Special Education Gets 'Modest Gains' in Latest Talks With District, Says Oakland Teachers Union
'They See Us As Expendable': Oakland Families of Children With Disabilities Call School Closure Plan Discriminatory
Special Ed and High-Needs Students Get Windfall in Budget Deal
Youth Takeover: What Learning With Autism Is Like for One SF Teen
Berkeley Unified Reaches Agreement With Teachers Union for 12% Raise and More
A Landmark Lawsuit Aimed to Fix Special Ed for California's Black Students. It Didn’t.
Oakland Teacher Turns #MeToo Experience into Lesson for Students
Special Education Discipline, Tracy Chou Interview, August Bay Area Arts Preview
Some Oakland Parents Worry About Moves Planned for Schools' Special Ed Classes
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In the coming weeks, the two groups will vote separately on the proposal, negotiated during a seven-day strike.\u003c/p>\n\u003cp>“There are major gains in some areas, and there’s other areas where we made modest gains, and some areas where we have the status quo,” said Ismael Armendariz, a special education teacher and the union’s president. “But as a package, it is amazing what they accomplished.”\u003c/p>\n\u003cp>The agreement includes plans for substantial changes to teachers’ salaries, improvements on classroom conditions, and “common good” proposals such as student housing assistance and programs that benefit students of color.\u003c/p>\n\u003cp>It also features amendments to special education, but parents and teachers say there is more work to do.\u003c/p>\n\u003cp>https://twitter.com/oaklandea/status/1660824964633878529?s=46&t=r9Q2R3VlaGIjgJa5ishJag\u003c/p>\n\u003cp>“We made modest gains,” Armendariz repeated. “But we’re going to center special education going forward.”\u003c/p>\n\u003cp>Currently, the school district serves more than 6,000 students in special education programs, accounting for roughly 17% of students.\u003c/p>\n\u003cp>As Oakland’s population of students in special education programming continues to grow, the school district has struggled to find enough staff and funding to meet the needs of these students. It has consolidated programming, closing programs in some schools and moving them to others.\u003c/p>\n\u003cp>“We’re piloting a workload model that allows us to think about how we manage our caseloads, so that we can provide all the services to our students and that we’re able to manage that in a way that doesn’t burn teachers out,” Armendariz said.\u003c/p>\n\u003cfigure id=\"attachment_11950560\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11950560\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/05/RS65043_DSC06574-qut.jpg\" alt='A man in a red T-shirt with dark hair speaks from a podium as large signs behind him read, \"Safe, Stable, Racially Just Schools.\"' width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/05/RS65043_DSC06574-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/RS65043_DSC06574-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/RS65043_DSC06574-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/RS65043_DSC06574-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/RS65043_DSC06574-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Oakland Education Association president Ismael Armendariz, who is also a special education teacher, speaks at the teachers union rally held at Frank Ogawa Plaza in Oakland on May 4, 2023. \u003ccite>(Aryk Copley/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Last year, the school district decided to close seven schools due to costs, but \u003ca href=\"https://www.kqed.org/news/11911675/they-see-us-as-expendable-oakland-families-of-children-with-disabilities-call-school-closure-plan-discriminatory\">some families with children in special education programs called the plan discriminatory\u003c/a>.\u003c/p>\n\u003cp>At the end of this school year, the district expects to cut at least one classroom for special education students with individualized learning plans from Joaquin Miller Elementary, Manzanita Community School, Bella Vista Elementary, United for Success Academy and Montera Middle School.\u003c/p>\n\u003cp>At the end of \u003cem>next\u003c/em> school year, the school board intends to close some special education programs at Joaquin Miller, Manzanita SEED and Montera Middle School. The district will add new early childhood special education classes at Montclair Elementary and Melrose Leadership Academy.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Members of the school district’s Community Advisory Committee are fighting these upcoming closures with a \u003ca href=\"https://www.change.org/p/call-on-ousd-to-stop-expelling-disabled-students-from-schools-to-close-their-programs?utm_source=share_petition&utm_medium=custom_url&recruited_by_id=f5a168c0-e7e0-11ed-9308-716afd1259c7\">petition\u003c/a>. The group also plans to protest with an \u003ca href=\"https://www.facebook.com/events/1507997136401647/?acontext=%7B%22event_action_history%22%3A%5b%5d%7D\">art-in at the school board meeting\u003c/a> on May 24.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Ismael Armendariz, special education teacher, OEA president\"]‘For far too long, special education has been siloed and we have been put aside and thought of as second to all the other programming.’[/pullquote]\u003c/p>\n\u003cp>Monday’s tentative agreement takes a step toward meeting these needs by creating a new joint committee to oversee special education programs and by piloting a one-year program to maintain more equitable workloads for special education professionals, according to Armendariz.\u003c/p>\n\u003cp>“I think one of the most revolutionary things out of [the agreement] is that now, for the first time, a high-ranking general education administrator has to attend,” he said. “For far too long, special education has been siloed and we have been put aside and thought of as second to all the other programming.”\u003c/p>\n\u003cp>Coriander Melious is a special education teacher and parent of an eighth grader who has Down syndrome. She said she’s excited that the new committee will include general education teachers and administrators.\u003c/p>\n\u003cp>“Real inclusion comes with shifting the culture,” she said. “[It’s] how we as a community view our disabled students and the disabled community as actual members of our community and not this separate section over there.”\u003c/p>\n\u003cfigure id=\"attachment_11950561\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11950561\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/05/RS65519_013_KQED_OUSDSolidaritySchool_05112023-qut.jpg\" alt='A little boy in a green T-shirt and a striped sweater wrapped around his wait stands next to a man with a black hoodie on with a back patch that reads, \"Strike for a fair contract.\" Both of their backs face the camera. The two are standing at a picnic bench with neat stacks of juice boxes and snacks for kids.' width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/05/RS65519_013_KQED_OUSDSolidaritySchool_05112023-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/RS65519_013_KQED_OUSDSolidaritySchool_05112023-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/RS65519_013_KQED_OUSDSolidaritySchool_05112023-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/RS65519_013_KQED_OUSDSolidaritySchool_05112023-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/RS65519_013_KQED_OUSDSolidaritySchool_05112023-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Parents, teachers and high school students hand out lunch to Oakland Unified students at a ‘solidarity school’ at Dimond Park in Oakland on May 11, 2023. Solidarity schools were run by volunteers during the seven-day teachers’ strike to give parents a safe place to send their children for supervised activities. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Other parents and educators think the major win is the new pilot program aiming to balance the workloads of special education professionals. It allows employees to request more support once they reach certain limits, which could include additional compensation or staffing.\u003c/p>\n\u003cp>Rather than base caseloads purely on the number of students, the program will take into account the specific needs and learning levels of each student.\u003c/p>\n\u003cp>“It’s really been a big issue,” said Holly Adler, a member of the union’s bargaining team and a resource specialist. “Teachers haven’t been getting support with high-needs students that are now being mainstreamed.”[pullquote size=\"medium\" align=\"right\" citation=\"Coriander Melious, parent and special education teacher\"]‘Real inclusion comes with shifting the culture.’[/pullquote]Not all parents are happy about the “mainstreaming,” which will place more students with special needs in general education classrooms.\u003c/p>\n\u003cp>Alan Pursell is the parent of a sixth grader with autism. He said his son performs well in a general education classroom, but still needs time in a smaller, separate classroom to fully thrive.\u003c/p>\n\u003cp>“I’m worried that if he’s placed in a generalist setting, that he’ll lose all that progress and fall through the cracks,” he said.\u003c/p>\n\u003cp>The program to help teachers manage their caseloads conflicts with difficulties in hiring support staff. But these support staff, called paraeducators, are not included in the union and do not benefit from the salary raises.\u003c/p>\n\u003cp>Melious said that the low pay means these positions are often left empty, and students lose much-needed support.\u003c/p>\n\u003cp>Her daughter was not able to participate in a musical performance because she was unable to learn guitar without a teacher’s aide. Melious said the position had been unfilled for over a year.\u003c/p>\n\u003cp>“It made me so sad when I realized what was going on,” she said. “She’d just been sitting in there not doing anything, and she’s the only one.”\u003cspan style=\"font-weight: 400\">[aside label='More Stories on Education' tag='education']\u003c/span>She wants the district to raise the pay for these positions and hire more staff to support students with additional needs.\u003c/p>\n\u003cp>“These students are going to be sitting in classrooms not learning,” she said. “They’re just waiting for the class to end. And that’s, like, criminal to me.”\u003c/p>\n\u003cp>Adler said the lack of support staff also affects teachers. In violation of the law, early childhood special education teachers were not getting a lunch break because of the demanding workload. Like Melious, she said higher salaries for support staff would help resolve the issue.\u003c/p>\n\u003cp>Armendariz said the bargaining team will hold the district accountable for lunch breaks moving forward. While he is proud of what the team accomplished overall, he wants to focus on special education more.\u003c/p>\n\u003cp>“For far too long, our students and our faculty have been ignored by this district and put as an afterthought. And that’s not going to happen anymore,” he said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"The Oakland Education Association reached a 90% vote in favor of its tentative agreement with the Oakland Unified School District. It features much-needed amendments to special education, but parents and teachers say there is more work to do.","status":"publish","parent":0,"modified":1684965319,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":1275},"headData":{"title":"Special Education Gets 'Modest Gains' in Latest Talks With District, Says Oakland Teachers Union | KQED","description":"The Oakland Education Association reached a 90% vote in favor of its tentative agreement with the Oakland Unified School District. It features much-needed amendments to special education, but parents and teachers say there is more work to do.