Lead. It’s No Surprise, Parents and Teachers Say","publishDate":1723839646,"format":"standard","headTitle":"Water at 22 Oakland Schools Tested High for Lead. It’s No Surprise, Parents and Teachers Say | KQED","labelTerm":{"site":"news"},"content":"\u003cp>As staff welcomed students back to Frick United Academy of Language in \u003ca href=\"https://www.kqed.org/news/tag/oakland\">Oakland\u003c/a> on Monday, they received concerning information — five water sources at their school contained unsafe levels of lead.\u003c/p>\n\u003cp>Ella Every-Wortman, who teaches eighth-grade English at Frick, said they were confused and frustrated.\u003c/p>\n\u003cp>Their two immediate concerns were “first, our safety, and second, how this lapse in communication and complete systems failure had happened,” Every-Wortman said. “The testing was done in April. The information was released in April. So why, as a school site, were we not receiving this information until August?”\u003c/p>\n\u003cp>Twenty-two campuses in the Oakland Unified School District were contacted this week regarding elevated lead levels, according to district spokesperson John Sasaki.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The district has been “aggressive” in testing water since 2017, he said, but “in this case, we were aggressive about the testing but were not as efficient at communicating in the ways we should have been,” referring to the tests done in April. “That’s something we are working on as an organization.”\u003c/p>\n\u003cp>On Tuesday morning, parents and community members at the schools received messages from the district, multiple of which have been viewed by KQED, notifying them of the testing and ensuring that the affected water sources were not accessible. Forty schools’ water has been tested, and Sasaki said the number with elevated lead in at least one source could be higher than 22.\u003c/p>\n\u003cp>Every-Wortman brought their concerns to a school board meeting on Wednesday, where they said the lead levels in one of the tested water sources at Frick was 51 parts per billion. Sasaki could not confirm any levels but said that the testing data would be made publicly available.\u003c/p>\n\u003cp>The Oakland school board’s maximum allowable level is 5 parts per billion, while the state and federal standard is 15 parts per billion.\u003c/p>\n\u003cp>The affected campuses had water sources that tested above the board’s maximum allowable level during routine testing over recent months.\u003c/p>\n\u003cp>In its letter to parents and community members, the district said its buildings and grounds team was installing new filters on every fixture that showed elevated levels of lead or replacing the fixtures and some of the attached piping.\u003c/p>\n\u003cp>Nate Landry, whose daughter began at Edna Brewer Middle School this week, said that when they got the notice, their reaction “unfortunately was not one of surprise.” Other parents gathered at a parent-teacher-student association coffee meeting on Friday shared similar sentiments.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[aside postID=news_11999998 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240604_FloodedSchool-17_qed-1020x680.jpg']\u003c/span>\u003c/p>\n\u003cp>Multiple pointed to the lead previously identified in water sources at McClymonds High School, where elevated levels were reported in 2016. Over the next few years, 22 more schools were found to have at least one tap with lead levels above 15 parts per billion, according to \u003ca href=\"https://www.ktvu.com/news/lead-found-under-blacktop-at-two-oakland-schools\">KTVU\u003c/a>. In 2019, lead was also found under the blacktop at two schools in the district.\u003c/p>\n\u003cp>“This was a predictable problem,” Every-Wortman said. “We have many facilities in this district that were built prior to 1980. They have a high likelihood of containing lead.”\u003c/p>\n\u003cp>Brewer was built in \u003ca href=\"https://www.oaklandedfund.org/wp-content/uploads/2021/07/Edna-Brewer.pdf\">1913\u003c/a>, and a building at Frick was constructed in \u003ca href=\"https://abitofhistory.site/2019/10/08/oakland-schools-then-and-now-part-1/\">1927\u003c/a>.\u003c/p>\n\u003cp>Oakland Superintendent Kyla Johnson-Trammell is expected to give an update on the district’s progress in addressing the affected water fixtures at the next school board meeting on Aug. 28.\u003c/p>\n\u003cp>“Each fixture will be tested again after our staff installs the new filters to ensure they comply with our safety standards. We expect the work to be completed over the next several weeks,” the letter sent to Frick parents reads.\u003c/p>\n\u003cp>One Brewer mom said her kids only use the school’s filtered “FloWater” stations, which the district’s letter said are safe to drink and located on each campus. Most parents KQED spoke with said they were having their children bring water from home — and don’t really worry about them using the water on campus.\u003c/p>\n\u003cp>One parent lovingly said their daughter “isn’t the queen of hydration.”\u003c/p>\n\u003cp>With a laugh, Brewer mom, Stefanie Moser, said, “I can’t get [my son] to refill his water bottle during the day.”\u003c/p>\n\u003cp>“We want the kids to be safe, and we want them to be healthy, and we obviously want the staff to be safe and healthy too because they are drinking the same water out of the pipes,” she continued. “I’m glad that they’ve got a mitigation plan in place and that they’re going to work on it and get it fixed.”\u003c/p>\n\u003cp>Staff and parents said they hope the district will make it a priority to ensure that the water on campus does not contain lead, but Brewer employee Dinah Despenza said there was “nothing” the district could do that would make her feel comfortable drinking the school’s water.\u003c/p>\n\u003cp>“I just wash my hands in it, that’s all.”\u003c/p>\n\u003cp>\u003cem>KQED’s \u003ca href=\"https://www.kqed.org/author/afinney\">Annelise Finney\u003c/a> contributed to this report. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n","blocks":[],"excerpt":"In Oakland, which has a history of lead in schools’ water sources, some parents and teachers reacted with frustration but called it a “predictable problem.”","status":"publish","parent":0,"modified":1726004314,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":878},"headData":{"title":"Water at 22 Oakland Schools Tested High for Lead. It’s No Surprise, Parents and Teachers Say | KQED","description":"In Oakland, which has a history of lead in schools’ water sources, some parents and teachers reacted with frustration but called it a “predictable problem.”","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"Water at 22 Oakland Schools Tested High for Lead. It’s No Surprise, Parents and Teachers Say","datePublished":"2024-08-16T13:20:46-07:00","dateModified":"2024-09-10T14:38:34-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"True","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"sticky":false,"nprStoryId":"kqed-12000525","excludeFromSiteSearch":"Include","articleAge":"0","path":"/news/12000525/water-at-22-oakland-schools-tested-high-for-lead-its-no-surprise-parents-and-teachers-say","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>As staff welcomed students back to Frick United Academy of Language in \u003ca href=\"https://www.kqed.org/news/tag/oakland\">Oakland\u003c/a> on Monday, they received concerning information — five water sources at their school contained unsafe levels of lead.\u003c/p>\n\u003cp>Ella Every-Wortman, who teaches eighth-grade English at Frick, said they were confused and frustrated.\u003c/p>\n\u003cp>Their two immediate concerns were “first, our safety, and second, how this lapse in communication and complete systems failure had happened,” Every-Wortman said. “The testing was done in April. The information was released in April. So why, as a school site, were we not receiving this information until August?”\u003c/p>\n\u003cp>Twenty-two campuses in the Oakland Unified School District were contacted this week regarding elevated lead levels, according to district spokesperson John Sasaki.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The district has been “aggressive” in testing water since 2017, he said, but “in this case, we were aggressive about the testing but were not as efficient at communicating in the ways we should have been,” referring to the tests done in April. “That’s something we are working on as an organization.”\u003c/p>\n\u003cp>On Tuesday morning, parents and community members at the schools received messages from the district, multiple of which have been viewed by KQED, notifying them of the testing and ensuring that the affected water sources were not accessible. Forty schools’ water has been tested, and Sasaki said the number with elevated lead in at least one source could be higher than 22.\u003c/p>\n\u003cp>Every-Wortman brought their concerns to a school board meeting on Wednesday, where they said the lead levels in one of the tested water sources at Frick was 51 parts per billion. Sasaki could not confirm any levels but said that the testing data would be made publicly available.\u003c/p>\n\u003cp>The Oakland school board’s maximum allowable level is 5 parts per billion, while the state and federal standard is 15 parts per billion.\u003c/p>\n\u003cp>The affected campuses had water sources that tested above the board’s maximum allowable level during routine testing over recent months.\u003c/p>\n\u003cp>In its letter to parents and community members, the district said its buildings and grounds team was installing new filters on every fixture that showed elevated levels of lead or replacing the fixtures and some of the attached piping.