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"Special Education Gets 'Modest Gains' in Latest Talks With District, Says Oakland Teachers Union","datePublished":"2023-05-24T21:55:19.000Z","dateModified":"2023-05-24T21:55:19.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","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"}}},"nprByline":"\u003ca href=\"https://twitter.com/pquinton99\">Phoebe Quinton\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/news/11950545/special-education-gets-modest-gains-in-latest-talks-with-district-says-oakland-teachers-union","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>On Monday, the Oakland Education Association reached a 90% vote in favor of its \u003ca href=\"https://www.kqed.org/news/11949458/oakland-teachers-strike-ends-as-union-reaches-agreement-with-school-district\">tentative agreement\u003c/a> with the Oakland Unified School District. In the coming weeks, the two groups will vote separately on the proposal, negotiated during a seven-day strike.\u003c/p>\n\u003cp>“There are major gains in some areas, and there’s other areas where we made modest gains, and some areas where we have the status quo,” said Ismael Armendariz, a special education teacher and the union’s president. “But as a package, it is amazing what they accomplished.”\u003c/p>\n\u003cp>The agreement includes plans for substantial changes to teachers’ salaries, improvements on classroom conditions, and “common good” proposals such as student housing assistance and programs that benefit students of color.\u003c/p>\n\u003cp>It also features amendments to special education, but parents and teachers say there is more work to do.\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1660824964633878529"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>“We made modest gains,” Armendariz repeated. “But we’re going to center special education going forward.”\u003c/p>\n\u003cp>Currently, the school district serves more than 6,000 students in special education programs, accounting for roughly 17% of students.\u003c/p>\n\u003cp>As Oakland’s population of students in special education programming continues to grow, the school district has struggled to find enough staff and funding to meet the needs of these students. It has consolidated programming, closing programs in some schools and moving them to others.\u003c/p>\n\u003cp>“We’re piloting a workload model that allows us to think about how we manage our caseloads, so that we can provide all the services to our students and that we’re able to manage that in a way that doesn’t burn teachers out,” Armendariz said.\u003c/p>\n\u003cfigure id=\"attachment_11950560\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11950560\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/05/RS65043_DSC06574-qut.jpg\" alt='A man in a red T-shirt with dark hair speaks from a podium as large signs behind him read, \"Safe, Stable, Racially Just Schools.\"' width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/05/RS65043_DSC06574-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/RS65043_DSC06574-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/RS65043_DSC06574-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/RS65043_DSC06574-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/RS65043_DSC06574-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Oakland Education Association president Ismael Armendariz, who is also a special education teacher, speaks at the teachers union rally held at Frank Ogawa Plaza in Oakland on May 4, 2023. \u003ccite>(Aryk Copley/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Last year, the school district decided to close seven schools due to costs, but \u003ca href=\"https://www.kqed.org/news/11911675/they-see-us-as-expendable-oakland-families-of-children-with-disabilities-call-school-closure-plan-discriminatory\">some families with children in special education programs called the plan discriminatory\u003c/a>.\u003c/p>\n\u003cp>At the end of this school year, the district expects to cut at least one classroom for special education students with individualized learning plans from Joaquin Miller Elementary, Manzanita Community School, Bella Vista Elementary, United for Success Academy and Montera Middle School.\u003c/p>\n\u003cp>At the end of \u003cem>next\u003c/em> school year, the school board intends to close some special education programs at Joaquin Miller, Manzanita SEED and Montera Middle School. The district will add new early childhood special education classes at Montclair Elementary and Melrose Leadership Academy.\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>Members of the school district’s Community Advisory Committee are fighting these upcoming closures with a \u003ca href=\"https://www.change.org/p/call-on-ousd-to-stop-expelling-disabled-students-from-schools-to-close-their-programs?utm_source=share_petition&utm_medium=custom_url&recruited_by_id=f5a168c0-e7e0-11ed-9308-716afd1259c7\">petition\u003c/a>. The group also plans to protest with an \u003ca href=\"https://www.facebook.com/events/1507997136401647/?acontext=%7B%22event_action_history%22%3A%5b%5d%7D\">art-in at the school board meeting\u003c/a> on May 24.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘For far too long, special education has been siloed and we have been put aside and thought of as second to all the other programming.’","name":"pullquote","attributes":{"named":{"size":"medium","align":"right","citation":"Ismael Armendariz, special education teacher, OEA president","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Monday’s tentative agreement takes a step toward meeting these needs by creating a new joint committee to oversee special education programs and by piloting a one-year program to maintain more equitable workloads for special education professionals, according to Armendariz.\u003c/p>\n\u003cp>“I think one of the most revolutionary things out of [the agreement] is that now, for the first time, a high-ranking general education administrator has to attend,” he said. “For far too long, special education has been siloed and we have been put aside and thought of as second to all the other programming.”\u003c/p>\n\u003cp>Coriander Melious is a special education teacher and parent of an eighth grader who has Down syndrome. She said she’s excited that the new committee will include general education teachers and administrators.\u003c/p>\n\u003cp>“Real inclusion comes with shifting the culture,” she said. “[It’s] how we as a community view our disabled students and the disabled community as actual members of our community and not this separate section over there.”\u003c/p>\n\u003cfigure id=\"attachment_11950561\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11950561\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/05/RS65519_013_KQED_OUSDSolidaritySchool_05112023-qut.jpg\" alt='A little boy in a green T-shirt and a striped sweater wrapped around his wait stands next to a man with a black hoodie on with a back patch that reads, \"Strike for a fair contract.\" Both of their backs face the camera. The two are standing at a picnic bench with neat stacks of juice boxes and snacks for kids.' width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/05/RS65519_013_KQED_OUSDSolidaritySchool_05112023-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/RS65519_013_KQED_OUSDSolidaritySchool_05112023-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/RS65519_013_KQED_OUSDSolidaritySchool_05112023-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/RS65519_013_KQED_OUSDSolidaritySchool_05112023-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/05/RS65519_013_KQED_OUSDSolidaritySchool_05112023-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Parents, teachers and high school students hand out lunch to Oakland Unified students at a ‘solidarity school’ at Dimond Park in Oakland on May 11, 2023. Solidarity schools were run by volunteers during the seven-day teachers’ strike to give parents a safe place to send their children for supervised activities. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Other parents and educators think the major win is the new pilot program aiming to balance the workloads of special education professionals. It allows employees to request more support once they reach certain limits, which could include additional compensation or staffing.\u003c/p>\n\u003cp>Rather than base caseloads purely on the number of students, the program will take into account the specific needs and learning levels of each student.\u003c/p>\n\u003cp>“It’s really been a big issue,” said Holly Adler, a member of the union’s bargaining team and a resource specialist. “Teachers haven’t been getting support with high-needs students that are now being mainstreamed.”\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘Real inclusion comes with shifting the culture.’","name":"pullquote","attributes":{"named":{"size":"medium","align":"right","citation":"Coriander Melious, parent and special education teacher","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Not all parents are happy about the “mainstreaming,” which will place more students with special needs in general education classrooms.\u003c/p>\n\u003cp>Alan Pursell is the parent of a sixth grader with autism. He said his son performs well in a general education classroom, but still needs time in a smaller, separate classroom to fully thrive.\u003c/p>\n\u003cp>“I’m worried that if he’s placed in a generalist setting, that he’ll lose all that progress and fall through the cracks,” he said.\u003c/p>\n\u003cp>The program to help teachers manage their caseloads conflicts with difficulties in hiring support staff. But these support staff, called paraeducators, are not included in the union and do not benefit from the salary raises.\u003c/p>\n\u003cp>Melious said that the low pay means these positions are often left empty, and students lose much-needed support.\u003c/p>\n\u003cp>Her daughter was not able to participate in a musical performance because she was unable to learn guitar without a teacher’s aide. Melious said the position had been unfilled for over a year.\u003c/p>\n\u003cp>“It made me so sad when I realized what was going on,” she said. “She’d just been sitting in there not doing anything, and she’s the only one.”\u003cspan style=\"font-weight: 400\">\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"More Stories on Education ","tag":"education"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/span>She wants the district to raise the pay for these positions and hire more staff to support students with additional needs.\u003c/p>\n\u003cp>“These students are going to be sitting in classrooms not learning,” she said. “They’re just waiting for the class to end. And that’s, like, criminal to me.”\u003c/p>\n\u003cp>Adler said the lack of support staff also affects teachers. In violation of the law, early childhood special education teachers were not getting a lunch break because of the demanding workload. Like Melious, she said higher salaries for support staff would help resolve the issue.\u003c/p>\n\u003cp>Armendariz said the bargaining team will hold the district accountable for lunch breaks moving forward. While he is proud of what the team accomplished overall, he wants to focus on special education more.\u003c/p>\n\u003cp>“For far too long, our students and our faculty have been ignored by this district and put as an afterthought. And that’s not going to happen anymore,” he 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\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11950545/special-education-gets-modest-gains-in-latest-talks-with-district-says-oakland-teachers-union","authors":["byline_news_11950545"],"categories":["news_18540","news_8"],"tags":["news_26850","news_31933","news_32200","news_20272","news_31369","news_24851","news_31016","news_32412","news_4449","news_5558","news_3457"],"featImg":"news_11950544","label":"news"},"news_11911675":{"type":"posts","id":"news_11911675","meta":{"index":"posts_1591205157","site":"news","id":"11911675","score":null,"sort":[1650546025000]},"guestAuthors":[],"slug":"they-see-us-as-expendable-oakland-families-of-children-with-disabilities-call-school-closure-plan-discriminatory","title":"'They See Us As Expendable': Oakland Families of Children With Disabilities Call School Closure Plan Discriminatory","publishDate":1650546025,"format":"standard","headTitle":"KQED News","labelTerm":{"site":"news"},"content":"\u003cp>Eight-year-old Max Pezold has bounced around Oakland public schools since preschool, a fairly typical path in this district for students with special education needs.\u003c/p>\n\u003cp>Diagnosed with autism and profound learning delays when he was 2 years old, Max began his formal education at a preschool program for children with autism at Montclair Elementary School. He then was mistakenly placed in a special kindergarten language program at Edison Elementary — which didn’t work out, because he is nonverbal.\u003c/p>\n\u003cp>After a short, challenging stint in what his parents described as a disastrously run classroom at Piedmont Elementary, Max finally landed at Carl B. Munck Elementary, a small school in the Oakland hills near Merritt College with a culture of inclusiveness, where nearly 18% of the students have disabilities. The school has been so welcoming that Max’s dad says he gets emotional describing it.[pullquote align=\"right\" size=\"medium\" citation=\"Carl Pezold, parent\"]'It seems like the deck is stacked against you. You have a hard enough time trying to raise a kid with disabilities and then they throw this at you.'[/pullquote]“You know, my son, he's a lovely boy, but he doesn't talk, he doesn't look at people in the eye,” Carl Pezold said. “But the other … kids, they greet him, they know his name. They say, ‘Hi, Max!,’ you know, [even though] he’ll just kind of barrel past them.”\u003c/p>\n\u003cp>Unlike in some other schools, where students with disabilities can be isolated from the rest of the school in portable classrooms, Max and his classmates are in centrally located rooms. They share hallways and other facilities with general education students, and join conventional classes twice a week.\u003c/p>\n\u003cp>When children in general education classes empathize with and accept kids like Max, it can be a profound experience for everyone involved, but one that’s all too rare in Oakland Unified, Pezold says.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“You know, in the special education community or in the disabled community, what we want is to be seen. That's what they can do in this small school environment,” Pezold said of Munck, where half the students are Black and the vast majority come from other parts of the city.\u003c/p>\n\u003cp>And that’s why Pezold and other parents here were stunned to learn in February that the district was planning to shut down the school at the end of the 2022-23 academic year. That means families must enroll in a new school for the following year by this coming fall.\u003c/p>\n\u003cfigure id=\"attachment_11911750\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/Max.jpg\">\u003cimg class=\"size-full wp-image-11911750\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/Max.jpg\" alt=\"A young boy wearing a swim shirt and swim suit sits in folding chair on a beach.\" width=\"1920\" height=\"1632\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/Max.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Max-800x680.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Max-1020x867.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Max-160x136.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Max-1536x1306.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Max Pezold, 8, who has autism, attended several OUSD elementary schools before coming to Carl B. Munck Elementary, where his family says he is thriving. \u003ccite>(Courtesy of Carl Pezold)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Munck is one of the five small schools slated for closure next year, part of the district’s \u003ca href=\"https://www.kqed.org/news/11904618/oakland-moves-to-close-seven-schools-despite-fierce-community-opposition\">larger school-consolidation plan\u003c/a> to address declining enrollments and ongoing budget concerns. The schools on the chopping block, which include Grass Valley and Brookfield Elementary, collectively serve 224 students with special education requirements — like Max — about half of whom have moderate to severe disabilities.\u003c/p>\n\u003cp>Many of the families affected say the district is targeting its most vulnerable students, noting that the closures will disproportionately affect students of color with disabilities.\u003c/p>\n\u003cp>But the district maintains it is currently “overinvesting” in small, under-enrolled schools like Munck, which has just 227 students. The district says it wants to create cost-saving efficiencies by consolidating many of its schools that have fewer than 400 students and reinvesting in neighborhood schools.\u003c/p>\n\u003cp>Because less than 6% of Munck’s families come from the immediate area — with most, like Max’s family, driving from elsewhere in the city — it is not considered a neighborhood school.\u003c/p>\n\u003cp>But when Munck closes, Max’s world will get turned upside down — again\u003cem>, \u003c/em>Pezold says.\u003c/p>\n\u003cp>“The strides that he's making are going to be reversed, whether it be on toileting, whether it be on his language or some of his behavior. It's a shame, when he's doing so well,” he said. “It seems like the deck is stacked against you. You have a hard enough time trying to raise a kid with disabilities and then they throw this at you. You feel [the district] sees you as expendable.”\u003c/p>\n\u003cp>The special day classes for students like Max usually have no more than 10 children, less than half the size of a conventional elementary school classroom in the district, and require extra support staff — all of which can greatly increase a school’s operational costs. Students with significant support needs also tend to be absent more often, which lowers the per-pupil funding a school receives.\u003c/p>\n\u003cfigure id=\"attachment_11911748\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/IMG_7478-scaled.jpg\">\u003cimg class=\"size-full wp-image-11911748\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/IMG_7478-scaled.jpg\" alt=\"A small group of children sitting in a classroom, looking at a screen with an animated video on it.\" width=\"2560\" height=\"1598\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/IMG_7478-scaled.jpg 2560w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/IMG_7478-800x499.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/IMG_7478-1020x637.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/IMG_7478-160x100.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/IMG_7478-1536x959.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/IMG_7478-2048x1278.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/IMG_7478-1920x1199.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jolanda Murphy says her daughter, Dalaine, pictured here in a pink shirt on April 7, 2022, has been thriving in a small special day class at Carl B. Munck Elementary in Oakland for children with moderate to severe education needs. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Despite those factors, Munck’s principal, Denise Burroughs, has made it a policy to welcome these students.\u003c/p>\n\u003cp>“Once they come across the threshold, they know we're going to take care of them and we're going to interact with them, speak to them,” said Burroughs, who has led the school for nearly 20 years. “My moderate-to-severe children, many of them are nonverbal, but I'm seeing some of them react because we react with them.”[aside label=\"related coverage\" tag=\"ousd\"]Jennifer Blake, OUSD’s executive director of special education, agrees that Munck is a good example of how schools can better integrate students with disabilities into the general school culture.\u003c/p>\n\u003cp>But the district says it simply doesn’t have the dollars to sustain Munck’s small-school model, and has cited “over-investment” in its small schools as part of its justification for shuttering many of them.\u003c/p>\n\u003cp>“If we're talking about my dream-world scenario, we would have adequate base funding and adequate special-education funding at both the federal and state level to be able to ensure that we are able to build and foster schools that are small and highly specialized by design,” Blake said.\u003c/p>\n\u003cp>She acknowledges the optics of the current closure plans and the pain it’s inflicting on families, but says the closures will ultimately strengthen programs in larger, neighborhood schools.\u003c/p>\n\u003cp>“I know there was no intention to be able to target students with disabilities exclusively,” she said.\u003c/p>\n\u003cp>Blake says she wants to create more inclusive programs like the one at Munck, with TK-5 programs available at more schools throughout the district, so kids like Max don't have to bounce around.\u003c/p>\n\u003cp>But Jolanda Murphy, whose 9-year-old daughter, Dalaine, also attends Munck, says the district’s decision to close this school seems outwardly discriminatory.\u003c/p>\n\u003cp>“You're basically telling parents that do have kids with special needs that we don't care. We’d rather put the focus and the time and energy into something else,” she said.\u003c/p>\n\u003cp>Dalaine, who is in a special day class at the school, has cerebral palsy, and is prone to seizures. When she was diagnosed as an infant, hospital staff said she would never walk or talk.\u003c/p>\n\u003cfigure id=\"attachment_11911747\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/Denise-Burroughs.jpg\">\u003cimg class=\"size-full wp-image-11911747\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/Denise-Burroughs.jpg\" alt=\"A middle-aged woman with glasses.\" width=\"1920\" height=\"1364\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/Denise-Burroughs.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Denise-Burroughs-800x568.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Denise-Burroughs-1020x725.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Denise-Burroughs-160x114.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Denise-Burroughs-1536x1091.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Carl B. Munck Principal Denise Burroughs, in her office on April 7, 2022. She says her small school is under-enrolled in part because some white families in the Oakland hills are reluctant to send their children to a majority Black school. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“But I told them that I serve a God who is going to do bigger and better things for her,” Murphy said. By 16 months Dalaine was crawling, and by age 4 she walked into preschool.\u003c/p>\n\u003cp>\"And her teacher cried, because she knew how much I wanted Dalaine to walk,\" Murphy recalled.\u003c/p>\n\u003cp>Like Max, Dalaine is nonverbal but very expressive. Murphy says she has seen her make real progress at Munck, where she uses touch screens and flash cards to learn to count and identify letters.\u003c/p>\n\u003cp>In her effort to stop the closure of her daughter’s school, Murphy recently joined the district’s Community Advisory Committee for Special Education, which sent letters to the school board, the county, the state superintendent and the governor accusing OUSD of negligent treatment of disabled students — particularly Black students, who make up 27% of students with disabilities in the district.