\u003c/p>\n\u003cp>Nate Landry, whose daughter began at Edna Brewer Middle School this week, said that when they got the notice, their reaction “unfortunately was not one of surprise.” Other parents gathered at a parent-teacher-student association coffee meeting on Friday shared similar sentiments.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"news_11999998","hero":"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240604_FloodedSchool-17_qed-1020x680.jpg","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/span>\u003c/p>\n\u003cp>Multiple pointed to the lead previously identified in water sources at McClymonds High School, where elevated levels were reported in 2016. Over the next few years, 22 more schools were found to have at least one tap with lead levels above 15 parts per billion, according to \u003ca href=\"https://www.ktvu.com/news/lead-found-under-blacktop-at-two-oakland-schools\">KTVU\u003c/a>. In 2019, lead was also found under the blacktop at two schools in the district.\u003c/p>\n\u003cp>“This was a predictable problem,” Every-Wortman said. “We have many facilities in this district that were built prior to 1980. They have a high likelihood of containing lead.”\u003c/p>\n\u003cp>Brewer was built in \u003ca href=\"https://www.oaklandedfund.org/wp-content/uploads/2021/07/Edna-Brewer.pdf\">1913\u003c/a>, and a building at Frick was constructed in \u003ca href=\"https://abitofhistory.site/2019/10/08/oakland-schools-then-and-now-part-1/\">1927\u003c/a>.\u003c/p>\n\u003cp>Oakland Superintendent Kyla Johnson-Trammell is expected to give an update on the district’s progress in addressing the affected water fixtures at the next school board meeting on Aug. 28.\u003c/p>\n\u003cp>“Each fixture will be tested again after our staff installs the new filters to ensure they comply with our safety standards. We expect the work to be completed over the next several weeks,” the letter sent to Frick parents reads.\u003c/p>\n\u003cp>One Brewer mom said her kids only use the school’s filtered “FloWater” stations, which the district’s letter said are safe to drink and located on each campus. Most parents KQED spoke with said they were having their children bring water from home — and don’t really worry about them using the water on campus.\u003c/p>\n\u003cp>One parent lovingly said their daughter “isn’t the queen of hydration.”\u003c/p>\n\u003cp>With a laugh, Brewer mom, Stefanie Moser, said, “I can’t get [my son] to refill his water bottle during the day.”\u003c/p>\n\u003cp>“We want the kids to be safe, and we want them to be healthy, and we obviously want the staff to be safe and healthy too because they are drinking the same water out of the pipes,” she continued. “I’m glad that they’ve got a mitigation plan in place and that they’re going to work on it and get it fixed.”\u003c/p>\n\u003cp>Staff and parents said they hope the district will make it a priority to ensure that the water on campus does not contain lead, but Brewer employee Dinah Despenza said there was “nothing” the district could do that would make her feel comfortable drinking the school’s water.\u003c/p>\n\u003cp>“I just wash my hands in it, that’s all.”\u003c/p>\n\u003cp>\u003cem>KQED’s \u003ca href=\"https://www.kqed.org/author/afinney\">Annelise Finney\u003c/a> contributed to this report. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/12000525/water-at-22-oakland-schools-tested-high-for-lead-its-no-surprise-parents-and-teachers-say","authors":["11913"],"categories":["news_457","news_8"],"tags":["news_19232","news_20013","news_18543","news_34054","news_3202","news_1826","news_19960","news_3457"],"featImg":"news_12000551","label":"news"},"news_11999993":{"type":"posts","id":"news_11999993","meta":{"index":"posts_1716263798","site":"news","id":"11999993","score":null,"sort":[1723585059000]},"guestAuthors":[],"slug":"newsom-urges-schools-to-restrict-phones-in-class-many-bay-area-campuses-already-do","title":"Newsom Urges Schools to Restrict Phones in Class. Many Bay Area Campuses Already Do","publishDate":1723585059,"format":"standard","headTitle":"Newsom Urges Schools to Restrict Phones in Class. Many Bay Area Campuses Already Do | KQED","labelTerm":{"site":"news"},"content":"\u003cp>Class is back in session, and more students might be spending their days phone-free after Gov. Gavin Newsom on Tuesday urged districts to restrict use during school hours.\u003c/p>\n\u003cp>While multiple bills that could affect phone access in schools are considered in the California Legislature, Newsom told leaders that there is “no reason for schools to wait” to limit smartphone use. More Bay Area schools plan to implement restrictions as the new academic year begins this week, but some advocates say a blanket ban is a bad idea.\u003c/p>\n\u003cp>“Reducing phone use in class leads to improved concentration, better academic outcomes, and enhanced social interactions,” Newsom said in his letter on Tuesday, adding that schools and districts that have already rolled out no-phone policies have seen “positive impacts,” including higher test scores and less bullying.\u003c/p>\n\u003cp>Here’s what to know about the efforts so far:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003ch2>Which Bay Area schools already lock down phones?\u003c/h2>\n\u003cp>San Mateo-Foster City School District began requiring middle school students to put their phones into lockable bags called Yondr pouches during the 2022–23 academic year. The pouch can be unlocked outside the “\u003ca href=\"https://www.overyondr.com/phone-locking-pouch\">phone-free area\u003c/a>,” according to Yondr’s website.\u003c/p>\n\u003cp>Without the distraction of messages and social media notifications, students are talking to each other more and paying attention in class, district spokesperson Diego Perez said.\u003c/p>\n\u003cfigure id=\"attachment_12000041\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12000041\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/HighSchoolStudents.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/HighSchoolStudents.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/HighSchoolStudents-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/HighSchoolStudents-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/HighSchoolStudents-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/HighSchoolStudents-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/HighSchoolStudents-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">More Bay Area schools plan to implement restrictions as the new academic year begins this week, but some advocates say a blanket ban is a bad idea. \u003ccite>(Deborah Svoboda/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“As a teacher, you see students look down into their backpacks … They’ll look up, down, up, down — they’ll find their way to be able to respond to that text,” he said. “Because of the pouches storing the phones away, leaving them in a backpack, we don’t see that anymore.”\u003c/p>\n\u003cp>In the San Mateo Union High School District, San Mateo and Peninsula high schools use the same technology so far. Spokesperson Laura Chalkley said the district’s board of trustees “has expressed an interest in exploring expanding the Yondr program, but there has been no formal discussion” yet.\u003c/p>\n\u003cp>In the East Bay, Mt. Diablo Unified School District is introducing Yondr to two campuses. In April, the district’s board approved the purchase of more than 3,000 pouches for Mt. Diablo and Ygnacio Valley high schools.\u003c/p>\n\u003cp>Tamalpais Union High School District is also considering the pouches. At a board meeting last week, district officials presented on Yondr after piloting an “expanded cellphone policy which requires all teachers to collect cellphones at the start of every class period” during the spring semester last year, according to its agenda.\u003c/p>\n\u003cp>A spokesperson for San Francisco Unified said Tuesday that though campuses require phones to be off and put away during class and passing periods, “students may have mobile communication devices on campus as long as the device is utilized in accordance with law, board policy and any rules that individual schools may impose.”\u003c/p>\n\u003ch2>Could a statewide ban be on the way?\u003c/h2>\n\u003cp>Currently, the state does not have any binding phone restrictions that affect campuses, but in June, Newsom said in a \u003ca href=\"https://www.gov.ca.gov/2024/06/18/governor-newsom-supports-efforts-to-get-smartphones-out-of-schools/\">statement\u003c/a> that he “looks forward to working with the Legislature to restrict the use of smartphones during the school day,” building on a bill he signed in 2019 that permitted districts to regulate phone use.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[aside postID=news_11999471 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2018/03/RS8759_ucberkeley20140213-1180x786.jpg']\u003c/span>\u003c/p>\n\u003cp>That month, the California Senate Education Committee unanimously approved \u003ca href=\"https://legiscan.com/CA/text/AB3216/id/2965936\">Assembly Bill 3216\u003c/a>, a bill introduced by Rep. Josh Hoover (R-Folsom), which would “require school districts in California to adopt a policy no later than July 1, 2026, that limits or prohibits the use of smartphones by students during the school day.” \u003ca href=\"https://legiscan.com/CA/text/SB1283/id/3000774\">Senate Bill 1283\u003c/a>, introduced by Sen. Henry Stern (D-Los Angeles), would explicitly allow school districts to “limit or prohibit the use by its pupils of social media.”\u003c/p>\n\u003cp>Some advocates say a blanket ban on cellphones is a bad idea.\u003c/p>\n\u003cp>Troy Flint, the chief communications officer for the California School Boards Association, said that there are some “potentially positive uses of cellphone access.”\u003c/p>\n\u003cp>“For communications with their parents in case of emergency, or to monitor their intake of medications that they’re required to have during the day, or, in case of a disaster, in case of a school shooting and other incidents where it’s been documented that cellphones have been helpful.”\u003c/p>\n\u003cp>He said the organization is not against limitations but would “vigorously oppose any bill that proposes a blanket mandate and removes that decision-making power about how to restrict cellphones from local communities.”\u003c/p>\n\u003ch2>Aren’t kids always using the Internet in modern classrooms?\u003c/h2>\n\u003cp>There’s also the question of other technology-based learning.\u003c/p>\n\u003cp>“If kids are using computers three or four classes a day, which are going to have Internet access generally, then what are you accomplishing?” Flint said.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[aside postID=news_11997949 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240730-serramontedelrey-1-RETAIL-CROPPED-KQED-1020x680.jpg']\u003c/span>\u003c/p>\n\u003cp>More districts are becoming “one-to-one,” providing students with devices access to electronic devices as a part of their curriculum, including at the San Mateo-Foster City School District.\u003c/p>\n\u003cp>Perez said that the district distributes Chromebooks on campuses with “layers of security” to ensure they’re used for learning, such as a Lego education program that uses technology to bring the physical brick structures to life.\u003c/p>\n\u003cp>“While they are using technology in the classroom, they’re engaging, and they’re collaborating. The technology is the tool,” Perez said.\u003c/p>\n\u003cp>He said minimizing students’ texting, social media use, and other cellphone distractions on campus makes a big impact, especially after spending so much school time on screens during the pandemic.\u003c/p>\n\u003cp>“Having the ability to minimize those practices and habits on the school grounds helps them to actually engage,” he said. “Then, when you provide a curriculum that brings interest from students, it just makes them want to come to school the following day.”\u003c/p>\n\u003cp>\u003c/p>\n","blocks":[],"excerpt":"While multiple bills are considered in the California Legislature, Newsom said there is “no reason for schools to wait” to limit smartphone use in class.","status":"publish","parent":0,"modified":1723586523,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":1065},"headData":{"title":"Newsom Urges Schools to Restrict Phones in Class. Many Bay Area Campuses Already Do | KQED","description":"While multiple bills are considered in the California Legislature, Newsom said there is “no reason for schools to wait” to limit smartphone use in class.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"Newsom Urges Schools to Restrict Phones in Class. Many Bay Area Campuses Already Do","datePublished":"2024-08-13T14:37:39-07:00","dateModified":"2024-08-13T15:02:03-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"True","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"sticky":false,"nprStoryId":"kqed-11999993","excludeFromSiteSearch":"Include","articleAge":"0","path":"/news/11999993/newsom-urges-schools-to-restrict-phones-in-class-many-bay-area-campuses-already-do","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Class is back in session, and more students might be spending their days phone-free after Gov. Gavin Newsom on Tuesday urged districts to restrict use during school hours.\u003c/p>\n\u003cp>While multiple bills that could affect phone access in schools are considered in the California Legislature, Newsom told leaders that there is “no reason for schools to wait” to limit smartphone use. More Bay Area schools plan to implement restrictions as the new academic year begins this week, but some advocates say a blanket ban is a bad idea.\u003c/p>\n\u003cp>“Reducing phone use in class leads to improved concentration, better academic outcomes, and enhanced social interactions,” Newsom said in his letter on Tuesday, adding that schools and districts that have already rolled out no-phone policies have seen “positive impacts,” including higher test scores and less bullying.\u003c/p>\n\u003cp>Here’s what to know about the efforts so far:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch2>Which Bay Area schools already lock down phones?\u003c/h2>\n\u003cp>San Mateo-Foster City School District began requiring middle school students to put their phones into lockable bags called Yondr pouches during the 2022–23 academic year. The pouch can be unlocked outside the “\u003ca href=\"https://www.overyondr.com/phone-locking-pouch\">phone-free area\u003c/a>,” according to Yondr’s website.\u003c/p>\n\u003cp>Without the distraction of messages and social media notifications, students are talking to each other more and paying attention in class, district spokesperson Diego Perez said.\u003c/p>\n\u003cfigure id=\"attachment_12000041\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12000041\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/HighSchoolStudents.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/HighSchoolStudents.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/HighSchoolStudents-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/HighSchoolStudents-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/HighSchoolStudents-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/HighSchoolStudents-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/HighSchoolStudents-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">More Bay Area schools plan to implement restrictions as the new academic year begins this week, but some advocates say a blanket ban is a bad idea. \u003ccite>(Deborah Svoboda/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“As a teacher, you see students look down into their backpacks … They’ll look up, down, up, down — they’ll find their way to be able to respond to that text,” he said. “Because of the pouches storing the phones away, leaving them in a backpack, we don’t see that anymore.”\u003c/p>\n\u003cp>In the San Mateo Union High School District, San Mateo and Peninsula high schools use the same technology so far. Spokesperson Laura Chalkley said the district’s board of trustees “has expressed an interest in exploring expanding the Yondr program, but there has been no formal discussion” yet.\u003c/p>\n\u003cp>In the East Bay, Mt. Diablo Unified School District is introducing Yondr to two campuses. In April, the district’s board approved the purchase of more than 3,000 pouches for Mt. Diablo and Ygnacio Valley high schools.\u003c/p>\n\u003cp>Tamalpais Union High School District is also considering the pouches. At a board meeting last week, district officials presented on Yondr after piloting an “expanded cellphone policy which requires all teachers to collect cellphones at the start of every class period” during the spring semester last year, according to its agenda.\u003c/p>\n\u003cp>A spokesperson for San Francisco Unified said Tuesday that though campuses require phones to be off and put away during class and passing periods, “students may have mobile communication devices on campus as long as the device is utilized in accordance with law, board policy and any rules that individual schools may impose.”\u003c/p>\n\u003ch2>Could a statewide ban be on the way?\u003c/h2>\n\u003cp>Currently, the state does not have any binding phone restrictions that affect campuses, but in June, Newsom said in a \u003ca href=\"https://www.gov.ca.gov/2024/06/18/governor-newsom-supports-efforts-to-get-smartphones-out-of-schools/\">statement\u003c/a> that he “looks forward to working with the Legislature to restrict the use of smartphones during the school day,” building on a bill he signed in 2019 that permitted districts to regulate phone use.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"news_11999471","hero":"https://cdn.kqed.org/wp-content/uploads/sites/10/2018/03/RS8759_ucberkeley20140213-1180x786.jpg","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/span>\u003c/p>\n\u003cp>That month, the California Senate Education Committee unanimously approved \u003ca href=\"https://legiscan.com/CA/text/AB3216/id/2965936\">Assembly Bill 3216\u003c/a>, a bill introduced by Rep. Josh Hoover (R-Folsom), which would “require school districts in California to adopt a policy no later than July 1, 2026, that limits or prohibits the use of smartphones by students during the school day.” \u003ca href=\"https://legiscan.com/CA/text/SB1283/id/3000774\">Senate Bill 1283\u003c/a>, introduced by Sen. Henry Stern (D-Los Angeles), would explicitly allow school districts to “limit or prohibit the use by its pupils of social media.”\u003c/p>\n\u003cp>Some advocates say a blanket ban on cellphones is a bad idea.\u003c/p>\n\u003cp>Troy Flint, the chief communications officer for the California School Boards Association, said that there are some “potentially positive uses of cellphone access.”\u003c/p>\n\u003cp>“For communications with their parents in case of emergency, or to monitor their intake of medications that they’re required to have during the day, or, in case of a disaster, in case of a school shooting and other incidents where it’s been documented that cellphones have been helpful.”\u003c/p>\n\u003cp>He said the organization is not against limitations but would “vigorously oppose any bill that proposes a blanket mandate and removes that decision-making power about how to restrict cellphones from local communities.”\u003c/p>\n\u003ch2>Aren’t kids always using the Internet in modern classrooms?\u003c/h2>\n\u003cp>There’s also the question of other technology-based learning.\u003c/p>\n\u003cp>“If kids are using computers three or four classes a day, which are going to have Internet access generally, then what are you accomplishing?” Flint said.