[pullquote align=\"right\" size=\"medium\" citation=\"Jolanda Murphy, parent\"]'You're basically telling parents that do have kids with special needs that we don't care. We’d rather put the focus and the time and energy into something else.'[/pullquote]The ACLU also has asked California’s attorney general to investigate whether the district took racial equity into account in its closure plans, as it is required to do under the district's Reparations for Black Students resolution that the school board passed last year.\u003c/p>\n\u003cp>Oakland Unified, by its own admission, has a history of chronically underfunding historically Black schools, says Linnea Nelson, a senior staff attorney in the ACLU of Northern California’s Racial and Economic Justice Program. “It now has created the very conditions that it is now citing to justify disrupting tight-knit school communities and displacing literally hundreds of Black students,” she said.\u003c/p>\n\u003cp>For its part, the district has said it remains focused on improving outcomes for underserved populations, particularly Black students, and that its closure plans are part of a broader strategy to redirect resources toward larger neighborhood schools that serve a greater number of kids.\u003c/p>\n\u003cp>But Murphy believes the district is specifically targeting Munck, in part, because it wants to repurpose the property the school sits on.\u003c/p>\n\u003cp>“This is prime real estate,” Murphy pointed out. “If they close the school completely, they're going to tear it down and build houses. Period. Point blank.”\u003c/p>\n\u003cp>California law makes it hard for districts to sell off school properties, but those plots can more easily be declared surplus and leased out to private schools and charter schools, or used for teacher housing.\u003c/p>\n\u003cp>“Carl B. Munck has a beautiful view of Oakland,” she said. “If you go up there, you can sit up there and just lose yourself because of the view of our beautiful city. You can see San Francisco, San Mateo just from their view of the school. It's such a beautiful campus.”\u003c/p>\n\u003cp>Munck’s serene location, largely devoid of sirens or traffic sounds, is particularly ideal for students with special education needs, Murphy notes.\u003c/p>\n\u003cfigure id=\"attachment_11911749\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/Jolanda-Murphy-and-Dalaine-Whaley.jpg\">\u003cimg class=\"size-full wp-image-11911749\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/Jolanda-Murphy-and-Dalaine-Whaley.jpg\" alt=\"A mother puts her hands on the hips of her daughter, who stands in front of her.\" width=\"1920\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/Jolanda-Murphy-and-Dalaine-Whaley.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Jolanda-Murphy-and-Dalaine-Whaley-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Jolanda-Murphy-and-Dalaine-Whaley-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Jolanda-Murphy-and-Dalaine-Whaley-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Jolanda-Murphy-and-Dalaine-Whaley-1536x1152.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jolanda Murphy with her daughter, Dalaine, 9, who has cerebral palsy, at their home in Oakland on April 7, 2022, during a 'sensory day,' when Dalaine is allowed to rip up paper, put things on the ground and be more 'loose' and less regulated, to calm her down after a stressful experience. Murphy says Carl B. Munck Elementary, which Dalaine currently attends, is the best place for her. Murphy is fighting the school's closure. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But the predominantly white Oakland hills also is an area where discriminatory housing policies have, for nearly a century, largely denied Black families the opportunity to buy homes and attend schools here. And both Murphy and Burroughs, Munck’s principal, believe that racism remains a factor in the district’s decision-making.\u003c/p>\n\u003cp>“Unfortunately, over the years, I’ve actually had people say things like, ‘Well, I like the school, but I just feel like my child would be in a minority here,’ because there were so many children of African descent and color here. I’ve actually had people say that, judge the school that way,” said Burroughs, who is Black and has lived much of her life in Oakland. “It feels like you want to erase these kids from being here. That’s what it feels like to me. Because truly, if it’s just about under-enrollment, the goal would have been, ‘Let’s figure out how to increase enrollment,’ right?”\u003c/p>\n\u003cp>As for Murphy, she says she and other parents are not giving up in their fight to keep the school open.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I just feel that for my daughter, she needs to have the best,” she said. “And right now, the best is Carl Munck.”\u003c/p>\n\n","blocks":[],"excerpt":"Carl B. Munck Elementary School in the Oakland hills is among the five small OUSD schools slated for closure next year. Those schools collectively serve 224 students with special education requirements.","status":"publish","parent":0,"modified":1650511034,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":41,"wordCount":2112},"headData":{"title":"'They See Us As Expendable': Oakland Families of Children With Disabilities Call School Closure Plan Discriminatory | KQED","description":"Carl B. Munck Elementary School in the Oakland hills is among the five small OUSD schools slated for closure next year. Those schools collectively serve 224 students with special education requirements.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"'They See Us As Expendable': Oakland Families of Children With Disabilities Call School Closure Plan Discriminatory","datePublished":"2022-04-21T13:00:25.000Z","dateModified":"2022-04-21T03:17:14.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","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"}}},"disqusIdentifier":"11911675 https://ww2.kqed.org/news/?p=11911675","disqusUrl":"https://ww2.kqed.org/news/2022/04/21/they-see-us-as-expendable-oakland-families-of-children-with-disabilities-call-school-closure-plan-discriminatory/","disqusTitle":"'They See Us As Expendable': Oakland Families of Children With Disabilities Call School Closure Plan Discriminatory","audioUrl":"https://traffic.omny.fm/d/clips/0af137ef-751e-4b19-a055-aaef00d2d578/ffca7e9f-6831-41c5-bcaf-aaef00f5a073/95806b16-2ba2-4b2b-b84e-ae7c0124591d/audio.mp3","excludeFromSiteSearch":"Include","path":"/news/11911675/they-see-us-as-expendable-oakland-families-of-children-with-disabilities-call-school-closure-plan-discriminatory","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Eight-year-old Max Pezold has bounced around Oakland public schools since preschool, a fairly typical path in this district for students with special education needs.\u003c/p>\n\u003cp>Diagnosed with autism and profound learning delays when he was 2 years old, Max began his formal education at a preschool program for children with autism at Montclair Elementary School. He then was mistakenly placed in a special kindergarten language program at Edison Elementary — which didn’t work out, because he is nonverbal.\u003c/p>\n\u003cp>After a short, challenging stint in what his parents described as a disastrously run classroom at Piedmont Elementary, Max finally landed at Carl B. Munck Elementary, a small school in the Oakland hills near Merritt College with a culture of inclusiveness, where nearly 18% of the students have disabilities. The school has been so welcoming that Max’s dad says he gets emotional describing it.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"'It seems like the deck is stacked against you. You have a hard enough time trying to raise a kid with disabilities and then they throw this at you.'","name":"pullquote","attributes":{"named":{"align":"right","size":"medium","citation":"Carl Pezold, parent","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>“You know, my son, he's a lovely boy, but he doesn't talk, he doesn't look at people in the eye,” Carl Pezold said. “But the other … kids, they greet him, they know his name. They say, ‘Hi, Max!,’ you know, [even though] he’ll just kind of barrel past them.”\u003c/p>\n\u003cp>Unlike in some other schools, where students with disabilities can be isolated from the rest of the school in portable classrooms, Max and his classmates are in centrally located rooms. They share hallways and other facilities with general education students, and join conventional classes twice a week.\u003c/p>\n\u003cp>When children in general education classes empathize with and accept kids like Max, it can be a profound experience for everyone involved, but one that’s all too rare in Oakland Unified, Pezold says.\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>“You know, in the special education community or in the disabled community, what we want is to be seen. That's what they can do in this small school environment,” Pezold said of Munck, where half the students are Black and the vast majority come from other parts of the city.\u003c/p>\n\u003cp>And that’s why Pezold and other parents here were stunned to learn in February that the district was planning to shut down the school at the end of the 2022-23 academic year. That means families must enroll in a new school for the following year by this coming fall.\u003c/p>\n\u003cfigure id=\"attachment_11911750\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/Max.jpg\">\u003cimg class=\"size-full wp-image-11911750\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/Max.jpg\" alt=\"A young boy wearing a swim shirt and swim suit sits in folding chair on a beach.\" width=\"1920\" height=\"1632\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/Max.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Max-800x680.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Max-1020x867.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Max-160x136.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Max-1536x1306.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Max Pezold, 8, who has autism, attended several OUSD elementary schools before coming to Carl B. Munck Elementary, where his family says he is thriving. \u003ccite>(Courtesy of Carl Pezold)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Munck is one of the five small schools slated for closure next year, part of the district’s \u003ca href=\"https://www.kqed.org/news/11904618/oakland-moves-to-close-seven-schools-despite-fierce-community-opposition\">larger school-consolidation plan\u003c/a> to address declining enrollments and ongoing budget concerns. The schools on the chopping block, which include Grass Valley and Brookfield Elementary, collectively serve 224 students with special education requirements — like Max — about half of whom have moderate to severe disabilities.\u003c/p>\n\u003cp>Many of the families affected say the district is targeting its most vulnerable students, noting that the closures will disproportionately affect students of color with disabilities.\u003c/p>\n\u003cp>But the district maintains it is currently “overinvesting” in small, under-enrolled schools like Munck, which has just 227 students. The district says it wants to create cost-saving efficiencies by consolidating many of its schools that have fewer than 400 students and reinvesting in neighborhood schools.\u003c/p>\n\u003cp>Because less than 6% of Munck’s families come from the immediate area — with most, like Max’s family, driving from elsewhere in the city — it is not considered a neighborhood school.\u003c/p>\n\u003cp>But when Munck closes, Max’s world will get turned upside down — again\u003cem>, \u003c/em>Pezold says.