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"news_11997949","hero":"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240730-serramontedelrey-1-RETAIL-CROPPED-KQED-1020x680.jpg","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/span>\u003c/p>\n\u003cp>More districts are becoming “one-to-one,” providing students with devices access to electronic devices as a part of their curriculum, including at the San Mateo-Foster City School District.\u003c/p>\n\u003cp>Perez said that the district distributes Chromebooks on campuses with “layers of security” to ensure they’re used for learning, such as a Lego education program that uses technology to bring the physical brick structures to life.\u003c/p>\n\u003cp>“While they are using technology in the classroom, they’re engaging, and they’re collaborating. The technology is the tool,” Perez said.\u003c/p>\n\u003cp>He said minimizing students’ texting, social media use, and other cellphone distractions on campus makes a big impact, especially after spending so much school time on screens during the pandemic.\u003c/p>\n\u003cp>“Having the ability to minimize those practices and habits on the school grounds helps them to actually engage,” he said. “Then, when you provide a curriculum that brings interest from students, it just makes them want to come to school the following day.”\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11999993/newsom-urges-schools-to-restrict-phones-in-class-many-bay-area-campuses-already-do","authors":["11913"],"categories":["news_8"],"tags":["news_1386","news_18538","news_22307","news_2704","news_20013","news_16","news_22782","news_4950","news_3457"],"featImg":"news_12000027","label":"news"},"news_11988681":{"type":"posts","id":"news_11988681","meta":{"index":"posts_1716263798","site":"news","id":"11988681","score":null,"sort":[1717441254000]},"guestAuthors":[],"slug":"california-teachers-utilize-ai-for-paper-grading-but-who-evaluates-the-ai","title":"California Teachers Utilize AI for Paper Grading, But Who Evaluates the AI?","publishDate":1717441254,"format":"standard","headTitle":"California Teachers Utilize AI for Paper Grading, But Who Evaluates the AI? | KQED","labelTerm":{"term":18481,"site":"news"},"content":"\u003cp>Your children could be some of a growing number of California kids having their writing graded by software instead of a teacher.\u003c/p>\n\u003cp>California school districts are signing more contracts for artificial intelligence tools, from automated grading in San Diego to chatbots in central California, Los Angeles, and the San Francisco Bay Area.\u003c/p>\n\u003cp>English teachers say AI tools can help them grade papers faster, get students more feedback, and improve their learning experience. However, guidelines are vague, and adoption by teachers and districts is spotty.\u003c/p>\n\u003cp>The California Department of Education can’t tell you which schools use AI or how much they pay for it. The state doesn’t track AI use by school districts, said Katherine Goyette, computer science coordinator for the California Department of Education.\u003c/p>\n\u003cp>While Goyette said chatbots are the most common form of AI she’s encountered in schools, more and more California teachers are using AI tools to help grade student work. That’s consistent with surveys that have found \u003ca href=\"https://www.waltonfamilyfoundation.org/chatgpt-used-by-teachers-more-than-students-new-survey-from-walton-family-foundation-finds\">teachers use AI as often, if not more than students\u003c/a>, news that contrasts sharply with headlines about fears of students cheating with AI.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Teachers use AI to do things like personalize reading material, create lesson plans, and other tasks in order to \u003ca href=\"https://www.wired.com/story/teachers-are-going-all-in-on-generative-ai/\">save time and and reduce burnout\u003c/a>. A report issued last fall in response to an \u003ca href=\"https://calmatters.org/economy/technology/2024/03/california-ai-purchasing-guidelines/\">AI executive order by Gov. Gavin Newsom\u003c/a> mentions opportunities to use AI for tutoring, summarization, and personalized content generation but also labels education a risky use case. Generative AI tools have been known to create convincing but inaccurate answers to questions and use\u003ca href=\"https://www.wired.com/story/efforts-make-text-ai-less-racist-terrible/\"> toxic language\u003c/a> or imagery laden with racism or sexism.\u003c/p>\n\u003cp>California \u003ca href=\"https://www.cde.ca.gov/pd/ca/cs/aiincalifornia.asp\">issued guidance\u003c/a> for how educators should use the technology last fall, one of seven states to do so. It encourages critical analysis of text and imagery created by AI models and conversations between teachers and students about what amounts to ethical or appropriate use of AI in the classroom.\u003c/p>\n\u003cp>But no specific mention is made of how teachers should treat AI that grades assignments. Additionally, the \u003ca href=\"https://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?sectionNum=33308.5&lawCode=EDC\">California education code\u003c/a> states that guidance from the state is “merely exemplary and that compliance with the guidelines is not mandatory.”\u003c/p>\n\u003cfigure id=\"attachment_11988689\" class=\"wp-caption aligncenter\" style=\"max-width: 1600px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_29.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11988689\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_29.jpg\" alt=\"A closeup of a laptop screen.\" width=\"1600\" height=\"2000\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_29.jpg 1600w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_29-800x1000.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_29-1020x1275.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_29-160x200.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_29-1229x1536.jpg 1229w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">English teacher Jen Roberts uses Writeable, an AI platform, to grade students’ work at Point Loma High School in San Diego on May 3, 2024. \u003ccite>(Adriana Heldiz/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Goyette said she’s waiting to see if the California Legislature passes \u003ca href=\"https://digitaldemocracy.calmatters.org/bills/ca_202320240sb1288?slug=CA_202320240SB1288\">Senate Bill 1288\u003c/a>, which would require state Superintendent Tony Thurmond to create an AI working group to issue further guidance to local school districts on how to safely use AI. Cosponsored by Thurmond, the bill also calls for an assessment of the current state of AI in education and for the identification of forms of AI that can harm students and educators by 2026.\u003c/p>\n\u003cp>Nobody tracks what AI tools school districts are adopting or the policy they use to enforce standards, said Alix Gallagher, head of strategic partnerships at the Policy Analysis for California Education center at Stanford University. Since the state does not track curriculum that school districts adopt or software in use, it would be highly unusual for them to track AI contracts, she said.\u003c/p>\n\u003cp>[aside postID=\"news_11988031,news_11987803,mindshift_63809\" label=\"Related Stories\"]Amid AI hype, Gallagher thinks people can lose sight of the fact that the technology is just a tool and it will only be as good or problematic as the decisions of the humans using that tool, which is why she repeatedly urges investments in helping teachers understand AI tools and how to be thoughtful about their use and making space for communities are given voice about how to best meet their kid’s needs.\u003c/p>\n\u003cp>“Some people will probably make some pretty bad decisions that are not in the best interests of kids, and some other people might find ways to use maybe even the same tools to enrich student experiences,” she said.\u003c/p>\n\u003ch2>Teachers use AI to grade English papers\u003c/h2>\n\u003cp>Last summer, Jen Roberts, an English teacher at Point Loma High School in San Diego, went to a training session to learn how to use Writable, an AI tool that automates grading writing assignments and gives students feedback powered by OpenAI. For the past school year, Roberts used Writable and other AI tools in the classroom, and she said it’s been the best year yet of nearly three decades of teaching. Roberts said it has made her students better writers, not because AI did the writing for them, but because automated feedback can tell her students faster than she can how to improve, which in turn allows her to hand out more writing assignments.\u003c/p>\n\u003cp>“At this point last year, a lot of students were still struggling to write a paragraph, let alone an essay with evidence and claims and reasoning and explanation and elaboration and all of that,” Roberts said. “This year, they’re just getting there faster.”\u003c/p>\n\u003cp>Roberts feels Writable is “very accurate” when grading her students of average aptitude. But, she said, there’s a downside: It sometimes assigns high-performing students lower grades than merited and struggling students higher grades. She said she routinely checks answers when the AI grades assignments but only checks the feedback it gives students occasionally.\u003c/p>\n\u003cp>“In actual practicality, I do not look at the feedback it gives every single student,” she said. “That’s just not a great use of my time. But I do a lot of spot checking, and I see what’s going on, and if I see a student that I’m worried about get feedback, (I’m like) ‘Let me go look at what his feedback is and then go talk to him about that.’”\u003c/p>\n\u003cfigure id=\"attachment_11988687\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_18.