\u003c/p>\n\u003cp>“The strides that he's making are going to be reversed, whether it be on toileting, whether it be on his language or some of his behavior. It's a shame, when he's doing so well,” he said. “It seems like the deck is stacked against you. You have a hard enough time trying to raise a kid with disabilities and then they throw this at you. You feel [the district] sees you as expendable.”\u003c/p>\n\u003cp>The special day classes for students like Max usually have no more than 10 children, less than half the size of a conventional elementary school classroom in the district, and require extra support staff — all of which can greatly increase a school’s operational costs. Students with significant support needs also tend to be absent more often, which lowers the per-pupil funding a school receives.\u003c/p>\n\u003cfigure id=\"attachment_11911748\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/IMG_7478-scaled.jpg\">\u003cimg class=\"size-full wp-image-11911748\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/IMG_7478-scaled.jpg\" alt=\"A small group of children sitting in a classroom, looking at a screen with an animated video on it.\" width=\"2560\" height=\"1598\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/IMG_7478-scaled.jpg 2560w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/IMG_7478-800x499.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/IMG_7478-1020x637.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/IMG_7478-160x100.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/IMG_7478-1536x959.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/IMG_7478-2048x1278.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/IMG_7478-1920x1199.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jolanda Murphy says her daughter, Dalaine, pictured here in a pink shirt on April 7, 2022, has been thriving in a small special day class at Carl B. Munck Elementary in Oakland for children with moderate to severe education needs. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Despite those factors, Munck’s principal, Denise Burroughs, has made it a policy to welcome these students.\u003c/p>\n\u003cp>“Once they come across the threshold, they know we're going to take care of them and we're going to interact with them, speak to them,” said Burroughs, who has led the school for nearly 20 years. “My moderate-to-severe children, many of them are nonverbal, but I'm seeing some of them react because we react with them.”\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"related coverage ","tag":"ousd"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Jennifer Blake, OUSD’s executive director of special education, agrees that Munck is a good example of how schools can better integrate students with disabilities into the general school culture.\u003c/p>\n\u003cp>But the district says it simply doesn’t have the dollars to sustain Munck’s small-school model, and has cited “over-investment” in its small schools as part of its justification for shuttering many of them.\u003c/p>\n\u003cp>“If we're talking about my dream-world scenario, we would have adequate base funding and adequate special-education funding at both the federal and state level to be able to ensure that we are able to build and foster schools that are small and highly specialized by design,” Blake said.\u003c/p>\n\u003cp>She acknowledges the optics of the current closure plans and the pain it’s inflicting on families, but says the closures will ultimately strengthen programs in larger, neighborhood schools.\u003c/p>\n\u003cp>“I know there was no intention to be able to target students with disabilities exclusively,” she said.\u003c/p>\n\u003cp>Blake says she wants to create more inclusive programs like the one at Munck, with TK-5 programs available at more schools throughout the district, so kids like Max don't have to bounce around.\u003c/p>\n\u003cp>But Jolanda Murphy, whose 9-year-old daughter, Dalaine, also attends Munck, says the district’s decision to close this school seems outwardly discriminatory.\u003c/p>\n\u003cp>“You're basically telling parents that do have kids with special needs that we don't care. We’d rather put the focus and the time and energy into something else,” she said.\u003c/p>\n\u003cp>Dalaine, who is in a special day class at the school, has cerebral palsy, and is prone to seizures. When she was diagnosed as an infant, hospital staff said she would never walk or talk.\u003c/p>\n\u003cfigure id=\"attachment_11911747\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/Denise-Burroughs.jpg\">\u003cimg class=\"size-full wp-image-11911747\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/Denise-Burroughs.jpg\" alt=\"A middle-aged woman with glasses.\" width=\"1920\" height=\"1364\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/Denise-Burroughs.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Denise-Burroughs-800x568.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Denise-Burroughs-1020x725.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Denise-Burroughs-160x114.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Denise-Burroughs-1536x1091.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Carl B. Munck Principal Denise Burroughs, in her office on April 7, 2022. She says her small school is under-enrolled in part because some white families in the Oakland hills are reluctant to send their children to a majority Black school. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“But I told them that I serve a God who is going to do bigger and better things for her,” Murphy said. By 16 months Dalaine was crawling, and by age 4 she walked into preschool.\u003c/p>\n\u003cp>\"And her teacher cried, because she knew how much I wanted Dalaine to walk,\" Murphy recalled.\u003c/p>\n\u003cp>Like Max, Dalaine is nonverbal but very expressive. Murphy says she has seen her make real progress at Munck, where she uses touch screens and flash cards to learn to count and identify letters.\u003c/p>\n\u003cp>In her effort to stop the closure of her daughter’s school, Murphy recently joined the district’s Community Advisory Committee for Special Education, which sent letters to the school board, the county, the state superintendent and the governor accusing OUSD of negligent treatment of disabled students — particularly Black students, who make up 27% of students with disabilities in the district.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"'You're basically telling parents that do have kids with special needs that we don't care. We’d rather put the focus and the time and energy into something else.'","name":"pullquote","attributes":{"named":{"align":"right","size":"medium","citation":"Jolanda Murphy, parent","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>The ACLU also has asked California’s attorney general to investigate whether the district took racial equity into account in its closure plans, as it is required to do under the district's Reparations for Black Students resolution that the school board passed last year.\u003c/p>\n\u003cp>Oakland Unified, by its own admission, has a history of chronically underfunding historically Black schools, says Linnea Nelson, a senior staff attorney in the ACLU of Northern California’s Racial and Economic Justice Program. “It now has created the very conditions that it is now citing to justify disrupting tight-knit school communities and displacing literally hundreds of Black students,” she said.\u003c/p>\n\u003cp>For its part, the district has said it remains focused on improving outcomes for underserved populations, particularly Black students, and that its closure plans are part of a broader strategy to redirect resources toward larger neighborhood schools that serve a greater number of kids.\u003c/p>\n\u003cp>But Murphy believes the district is specifically targeting Munck, in part, because it wants to repurpose the property the school sits on.\u003c/p>\n\u003cp>“This is prime real estate,” Murphy pointed out. “If they close the school completely, they're going to tear it down and build houses. Period. Point blank.”\u003c/p>\n\u003cp>California law makes it hard for districts to sell off school properties, but those plots can more easily be declared surplus and leased out to private schools and charter schools, or used for teacher housing.\u003c/p>\n\u003cp>“Carl B. Munck has a beautiful view of Oakland,” she said. “If you go up there, you can sit up there and just lose yourself because of the view of our beautiful city. You can see San Francisco, San Mateo just from their view of the school. It's such a beautiful campus.”\u003c/p>\n\u003cp>Munck’s serene location, largely devoid of sirens or traffic sounds, is particularly ideal for students with special education needs, Murphy notes.\u003c/p>\n\u003cfigure id=\"attachment_11911749\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/Jolanda-Murphy-and-Dalaine-Whaley.jpg\">\u003cimg class=\"size-full wp-image-11911749\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/Jolanda-Murphy-and-Dalaine-Whaley.jpg\" alt=\"A mother puts her hands on the hips of her daughter, who stands in front of her.\" width=\"1920\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/Jolanda-Murphy-and-Dalaine-Whaley.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Jolanda-Murphy-and-Dalaine-Whaley-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Jolanda-Murphy-and-Dalaine-Whaley-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Jolanda-Murphy-and-Dalaine-Whaley-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Jolanda-Murphy-and-Dalaine-Whaley-1536x1152.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jolanda Murphy with her daughter, Dalaine, 9, who has cerebral palsy, at their home in Oakland on April 7, 2022, during a 'sensory day,' when Dalaine is allowed to rip up paper, put things on the ground and be more 'loose' and less regulated, to calm her down after a stressful experience. Murphy says Carl B. Munck Elementary, which Dalaine currently attends, is the best place for her. Murphy is fighting the school's closure. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But the predominantly white Oakland hills also is an area where discriminatory housing policies have, for nearly a century, largely denied Black families the opportunity to buy homes and attend schools here. And both Murphy and Burroughs, Munck’s principal, believe that racism remains a factor in the district’s decision-making.\u003c/p>\n\u003cp>“Unfortunately, over the years, I’ve actually had people say things like, ‘Well, I like the school, but I just feel like my child would be in a minority here,’ because there were so many children of African descent and color here. I’ve actually had people say that, judge the school that way,” said Burroughs, who is Black and has lived much of her life in Oakland. “It feels like you want to erase these kids from being here. That’s what it feels like to me. Because truly, if it’s just about under-enrollment, the goal would have been, ‘Let’s figure out how to increase enrollment,’ right?”\u003c/p>\n\u003cp>As for Murphy, she says she and other parents are not giving up in their fight to keep the school open.\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>“I just feel that for my daughter, she needs to have the best,” she said. “And right now, the best is Carl Munck.