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11988687\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_18.jpg\" alt=\"Students sit at desks with laptops in front of them in a classroom.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_18.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_18-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_18-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_18-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_18-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_18-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students read during Jen Roberts’ English class at Point Loma High School in San Diego on May 3, 2024. Roberts uses AI platforms for classroom exercises and grading. \u003ccite>(Adriana Heldiz/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Alex Rainey teaches English to fourth graders at Chico Country Day School in northern California. She used GPT-4, a language model made by OpenAI which costs $20 a month, to grade papers and provide feedback. After uploading her grading rubric and examples of her written feedback, she used AI to grade assignments about animal defense mechanisms, allowing GPT-4 to analyze students’ grammar and sentence structure while she focused on assessing creativity.\u003c/p>\n\u003cfigure id=\"attachment_11988685\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_12.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11988685\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_12.jpg\" alt=\"A closeup of a laptop screen.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_12.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_12-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_12-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_12-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_12-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_12-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A student uses Magic School, an AI platform, to help generate ideas for a classroom writing prompt at Point Loma High School in San Diego on May 3, 2024. \u003ccite>(Adriana Heldiz/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I feel like the feedback it gave was very similar to how I grade my kids like my brain was tapped into it,” she said.\u003c/p>\n\u003cp>Like Roberts, she found that it saves time, transforming work that took hours into less than an hour, but she also found that sometimes GPT-4 is a tougher grader than she is. She agrees that quicker feedback and the ability to dole out more writing assignments produces better writers. A teacher can assign more writing before delivering feedback, but “then kids have nothing to grow from.”\u003c/p>\n\u003cp>Rainey said her experience grading with GPT-4 left her in agreement with Roberts, that more feedback and writing more often produces better writers. She feels strongly that teachers still need to oversee grading and feedback by AI, “but I think it’s amazing. I couldn’t go backwards now.”\u003c/p>\n\u003ch2>The cost of using AI in the classroom\u003c/h2>\n\u003cp>Contracts involving artificial intelligence can be lucrative.\u003c/p>\n\u003cp>To launch a chatbot named Ed, the Los Angeles Unified School District signed a $6.2 million contract for two years with the option of renewing for three additional years. Educators in Los Angeles use magic School AI and costs $100 per teacher per year.\u003c/p>\n\u003cp>Despite repeated calls and emails over the span of roughly a month, Writable and the San Diego Unified School District declined to share pricing details with CalMatters. A district spokesperson said teachers got access to Writeable through a contract with Houghton Mifflin Harcourt for English language learners.\u003c/p>\n\u003cp>QuillBot is an AI-powered writing tool for students in grades 4-12 made by the company Quill. Quill says its tool is currently used at 1,000 schools in California and has more than 13,000 student and educator users in San Diego alone. An annual Quill Premium subscription costs $80 per teacher or $1800 per school.\u003c/p>\n\u003cp>QuillBot does not generate writing for students like ChatGPT or grade writing assignments but gives students feedback on their writing. Quill is a nonprofit that’s raised $20 million from groups like Google’s charitable foundation and the Bill and Melinda Gates Foundation over the past 10 years.\u003c/p>\n\u003cfigure id=\"attachment_11988683\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_09.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11988683\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_09.jpg\" alt=\"A white woman wearing glasses and a black seater with a a dark red shirt points at a board while students at desks with laptops look.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_09.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_09-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_09-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_09-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_09-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_09-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">English teacher Jen Roberts explains to her students how she uses Magic School, an AI platform, at Point Loma High School in San Diego on May 3, 2024. Roberts uses AI platforms for classroom exercises and grading. \u003ccite>(Adriana Heldiz/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Even if a teacher or district wants to shell out for an AI tool, guidance for safe and responsible use is still getting worked out.\u003c/p>\n\u003cp>Governments are placing high-risk labels on forms of AI with the power to make critical decisions about \u003ca href=\"https://calmatters.org/economy/technology/2024/05/ca-eu-ai-regulation/\">whether a person gets a job or rents an apartment or receives government benefits\u003c/a>. California Federation of Teachers President Jeff Freitas said he hasn’t considered whether AI for grading is moderate or high risk, but “it definitely is a risk to use for grading.”\u003c/p>\n\u003cp>The California Federation of Teachers is a union with 120,000 members. Freitas told CalMatters he’s concerned about AI having a number of consequences in the classroom. He’s worried administrators may use it to justify increasing classroom sizes or adding to teacher workloads; he’s worried about climate change and the amount of energy needed to train and deploy AI models’ he’s worried about protecting students’ privacy, and he’s worried about automation bias.\u003c/p>\n\u003cp>Regulators around the world are wrestling with AI praise approaches where it is used to \u003cem>augment \u003c/em>human decision-making instead of replacing it. But it’s difficult for laws to account for automation bias and humans becoming placing too much trust in machines.\u003c/p>\n\u003cp>The American Federation of Teachers created an AI working group in October 2023 to propose guidance on how educators should use the technology or talk about it in collective bargaining contract negotiations. Freitas said those guidelines are due out in the coming weeks.\u003c/p>\n\u003cp>“We’re trying to provide guidelines for educators to not solely rely on (AI), he said. “It should be used as a tool, and you should not lose your critical analysis of what it’s producing for you.”\u003c/p>\n\u003ch2>State AI guidelines for teachers\u003c/h2>\n\u003cp>Goyette, the computer science coordinator for the education department, helped create state AI guidelines and speaks to county offices of education for in-person training on AI for educators. She also helped create an online AI training series for educators. She said the \u003ca href=\"https://www.youtube.com/watch?v=0QXvYEjGKbI\">most popular online course is about workflow and efficiency\u003c/a>, which shows teachers how to automate lesson planning and grading.\u003c/p>\n\u003cp>“Teachers have an incredibly important and tough job, and what’s most important is that they’re building relationships with their students,” she said. “There’s decades of research that speaks to the power of that, so if they can save time on mundane tasks so that they can spend more time with their students, that’s a win.”\u003c/p>\n\u003cfigure id=\"attachment_11988684\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_11.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11988684\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_11.jpg\" alt=\"A white woman wearing glasses and a black seater with a a dark red shirt stand behind students sitting at desks in a classroom. \" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_11.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_11-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_11-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_11-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_11-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_11-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">English teacher Jen Roberts checks on her student’s work at Point Loma High School in San Diego on May 3, 2024. Roberts uses AI platforms for classroom exercises and grading. \u003ccite>(Adriana Heldiz/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Alex Kotran, chief executive of an education nonprofit that’s supported by Google and OpenAI, said they found that it’s hard to design a language model to predictably match how a teacher grades papers.\u003c/p>\n\u003cp>He spoke with teachers willing to accept a model that’s accurate 80% of the time in order to reap the reward of time saved, but he thinks it’s probably safe to say that a student or parent would want to make sure an AI model used for grading is even more accurate.\u003c/p>\n\u003cp>Kotran of the AI Education Project thinks it makes sense for school districts to adopt a policy that says teachers should be wary any time they use AI tools that can have disparate effects on student’s lives.\u003c/p>\n\u003cp>Even with such a policy, teachers can still fall victim to trusting AI without question. And even if the state kept track of AI used by school districts, there’s still the possibility that teachers will purchase technology for use on their personal computers.\u003c/p>\n\u003cp>Kotran said he routinely speaks with educators across the U.S. and is not aware of any systematic studies to verify the effectiveness and consistency of AI for grading English papers.\u003c/p>\n\u003ch3 id=\"h-when-teachers-can-t-tell-if-they-re-cheating\" class=\"wp-block-heading\">When teachers can’t tell if they’re cheating\u003c/h3>\n\u003cp>Roberts, the Point Loma High School teacher, describes herself as pro technology.\u003c/p>\n\u003cp>She \u003ca href=\"http://www.litandtech.com/\">regularly writes\u003c/a> and speaks about AI. Her experiences have led her to the opinion that grading with AI is what’s best for her students, but she didn’t arrive at that conclusion easily.\u003c/p>\n\u003cp>At first, she questioned whether using AI for grading and feedback could hurt her understanding of her students. Today, she views using AI as the cross-country coach who rides alongside student-athletes in a golf cart, like an aid that helps her assist her students better.\u003c/p>\n\u003cfigure id=\"attachment_11988688\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_20.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11988688\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_20.jpg\" alt=\"A hand rests on a laptop keyboard with a book beside it.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_20.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_20-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_20-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_20-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_20-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_20-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A student scrolls through their laptop during class at Point Loma High School in San Diego on May 3, 2024. \u003ccite>(Adriana Heldiz/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Roberts says the average high school English teacher in her district has roughly 180 students. Grading and feedback can take between five to 10 minutes per assignment, she says, so between teaching, meetings, and other duties, it can take two to three weeks to get feedback back into the hands of students unless a teacher decides to give up large chunks of their weekends. With AI, it takes Roberts a day or two.\u003c/p>\n\u003cp>Ultimately, she concluded, “If my students are growing as writers, then I don’t think I’m cheating.” She says AI reduces her fatigue, giving her more time to focus on struggling students and giving them more detailed feedback.\u003c/p>\n\u003cp>“My job is to make sure you grow and that you’re a healthy, happy, literate adult by the time you graduate from high school, and I will use any tool that helps me do that, and I’m not going to get hung up on the moral aspects of that,” she said. “My job is not to spend every Saturday reading essays. Way too many English teachers work way too many hours a week because they are grading students the old-fashioned way.”\u003c/p>\n\u003cp>Roberts also thinks AI might be a less biased grader in some instances than human teachers, who can adjust their grading for students sometimes to give them the benefit of the doubt or be punitive if they were particularly annoying in class recently.\u003c/p>\n\u003cp>She isn’t worried about students cheating with AI, a concern she characterizes as a moral panic. She points to a \u003ca href=\"https://ed.stanford.edu/news/what-do-ai-chatbots-really-mean-students-and-cheating\">Stanford University study\u003c/a> released last fall, which found that students cheated just as much before the advent of ChatGPT as they did a year after the release of the AI.\u003c/p>\n\u003cp>Goyette said she understands why students question whether some AI use by teachers is like cheating. Education department AI guidelines encourage teachers and students to use the technology more. What’s essential, Goyette said, is that teachers discuss what ethical use of AI looks like in their classroom and convey that — like using a calculator in math class — using AI is accepted or encouraged for some assignments and not others.\u003c/p>\n\u003cp>For the last assignment of the year, Robers has one final experiment to run: Edit an essay written entirely by AI. However, they must change at least 50% of the text, make it 25% longer, write their own thesis, and add quotes from classroom reading material. The idea, she said, is to prepare them for a future where AI writes the first draft and humans edit the results to fit their needs.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“It used to be you weren’t allowed to bring a calculator into the SATs, and now you’re supposed to bring your calculator, so things change,” she said. “It’s just moral panic. Things change, and people freak out, and that’s what’s happening.”\u003c/p>\n\n","blocks":[],"excerpt":"California schools are using more chatbots, and teachers are using them to grade papers and give students feedback.","status":"publish","parent":0,"modified":1726245067,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":51,"wordCount":2836},"headData":{"title":"California Teachers Utilize AI for Paper Grading, But Who Evaluates the AI? | KQED","description":"California schools are using more chatbots, and teachers are using them to grade papers and give students feedback.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"California Teachers Utilize AI for Paper Grading, But Who Evaluates the AI?","datePublished":"2024-06-03T12:00:54-07:00","dateModified":"2024-09-13T09:31:07-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"True","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"sticky":false,"nprByline":"Khari Johnson, CalMatters","nprStoryId":"kqed-11988681","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/news/11988681/california-teachers-utilize-ai-for-paper-grading-but-who-evaluates-the-ai","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Your children could be some of a growing number of California kids having their writing graded by software instead of a teacher.\u003c/p>\n\u003cp>California school districts are signing more contracts for artificial intelligence tools, from automated grading in San Diego to chatbots in central California, Los Angeles, and the San Francisco Bay Area.\u003c/p>\n\u003cp>English teachers say AI tools can help them grade papers faster, get students more feedback, and improve their learning experience. However, guidelines are vague, and adoption by teachers and districts is spotty.\u003c/p>\n\u003cp>The California Department of Education can’t tell you which schools use AI or how much they pay for it. The state doesn’t track AI use by school districts, said Katherine Goyette, computer science coordinator for the California Department of Education.\u003c/p>\n\u003cp>While Goyette said chatbots are the most common form of AI she’s encountered in schools, more and more California teachers are using AI tools to help grade student work. That’s consistent with surveys that have found \u003ca href=\"https://www.waltonfamilyfoundation.org/chatgpt-used-by-teachers-more-than-students-new-survey-from-walton-family-foundation-finds\">teachers use AI as often, if not more than students\u003c/a>, news that contrasts sharply with headlines about fears of students cheating with AI.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Teachers use AI to do things like personalize reading material, create lesson plans, and other tasks in order to \u003ca href=\"https://www.wired.com/story/teachers-are-going-all-in-on-generative-ai/\">save time and and reduce burnout\u003c/a>. A report issued last fall in response to an \u003ca href=\"https://calmatters.org/economy/technology/2024/03/california-ai-purchasing-guidelines/\">AI executive order by Gov. Gavin Newsom\u003c/a> mentions opportunities to use AI for tutoring, summarization, and personalized content generation but also labels education a risky use case. Generative AI tools have been known to create convincing but inaccurate answers to questions and use\u003ca href=\"https://www.wired.com/story/efforts-make-text-ai-less-racist-terrible/\"> toxic language\u003c/a> or imagery laden with racism or sexism.\u003c/p>\n\u003cp>California \u003ca href=\"https://www.cde.ca.gov/pd/ca/cs/aiincalifornia.asp\">issued guidance\u003c/a> for how educators should use the technology last fall, one of seven states to do so. It encourages critical analysis of text and imagery created by AI models and conversations between teachers and students about what amounts to ethical or appropriate use of AI in the classroom.\u003c/p>\n\u003cp>But no specific mention is made of how teachers should treat AI that grades assignments. Additionally, the \u003ca href=\"https://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?sectionNum=33308.5&lawCode=EDC\">California education code\u003c/a> states that guidance from the state is “merely exemplary and that compliance with the guidelines is not mandatory.”\u003c/p>\n\u003cfigure id=\"attachment_11988689\" class=\"wp-caption aligncenter\" style=\"max-width: 1600px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_29.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11988689\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_29.jpg\" alt=\"A closeup of a laptop screen.\" width=\"1600\" height=\"2000\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_29.jpg 1600w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_29-800x1000.