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11911675/they-see-us-as-expendable-oakland-families-of-children-with-disabilities-call-school-closure-plan-discriminatory","authors":["231"],"categories":["news_18540","news_8"],"tags":["news_20013","news_27626","news_3366","news_24524","news_4449"],"featImg":"news_11911758","label":"news"},"news_11879696":{"type":"posts","id":"news_11879696","meta":{"index":"posts_1591205157","site":"news","id":"11879696","score":null,"sort":[1624988628000]},"guestAuthors":[],"slug":"special-ed-and-high-needs-students-get-windfall-in-budget-deal","title":"Special Ed and High-Needs Students Get Windfall in Budget Deal","publishDate":1624988628,"format":"standard","headTitle":"KQED News","labelTerm":{},"content":"\u003cp>California schools are poised to get a record-breaking amount of money in the state budget to help students recover from 15 months of pandemic-related chaos, virtual classrooms, hybrid schedules and ever-shifting guidance.\u003c/p>\n\u003cp>Districts with lots of high-needs students, including those with disabilities, stand to get even more money.\u003c/p>\n\u003cp>Educators will use some of the extra funding to hire counselors who are better suited to address the mental health impacts of the pandemic. Lawmakers hope the unprecedented funding will also help address the pre-pandemic costs of special education and \u003ca href=\"https://calmatters.org/economy/2018/07/california-teacher-pension-debt/\">employee pensions\u003c/a>.\u003c/p>\n\u003cp>“The pandemic hit everybody, and everybody could use more mental health support and counseling,” said Sara Noguchi, superintendent of Modesto City Schools. “But the pension costs each year are also significant. And that is just one of the areas that’s been difficult to manage.”\u003c/p>\n\u003ch3>More Money Across the Board\u003c/h3>\n\u003cp>The state will spend an unprecedented $93.7 billion from its general fund on education this year, with most California districts raking in millions of dollars in new funding.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Modesto's district, for example, which has close to 30,000 students, is getting an extra $16.5 million this year. And that money comes with almost no strings attached and can be spent on anything from payroll to maintenance.\u003c/p>\n\u003cp>But that’s just the beginning.\u003c/p>\n\u003cp>The state calculates funding for school districts using what’s called the Local Control Funding Formula. Under the formula, all districts receive a base amount of money per student, and more money for foster children, English learners or those qualifying for \u003ca href=\"https://www.cde.ca.gov/ls/nu/rs/scales2021.asp\">free or reduced-price lunch\u003c/a>. If any of those groups make up more than half of a district’s enrollment, the district gets additional money.\u003c/p>\n\u003cp>The budget deal also reflects Gov. Gavin Newsom’s proposal to direct $1.1 billion to districts with a high concentration of those vulnerable student groups; the Legislature had wanted to spread the money out over all districts that have high-needs students.\u003c/p>\n\u003ch3>Extra Attention for Special Ed\u003c/h3>\n\u003cp>Education experts are calling this fiscal year “the year of special ed,” with good reason: Not only are California lawmakers increasing state special ed spending by $656 million, President Biden’s administration has promised even more funding over the next several years.\u003c/p>\n\u003cp>“Special education funding has never, ever been the amount that is needed,” said Jonathan Kaplan, a senior policy analyst at the California Budget and Policy Center. “The federal government is the one that requires schools to provide an appropriate education, but they’ve never provided the funding. State dollars are provided to supplement what the federal government is providing.”\u003c/p>\n\u003cp>This year, California will provide a 4.05% cost-of-living adjustment for all special education programs.\u003c/p>\n\u003cp>In addition, the state will also provide another $550 million for “dispute resolution” for students who received little or no special education services during the pandemic.\u003c/p>\n\u003ch3>Early Childhood Education\u003c/h3>\n\u003cp>[aside label=\"more education coverage\" tag=\"education\"]The final budget deal also dedicates ongoing funding to transitional kindergarten, an intermediate grade level established to accommodate 4-year-olds who won't turn 5 by Sept. 1, the cutoff for kindergarten admission.\u003c/p>\n\u003cp>The budget deal includes a timeline to implement transitional kindergarten for all 4-year-olds in California by the 2025-26 school year. The plan would cost $2.7 billion once fully implemented.\u003c/p>\n\u003cp>The state is also spending billions to expand child care subsidies. This year, $1.5 billion will go toward 120,000 additional kids, mostly those of essential workers. Next year, child care subsidy spending would increase to $2.7 billion.\u003c/p>\n\u003cp>“I’ve never seen such an expansion and an attempt to improve the quality of child care, really since the advent of pre-K in the 1960s,” said Bruce Fuller, a professor of education at UC Berkeley. “The expansion of early education, in sheer dollar amounts, rivals the increases in K-12.”\u003c/p>\n\u003ch3>\u003cstrong>Easing the Fiscal Burden of Pensions\u003c/strong>\u003c/h3>\n\u003cp>In past years, increases in overall education funding were dwarfed by the tens of millions of dollars some districts were required to pay to employee retirement funds. The cost of pension liability stressed district budgets, especially during the pandemic.\u003c/p>\n\u003cp>“Every year the pension costs continue to rise,” said Noguchi, from Modesto. “Last year, there was no cost-of-living adjustment but an increase in pension costs.”\u003c/p>\n\u003cp>The overall increase in funding this year would help districts with their pension liabilities, a fiscal burden that has pushed some districts into deficits.\u003c/p>\n\u003ch3>More Teachers, More Class Time, More Meals\u003c/h3>\n\u003cp>The budget deal also includes $2.8 billion in one-time funding to help school districts recruit, retain and train teachers. With a high number of \u003ca href=\"https://calmatters.org/education/2021/06/california-teacher-retirement/\">teacher retirements\u003c/a> this year, some districts face a looming staffing shortage. As the pandemic recedes, more teachers could keep class sizes low and allow students who fell behind to receive more one-on-one attention.\u003c/p>\n\u003cp>The state is also providing $1.8 billion this year as part of a multiyear $5 billion funding package to expand \u003ca href=\"https://calmatters.org/education/2021/06/summer-school-options-california/\">summer school\u003c/a> and after school programs. Districts with more low-income students, foster children and English learners would get more funding.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>In line with the Legislature’s proposal, the budget will also invest $54 million this year and $650 million in ongoing spending to pay for breakfasts and lunches for students.\u003c/p>\n\n","blocks":[],"excerpt":"A historic boost in state funding will allow educators to make investments in high-needs students, special education and early childhood education.","status":"publish","parent":0,"modified":1624990357,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":915},"headData":{"title":"Special Ed and High-Needs Students Get Windfall in Budget Deal | KQED","description":"A historic boost in state funding will allow educators to make investments in high-needs students, special education and early childhood education.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"Special Ed and High-Needs Students Get Windfall in Budget Deal","datePublished":"2021-06-29T17:43:48.000Z","dateModified":"2021-06-29T18:12:37.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","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"}}},"disqusIdentifier":"11879696 https://ww2.kqed.org/news/?p=11879696","disqusUrl":"https://ww2.kqed.org/news/2021/06/29/special-ed-and-high-needs-students-get-windfall-in-budget-deal/","disqusTitle":"Special Ed and High-Needs Students Get Windfall in Budget Deal","source":"CalMatters","sourceUrl":"https://calmatters.org/","nprByline":"\u003ca href=\"https://calmatters.org/author/joe-hong/\">Joe Hong\u003c/a>","path":"/news/11879696/special-ed-and-high-needs-students-get-windfall-in-budget-deal","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>California schools are poised to get a record-breaking amount of money in the state budget to help students recover from 15 months of pandemic-related chaos, virtual classrooms, hybrid schedules and ever-shifting guidance.\u003c/p>\n\u003cp>Districts with lots of high-needs students, including those with disabilities, stand to get even more money.\u003c/p>\n\u003cp>Educators will use some of the extra funding to hire counselors who are better suited to address the mental health impacts of the pandemic. Lawmakers hope the unprecedented funding will also help address the pre-pandemic costs of special education and \u003ca href=\"https://calmatters.org/economy/2018/07/california-teacher-pension-debt/\">employee pensions\u003c/a>.\u003c/p>\n\u003cp>“The pandemic hit everybody, and everybody could use more mental health support and counseling,” said Sara Noguchi, superintendent of Modesto City Schools. “But the pension costs each year are also significant. And that is just one of the areas that’s been difficult to manage.”\u003c/p>\n\u003ch3>More Money Across the Board\u003c/h3>\n\u003cp>The state will spend an unprecedented $93.7 billion from its general fund on education this year, with most California districts raking in millions of dollars in new funding.\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>Modesto's district, for example, which has close to 30,000 students, is getting an extra $16.5 million this year. And that money comes with almost no strings attached and can be spent on anything from payroll to maintenance.\u003c/p>\n\u003cp>But that’s just the beginning.\u003c/p>\n\u003cp>The state calculates funding for school districts using what’s called the Local Control Funding Formula. Under the formula, all districts receive a base amount of money per student, and more money for foster children, English learners or those qualifying for \u003ca href=\"https://www.cde.ca.gov/ls/nu/rs/scales2021.asp\">free or reduced-price lunch\u003c/a>. If any of those groups make up more than half of a district’s enrollment, the district gets additional money.\u003c/p>\n\u003cp>The budget deal also reflects Gov. Gavin Newsom’s proposal to direct $1.1 billion to districts with a high concentration of those vulnerable student groups; the Legislature had wanted to spread the money out over all districts that have high-needs students.\u003c/p>\n\u003ch3>Extra Attention for Special Ed\u003c/h3>\n\u003cp>Education experts are calling this fiscal year “the year of special ed,” with good reason: Not only are California lawmakers increasing state special ed spending by $656 million, President Biden’s administration has promised even more funding over the next several years.\u003c/p>\n\u003cp>“Special education funding has never, ever been the amount that is needed,” said Jonathan Kaplan, a senior policy analyst at the California Budget and Policy Center. “The federal government is the one that requires schools to provide an appropriate education, but they’ve never provided the funding. State dollars are provided to supplement what the federal government is providing.”\u003c/p>\n\u003cp>This year, California will provide a 4.05% cost-of-living adjustment for all special education programs.\u003c/p>\n\u003cp>In addition, the state will also provide another $550 million for “dispute resolution” for students who received little or no special education services during the pandemic.\u003c/p>\n\u003ch3>Early Childhood Education\u003c/h3>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"more education coverage ","tag":"education"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>The final budget deal also dedicates ongoing funding to transitional kindergarten, an intermediate grade level established to accommodate 4-year-olds who won't turn 5 by Sept. 1, the cutoff for kindergarten admission.