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_29-1020x1275.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_29-160x200.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_29-1229x1536.jpg 1229w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">English teacher Jen Roberts uses Writeable, an AI platform, to grade students’ work at Point Loma High School in San Diego on May 3, 2024. \u003ccite>(Adriana Heldiz/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Goyette said she’s waiting to see if the California Legislature passes \u003ca href=\"https://digitaldemocracy.calmatters.org/bills/ca_202320240sb1288?slug=CA_202320240SB1288\">Senate Bill 1288\u003c/a>, which would require state Superintendent Tony Thurmond to create an AI working group to issue further guidance to local school districts on how to safely use AI. Cosponsored by Thurmond, the bill also calls for an assessment of the current state of AI in education and for the identification of forms of AI that can harm students and educators by 2026.\u003c/p>\n\u003cp>Nobody tracks what AI tools school districts are adopting or the policy they use to enforce standards, said Alix Gallagher, head of strategic partnerships at the Policy Analysis for California Education center at Stanford University. Since the state does not track curriculum that school districts adopt or software in use, it would be highly unusual for them to track AI contracts, she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"news_11988031,news_11987803,mindshift_63809","label":"Related Stories "},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Amid AI hype, Gallagher thinks people can lose sight of the fact that the technology is just a tool and it will only be as good or problematic as the decisions of the humans using that tool, which is why she repeatedly urges investments in helping teachers understand AI tools and how to be thoughtful about their use and making space for communities are given voice about how to best meet their kid’s needs.\u003c/p>\n\u003cp>“Some people will probably make some pretty bad decisions that are not in the best interests of kids, and some other people might find ways to use maybe even the same tools to enrich student experiences,” she said.\u003c/p>\n\u003ch2>Teachers use AI to grade English papers\u003c/h2>\n\u003cp>Last summer, Jen Roberts, an English teacher at Point Loma High School in San Diego, went to a training session to learn how to use Writable, an AI tool that automates grading writing assignments and gives students feedback powered by OpenAI. For the past school year, Roberts used Writable and other AI tools in the classroom, and she said it’s been the best year yet of nearly three decades of teaching. Roberts said it has made her students better writers, not because AI did the writing for them, but because automated feedback can tell her students faster than she can how to improve, which in turn allows her to hand out more writing assignments.\u003c/p>\n\u003cp>“At this point last year, a lot of students were still struggling to write a paragraph, let alone an essay with evidence and claims and reasoning and explanation and elaboration and all of that,” Roberts said. “This year, they’re just getting there faster.”\u003c/p>\n\u003cp>Roberts feels Writable is “very accurate” when grading her students of average aptitude. But, she said, there’s a downside: It sometimes assigns high-performing students lower grades than merited and struggling students higher grades. She said she routinely checks answers when the AI grades assignments but only checks the feedback it gives students occasionally.\u003c/p>\n\u003cp>“In actual practicality, I do not look at the feedback it gives every single student,” she said. “That’s just not a great use of my time. But I do a lot of spot checking, and I see what’s going on, and if I see a student that I’m worried about get feedback, (I’m like) ‘Let me go look at what his feedback is and then go talk to him about that.’”\u003c/p>\n\u003cfigure id=\"attachment_11988687\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_18.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11988687\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_18.jpg\" alt=\"Students sit at desks with laptops in front of them in a classroom.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_18.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_18-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_18-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_18-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_18-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_18-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students read during Jen Roberts’ English class at Point Loma High School in San Diego on May 3, 2024. Roberts uses AI platforms for classroom exercises and grading. \u003ccite>(Adriana Heldiz/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Alex Rainey teaches English to fourth graders at Chico Country Day School in northern California. She used GPT-4, a language model made by OpenAI which costs $20 a month, to grade papers and provide feedback. After uploading her grading rubric and examples of her written feedback, she used AI to grade assignments about animal defense mechanisms, allowing GPT-4 to analyze students’ grammar and sentence structure while she focused on assessing creativity.\u003c/p>\n\u003cfigure id=\"attachment_11988685\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_12.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11988685\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_12.jpg\" alt=\"A closeup of a laptop screen.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_12.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_12-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_12-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_12-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_12-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_12-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A student uses Magic School, an AI platform, to help generate ideas for a classroom writing prompt at Point Loma High School in San Diego on May 3, 2024. \u003ccite>(Adriana Heldiz/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I feel like the feedback it gave was very similar to how I grade my kids like my brain was tapped into it,” she said.\u003c/p>\n\u003cp>Like Roberts, she found that it saves time, transforming work that took hours into less than an hour, but she also found that sometimes GPT-4 is a tougher grader than she is. She agrees that quicker feedback and the ability to dole out more writing assignments produces better writers. A teacher can assign more writing before delivering feedback, but “then kids have nothing to grow from.”\u003c/p>\n\u003cp>Rainey said her experience grading with GPT-4 left her in agreement with Roberts, that more feedback and writing more often produces better writers. She feels strongly that teachers still need to oversee grading and feedback by AI, “but I think it’s amazing. I couldn’t go backwards now.”\u003c/p>\n\u003ch2>The cost of using AI in the classroom\u003c/h2>\n\u003cp>Contracts involving artificial intelligence can be lucrative.\u003c/p>\n\u003cp>To launch a chatbot named Ed, the Los Angeles Unified School District signed a $6.2 million contract for two years with the option of renewing for three additional years. Educators in Los Angeles use magic School AI and costs $100 per teacher per year.\u003c/p>\n\u003cp>Despite repeated calls and emails over the span of roughly a month, Writable and the San Diego Unified School District declined to share pricing details with CalMatters. A district spokesperson said teachers got access to Writeable through a contract with Houghton Mifflin Harcourt for English language learners.\u003c/p>\n\u003cp>QuillBot is an AI-powered writing tool for students in grades 4-12 made by the company Quill. Quill says its tool is currently used at 1,000 schools in California and has more than 13,000 student and educator users in San Diego alone. An annual Quill Premium subscription costs $80 per teacher or $1800 per school.\u003c/p>\n\u003cp>QuillBot does not generate writing for students like ChatGPT or grade writing assignments but gives students feedback on their writing. Quill is a nonprofit that’s raised $20 million from groups like Google’s charitable foundation and the Bill and Melinda Gates Foundation over the past 10 years.\u003c/p>\n\u003cfigure id=\"attachment_11988683\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_09.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11988683\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_09.jpg\" alt=\"A white woman wearing glasses and a black seater with a a dark red shirt points at a board while students at desks with laptops look.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_09.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_09-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_09-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_09-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_09-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_09-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">English teacher Jen Roberts explains to her students how she uses Magic School, an AI platform, at Point Loma High School in San Diego on May 3, 2024. Roberts uses AI platforms for classroom exercises and grading. \u003ccite>(Adriana Heldiz/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Even if a teacher or district wants to shell out for an AI tool, guidance for safe and responsible use is still getting worked out.\u003c/p>\n\u003cp>Governments are placing high-risk labels on forms of AI with the power to make critical decisions about \u003ca href=\"https://calmatters.org/economy/technology/2024/05/ca-eu-ai-regulation/\">whether a person gets a job or rents an apartment or receives government benefits\u003c/a>. California Federation of Teachers President Jeff Freitas said he hasn’t considered whether AI for grading is moderate or high risk, but “it definitely is a risk to use for grading.”\u003c/p>\n\u003cp>The California Federation of Teachers is a union with 120,000 members. Freitas told CalMatters he’s concerned about AI having a number of consequences in the classroom. He’s worried administrators may use it to justify increasing classroom sizes or adding to teacher workloads; he’s worried about climate change and the amount of energy needed to train and deploy AI models’ he’s worried about protecting students’ privacy, and he’s worried about automation bias.\u003c/p>\n\u003cp>Regulators around the world are wrestling with AI praise approaches where it is used to \u003cem>augment \u003c/em>human decision-making instead of replacing it. But it’s difficult for laws to account for automation bias and humans becoming placing too much trust in machines.\u003c/p>\n\u003cp>The American Federation of Teachers created an AI working group in October 2023 to propose guidance on how educators should use the technology or talk about it in collective bargaining contract negotiations. Freitas said those guidelines are due out in the coming weeks.\u003c/p>\n\u003cp>“We’re trying to provide guidelines for educators to not solely rely on (AI), he said. “It should be used as a tool, and you should not lose your critical analysis of what it’s producing for you.”\u003c/p>\n\u003ch2>State AI guidelines for teachers\u003c/h2>\n\u003cp>Goyette, the computer science coordinator for the education department, helped create state AI guidelines and speaks to county offices of education for in-person training on AI for educators. She also helped create an online AI training series for educators. She said the \u003ca href=\"https://www.youtube.com/watch?v=0QXvYEjGKbI\">most popular online course is about workflow and efficiency\u003c/a>, which shows teachers how to automate lesson planning and grading.\u003c/p>\n\u003cp>“Teachers have an incredibly important and tough job, and what’s most important is that they’re building relationships with their students,” she said. “There’s decades of research that speaks to the power of that, so if they can save time on mundane tasks so that they can spend more time with their students, that’s a win.”\u003c/p>\n\u003cfigure id=\"attachment_11988684\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_11.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11988684\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_11.jpg\" alt=\"A white woman wearing glasses and a black seater with a a dark red shirt stand behind students sitting at desks in a classroom. \" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_11.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_11-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_11-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_11-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_11-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_11-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">English teacher Jen Roberts checks on her student’s work at Point Loma High School in San Diego on May 3, 2024. Roberts uses AI platforms for classroom exercises and grading. \u003ccite>(Adriana Heldiz/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Alex Kotran, chief executive of an education nonprofit that’s supported by Google and OpenAI, said they found that it’s hard to design a language model to predictably match how a teacher grades papers.\u003c/p>\n\u003cp>He spoke with teachers willing to accept a model that’s accurate 80% of the time in order to reap the reward of time saved, but he thinks it’s probably safe to say that a student or parent would want to make sure an AI model used for grading is even more accurate.\u003c/p>\n\u003cp>Kotran of the AI Education Project thinks it makes sense for school districts to adopt a policy that says teachers should be wary any time they use AI tools that can have disparate effects on student’s lives.\u003c/p>\n\u003cp>Even with such a policy, teachers can still fall victim to trusting AI without question. And even if the state kept track of AI used by school districts, there’s still the possibility that teachers will purchase technology for use on their personal computers.\u003c/p>\n\u003cp>Kotran said he routinely speaks with educators across the U.S. and is not aware of any systematic studies to verify the effectiveness and consistency of AI for grading English papers.\u003c/p>\n\u003ch3 id=\"h-when-teachers-can-t-tell-if-they-re-cheating\" class=\"wp-block-heading\">When teachers can’t tell if they’re cheating\u003c/h3>\n\u003cp>Roberts, the Point Loma High School teacher, describes herself as pro technology.\u003c/p>\n\u003cp>She \u003ca href=\"http://www.litandtech.com/\">regularly writes\u003c/a> and speaks about AI. Her experiences have led her to the opinion that grading with AI is what’s best for her students, but she didn’t arrive at that conclusion easily.\u003c/p>\n\u003cp>At first, she questioned whether using AI for grading and feedback could hurt her understanding of her students. Today, she views using AI as the cross-country coach who rides alongside student-athletes in a golf cart, like an aid that helps her assist her students better.\u003c/p>\n\u003cfigure id=\"attachment_11988688\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_20.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11988688\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_20.jpg\" alt=\"A hand rests on a laptop keyboard with a book beside it.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_20.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_20-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_20-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_20-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_20-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_20-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A student scrolls through their laptop during class at Point Loma High School in San Diego on May 3, 2024. \u003ccite>(Adriana Heldiz/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Roberts says the average high school English teacher in her district has roughly 180 students. Grading and feedback can take between five to 10 minutes per assignment, she says, so between teaching, meetings, and other duties, it can take two to three weeks to get feedback back into the hands of students unless a teacher decides to give up large chunks of their weekends. With AI, it takes Roberts a day or two.\u003c/p>\n\u003cp>Ultimately, she concluded, “If my students are growing as writers, then I don’t think I’m cheating.” She says AI reduces her fatigue, giving her more time to focus on struggling students and giving them more detailed feedback.\u003c/p>\n\u003cp>“My job is to make sure you grow and that you’re a healthy, happy, literate adult by the time you graduate from high school, and I will use any tool that helps me do that, and I’m not going to get hung up on the moral aspects of that,” she said. “My job is not to spend every Saturday reading essays. Way too many English teachers work way too many hours a week because they are grading students the old-fashioned way.”\u003c/p>\n\u003cp>Roberts also thinks AI might be a less biased grader in some instances than human teachers, who can adjust their grading for students sometimes to give them the benefit of the doubt or be punitive if they were particularly annoying in class recently.\u003c/p>\n\u003cp>She isn’t worried about students cheating with AI, a concern she characterizes as a moral panic. She points to a \u003ca href=\"https://ed.stanford.edu/news/what-do-ai-chatbots-really-mean-students-and-cheating\">Stanford University study\u003c/a> released last fall, which found that students cheated just as much before the advent of ChatGPT as they did a year after the release of the AI.\u003c/p>\n\u003cp>Goyette said she understands why students question whether some AI use by teachers is like cheating. Education department AI guidelines encourage teachers and students to use the technology more. What’s essential, Goyette said, is that teachers discuss what ethical use of AI looks like in their classroom and convey that — like using a calculator in math class — using AI is accepted or encouraged for some assignments and not others.\u003c/p>\n\u003cp>For the last assignment of the year, Robers has one final experiment to run: Edit an essay written entirely by AI. However, they must change at least 50% of the text, make it 25% longer, write their own thesis, and add quotes from classroom reading material. The idea, she said, is to prepare them for a future where AI writes the first draft and humans edit the results to fit their needs.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It used to be you weren’t allowed to bring a calculator into the SATs, and now you’re supposed to bring your calculator, so things change,” she said. “It’s just moral panic. Things change, and people freak out, and that’s what’s happening.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11988681/california-teachers-utilize-ai-for-paper-grading-but-who-evaluates-the-ai","authors":["byline_news_11988681"],"categories":["news_8"],"tags":["news_25184","news_30911","news_3457","news_2044"],"affiliates":["news_18481"],"featImg":"news_11988686","label":"news_18481"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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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. 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