\u003c/p>\n\u003cp>The budget deal includes a timeline to implement transitional kindergarten for all 4-year-olds in California by the 2025-26 school year. The plan would cost $2.7 billion once fully implemented.\u003c/p>\n\u003cp>The state is also spending billions to expand child care subsidies. This year, $1.5 billion will go toward 120,000 additional kids, mostly those of essential workers. Next year, child care subsidy spending would increase to $2.7 billion.\u003c/p>\n\u003cp>“I’ve never seen such an expansion and an attempt to improve the quality of child care, really since the advent of pre-K in the 1960s,” said Bruce Fuller, a professor of education at UC Berkeley. “The expansion of early education, in sheer dollar amounts, rivals the increases in K-12.”\u003c/p>\n\u003ch3>\u003cstrong>Easing the Fiscal Burden of Pensions\u003c/strong>\u003c/h3>\n\u003cp>In past years, increases in overall education funding were dwarfed by the tens of millions of dollars some districts were required to pay to employee retirement funds. The cost of pension liability stressed district budgets, especially during the pandemic.\u003c/p>\n\u003cp>“Every year the pension costs continue to rise,” said Noguchi, from Modesto. “Last year, there was no cost-of-living adjustment but an increase in pension costs.”\u003c/p>\n\u003cp>The overall increase in funding this year would help districts with their pension liabilities, a fiscal burden that has pushed some districts into deficits.\u003c/p>\n\u003ch3>More Teachers, More Class Time, More Meals\u003c/h3>\n\u003cp>The budget deal also includes $2.8 billion in one-time funding to help school districts recruit, retain and train teachers. With a high number of \u003ca href=\"https://calmatters.org/education/2021/06/california-teacher-retirement/\">teacher retirements\u003c/a> this year, some districts face a looming staffing shortage. As the pandemic recedes, more teachers could keep class sizes low and allow students who fell behind to receive more one-on-one attention.\u003c/p>\n\u003cp>The state is also providing $1.8 billion this year as part of a multiyear $5 billion funding package to expand \u003ca href=\"https://calmatters.org/education/2021/06/summer-school-options-california/\">summer school\u003c/a> and after school programs. Districts with more low-income students, foster children and English learners would get more funding.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>In line with the Legislature’s proposal, the budget will also invest $54 million this year and $650 million in ongoing spending to pay for breakfasts and lunches for students.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11879696/special-ed-and-high-needs-students-get-windfall-in-budget-deal","authors":["byline_news_11879696"],"categories":["news_18540","news_8","news_13"],"tags":["news_20013","news_29629","news_17968","news_4449","news_5558","news_70"],"featImg":"news_11879697","label":"source_news_11879696"},"news_11871630":{"type":"posts","id":"news_11871630","meta":{"index":"posts_1591205157","site":"news","id":"11871630","score":null,"sort":[1620169587000]},"guestAuthors":[],"slug":"what-its-like-learning-with-autism-during-covid","title":"Youth Takeover: What Learning With Autism Is Like for One SF Teen","publishDate":1620169587,"format":"audio","headTitle":"The California Report Magazine | KQED News","labelTerm":{"term":26731,"site":"news"},"content":"\u003cp>\u003ci>This piece was written by Zachary Yieh, a 16-year-old sophomore from George Washington High School in San Francisco for KQED’s \u003ca href=\"https://www.kqed.org/youthtakeover\">Youth Takeover Week\u003c/a>.\u003c/i>\u003c/p>\n\u003cp>When I was about 4 1/2 years old, I was diagnosed with a learning disability known as autism. It was very rough growing up with it, considering the fact that I wasn't able to have an actual conversation until I was about 7 years old.\u003c/p>\n\u003cfigure id=\"attachment_11871653\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg class=\"size-thumbnail wp-image-11871653\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/Zack-Yieh-image-160x179.jpeg\" alt=\"\" width=\"160\" height=\"179\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/Zack-Yieh-image-160x179.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/Zack-Yieh-image.jpeg 567w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Zachary Yieh, a 16-year-old sophomore from George Washington High School in San Francisco.\u003c/figcaption>\u003c/figure>\n\u003cp>School was very difficult for me when I was younger. I had been working at a different pace than other students. Teachers would always discuss with my parents about ways to improve my learning. I have an Individual Education Plan (IEP), which allows special accommodations for school. But I still face some discrimination from school staff. I asked my mom, Janet Yieh, about how that played out when I was younger.\u003c/p>\n\u003cp>“This really sticks out in my head because it was right when you were going into kindergarten,\" she said. \"I stopped to talk to your brother's former kindergarten teacher and I asked her if she was ready to have you in her class the next year. And her response was, 'I don't think Zachary is going to be a good fit for my classroom.' \"\u003c/p>\n\u003cp>She said she was really shocked by the teacher’s response, but found another kindergarten teacher who was willing to take me on.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>My mother is a huge advocate for me. She made sure I got every therapy, camp program and accommodations. She created a parent support group at my elementary school. She wanted to help the parents that were struggling and the ones that didn't know how to advocate for their children. There was obvious discrimination against students with disabilities, often from the teachers who were supposed to be supporting me. Teachers regularly underestimated my ability to do schoolwork because I didn’t have functional speech at that time.\u003c/p>\n\u003cp>By the time I got into middle school, my disability was almost invisible. I told a few people that I was autistic, but they didn't believe me. This is probably because they see others with autism whose behavior was different than mine. But because I got support from my parents when I was little, I didn't struggle at school anymore. Many people with autism, however, have social problems, sensory processing issues and even difficulty understanding instructions at my current school.\u003c/p>\n\u003cp>My case manager, Ms. Claus, helps me to advocate for myself. She also makes sure that I'm on the right track with my schoolwork. Another way I'm able to keep up with school is by communicating with my teachers to make accommodations when necessary. I recently spoke to Ms. Claus about discrimination in schools.\u003c/p>\n\u003cp>\"Students with IEPs face discrimination from a variety of sources and in a variety of levels ranging from their peers and other adults,\" said Claus. \"Ranging from small comments or name-calling, all the way up to people calling into question whether or not [students with disabilities] receiving accommodations and services is appropriate.”\u003c/p>\n\u003cp>Ms. Claus said some students and parents think it’s unfair to give extra time and help to some students and not others. But she disagrees.\u003c/p>\n\u003cp>“That's problematic because students with IEPs need those things to be able to succeed,\" said Claus. \"And when you talk about fairness, it shouldn't be everyone getting exactly the same thing. It should be everyone getting what they need.”\u003c/p>\n\u003cp>[aside postID=\"forum_2010101879189\" label=\"Forum on school equity\"]\u003c/p>\n\u003cp>She said funding for special education services is another factor that leads to discrimination.\u003c/p>\n\u003cp>I've heard classmates say \"this person has autism,\" or use the R-word as a slur. People assume that students who have disabilities are just straight-up stupid, or that they can accomplish goals in life and their feelings won't be hurt when insulted. Bullies often manipulate people with disabilities by playing mind games people with disabilities don't understand.\u003c/p>\n\u003cp>Right now during distance learning, many students with individual education plans are struggling to have all their accommodations met because of the pandemic. Thousands of students who would normally have one-on-one aid are not receiving services. This means they cannot meet their academic, behavioral, social and emotional goals. These students will be further behind when we go back.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The fight for disability rights is still an ongoing battle. It helps that there are people like my mom, my case manager and even my friends who are passionate to help people with disabilities.\u003c/p>\n\n","blocks":[],"excerpt":"For many families, the pandemic has made student learning difficult. But some students with disabilities feel left behind by remote learning.","status":"publish","parent":0,"modified":1620236582,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":782},"headData":{"title":"Youth Takeover: What Learning With Autism Is Like for One SF Teen | KQED","description":"For many families, the pandemic has made student learning difficult. But some students with disabilities feel left behind by remote learning.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"Youth Takeover: What Learning With Autism Is Like for One SF Teen","datePublished":"2021-05-04T23:06:27.000Z","dateModified":"2021-05-05T17:43:02.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","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"}}},"disqusIdentifier":"11871630 https://ww2.kqed.org/news/?p=11871630","disqusUrl":"https://ww2.kqed.org/news/2021/05/04/what-its-like-learning-with-autism-during-covid/","disqusTitle":"Youth Takeover: What Learning With Autism Is Like for One SF Teen","audioUrl":"https://www.kqed.org/.stream/anon/radio/tcrmag/2021/05/ZachYiehTCRPM.mp3","nprByline":"Zachary Yieh","path":"/news/11871630/what-its-like-learning-with-autism-during-covid","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>This piece was written by Zachary Yieh, a 16-year-old sophomore from George Washington High School in San Francisco for KQED’s \u003ca href=\"https://www.kqed.org/youthtakeover\">Youth Takeover Week\u003c/a>.\u003c/i>\u003c/p>\n\u003cp>When I was about 4 1/2 years old, I was diagnosed with a learning disability known as autism. It was very rough growing up with it, considering the fact that I wasn't able to have an actual conversation until I was about 7 years old.\u003c/p>\n\u003cfigure id=\"attachment_11871653\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg class=\"size-thumbnail wp-image-11871653\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/Zack-Yieh-image-160x179.jpeg\" alt=\"\" width=\"160\" height=\"179\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/Zack-Yieh-image-160x179.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/Zack-Yieh-image.jpeg 567w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Zachary Yieh, a 16-year-old sophomore from George Washington High School in San Francisco.\u003c/figcaption>\u003c/figure>\n\u003cp>School was very difficult for me when I was younger. I had been working at a different pace than other students. Teachers would always discuss with my parents about ways to improve my learning. I have an Individual Education Plan (IEP), which allows special accommodations for school. But I still face some discrimination from school staff. I asked my mom, Janet Yieh, about how that played out when I was younger.\u003c/p>\n\u003cp>“This really sticks out in my head because it was right when you were going into kindergarten,\" she said. \"I stopped to talk to your brother's former kindergarten teacher and I asked her if she was ready to have you in her class the next year. And her response was, 'I don't think Zachary is going to be a good fit for my classroom.' \"\u003c/p>\n\u003cp>She said she was really shocked by the teacher’s response, but found another kindergarten teacher who was willing to take me on.\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>My mother is a huge advocate for me. She made sure I got every therapy, camp program and accommodations. She created a parent support group at my elementary school. She wanted to help the parents that were struggling and the ones that didn't know how to advocate for their children. There was obvious discrimination against students with disabilities, often from the teachers who were supposed to be supporting me. Teachers regularly underestimated my ability to do schoolwork because I didn’t have functional speech at that time.\u003c/p>\n\u003cp>By the time I got into middle school, my disability was almost invisible. I told a few people that I was autistic, but they didn't believe me. This is probably because they see others with autism whose behavior was different than mine. But because I got support from my parents when I was little, I didn't struggle at school anymore. Many people with autism, however, have social problems, sensory processing issues and even difficulty understanding instructions at my current school.\u003c/p>\n\u003cp>My case manager, Ms. Claus, helps me to advocate for myself. She also makes sure that I'm on the right track with my schoolwork. Another way I'm able to keep up with school is by communicating with my teachers to make accommodations when necessary. I recently spoke to Ms. Claus about discrimination in schools.\u003c/p>\n\u003cp>\"Students with IEPs face discrimination from a variety of sources and in a variety of levels ranging from their peers and other adults,\" said Claus. \"Ranging from small comments or name-calling, all the way up to people calling into question whether or not [students with disabilities] receiving accommodations and services is appropriate.”\u003c/p>\n\u003cp>Ms. Claus said some students and parents think it’s unfair to give extra time and help to some students and not others. But she disagrees.\u003c/p>\n\u003cp>“That's problematic because students with IEPs need those things to be able to succeed,\" said Claus. \"And when you talk about fairness, it shouldn't be everyone getting exactly the same thing. It should be everyone getting what they need.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"forum_2010101879189","label":"Forum on school equity "},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She said funding for special education services is another factor that leads to discrimination.\u003c/p>\n\u003cp>I've heard classmates say \"this person has autism,\" or use the R-word as a slur. People assume that students who have disabilities are just straight-up stupid, or that they can accomplish goals in life and their feelings won't be hurt when insulted. Bullies often manipulate people with disabilities by playing mind games people with disabilities don't understand.\u003c/p>\n\u003cp>Right now during distance learning, many students with individual education plans are struggling to have all their accommodations met because of the pandemic. Thousands of students who would normally have one-on-one aid are not receiving services. This means they cannot meet their academic, behavioral, social and emotional goals. These students will be further behind when we go back.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The fight for disability rights is still an ongoing battle. It helps that there are people like my mom, my case manager and even my friends who are passionate to help people with disabilities.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11871630/what-its-like-learning-with-autism-during-covid","authors":["byline_news_11871630"],"programs":["news_26731"],"categories":["news_25641"],"tags":["news_980","news_25262","news_28515","news_4449","news_23013"],"featImg":"news_11872205","label":"news_26731"},"news_11784149":{"type":"posts","id":"news_11784149","meta":{"index":"posts_1591205157","site":"news","id":"11784149","score":null,"sort":[1572563670000]},"guestAuthors":[],"slug":"berkeley-unified-reaches-agreement-with-teachers-union-for-12-raise-and-more","title":"Berkeley Unified Reaches Agreement With Teachers Union for 12% Raise and More","publishDate":1572563670,"format":"audio","headTitle":"The California Report | KQED News","labelTerm":{},"content":"\u003cp>After months of rallies, teary testimonials and a final 11-hour negotiation session, the \u003ca href=\"https://www.berkeleyside.com/tag/berkeley-unified-school-district\" target=\"_blank\" rel=\"noopener\">Berkeley Unified School District\u003c/a> and the \u003ca href=\"https://www.berkeleyside.com/tag/berkeley-federation-of-teachers\" target=\"_blank\" rel=\"noopener\">Berkeley Federation of Teachers\u003c/a> have finally reached a tentative agreement on the union’s new contract.\u003c/p>\n\u003cp>Teachers have two weeks to ratify the \u003ca href=\"https://www.berkeleyside.com/wp-content/uploads/2019/10/tentative-agreement-2019-2021.pdf\" target=\"_blank\" rel=\"noopener\">tentative agreement\u003c/a>, released Wednesday afternoon, and the school board has final say. Teachers have been working on an expired contract since the summer.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Berkeley Unified School District\"]'BUSD salaries will become significantly more competitive in Alameda County, which will help to retain our excellent teachers and hire high-quality new employees.'[/pullquote]\u003c/p>\n\u003cp>The new two-year contract would guarantee all teachers raises of 2.5% in 2019-20 and again in 2020-21, plus up to 7% more next year if a \u003ca href=\"https://www.berkeleyside.com/2019/09/11/berkeley-unified-might-ask-voters-to-pay-a-teacher-tax-in-2020\" target=\"_blank\" rel=\"noopener\">proposed new parcel tax passes\u003c/a>. All classified staff (such as custodians and cafeteria workers) as well as administrators (such as principals and program supervisors), who each have their own union, would receive the same 12% increase over two years.\u003c/p>\n\u003cp>BFT’s president called it a “historic agreement,” with “huge wins” for educators.\u003c/p>\n\u003cp>“BUSD salaries will become significantly more competitive in Alameda County, which will help to retain our excellent teachers and hire high-quality new employees,” BFT said in a written summary of the agreement.\u003c/p>\n\u003cp>The district also agreed to significant changes in special education.\u003c/p>\n\u003cp>\u003ca href=\"https://www.berkeleyside.com/2019/09/11/berkeley-unified-might-ask-voters-to-pay-a-teacher-tax-in-2020\" target=\"_blank\" rel=\"noopener\">Special education teachers\u003c/a> have long said they’re overworked, serving the students with the highest needs while juggling assessments and meetings. Meanwhile, the district has struggled to fill those positions; it began this school year with multiple vacancies. Under the proposed contract, a teacher who serves children with “mild to moderate” disabilities would soon have no more than 21 students in their caseload, while a “moderate to severe” teacher would have up to 10.\u003c/p>\n\u003cp>Those caseloads, as well as new restrictions on assessment load, are much lower than what’s required by the state.\u003c/p>\n\u003cp>“People all over the state are going to look to us,” said BFT president Matt Meyer. “It really changes the nature of the job for our case managers. They’re really going to be able to do their jobs better.”\u003c/p>\n\u003cfigure id=\"attachment_11784156\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-11784156\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/10/berkteachers.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2019/10/berkteachers.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/berkteachers-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/berkteachers-632x474.jpg 632w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/berkteachers-536x402.jpg 536w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A Berkeley High teacher leads her colleagues in a chant to support striking teachers in Oakland and Los Angeles in 2019. \u003ccite>(Natalie Orenstein/Berkeleyside)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The caseload agreement is not the only change to come to the special education department this week. Director Jan Hamilton has resigned after just over one year on the job, the district confirmed Thursday. Berkeleyside has reached out to Hamilton for more information.\u003c/p>\n\u003cp>The tentative agreement also requires BUSD to contribute more toward teachers’ health care plans, pay substitute teachers and school psychologists more, and turn Independent Studies teachers into salaried, not hourly, employees.\u003c/p>\n\u003cp>School district leaders also said they were “happy” with the agreement.\u003c/p>\n\u003cp>“This tentative agreement demonstrates the district’s commitment to address both compensation and funding gaps that have become realities for most California public school districts and teachers,” said Superintendent Brent Stephens in a press release. “We’re happy to have a tentative agreement in place that honors the hard work and passion for excellence our Berkeley teachers embody on a daily basis and allows us to return our full and collective focus back to the students we serve.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Administrators have often said they agree that teachers deserve higher pay and better treatment. But with BUSD coming off two consecutive years of painful budget cuts, staff said the money just wasn’t there for a significant increase.\u003c/p>\n\u003cp>The two-year 12% raise is a major bump up from the 1% raise and 1% bonus in the teachers’ last contract — but the increase is contingent on receiving additional funds from outside the district.\u003c/p>\n\u003cp>BUSD staff and board members have thrown their support behind a proposed new tax that could help fund that level of compensation. Voters are likely to see the $10 million-per-year parcel tax, at a rate of 12 cents per square foot, on their March primary ballots.\u003c/p>\n\u003cp>There have been some mixed feelings about relying on the will and wallets of voters for teachers’ raises. Berkeley schools already enjoy strong support from the community, with taxes and bonds funding facilities costs, maintenance, small class sizes and libraries. The district will be asking voters to renew the facilities bond and maintenance tax in 2020, too.\u003c/p>\n\u003cfigure id=\"attachment_11784157\" class=\"wp-caption alignnone\" style=\"max-width: 1200px\">\u003cimg class=\"size-full wp-image-11784157\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/10/berkeley-teachers-1.jpg\" alt=\"\" width=\"1200\" height=\"900\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2019/10/berkeley-teachers-1.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/berkeley-teachers-1-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/berkeley-teachers-1-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/berkeley-teachers-1-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/berkeley-teachers-1-1044x783.jpg 1044w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/berkeley-teachers-1-632x474.jpg 632w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/berkeley-teachers-1-536x402.jpg 536w\" sizes=\"(max-width: 1200px) 100vw, 1200px\">\u003cfigcaption class=\"wp-caption-text\">Teachers and supporters brought their instruments to a rally before a recent school board meeting. \u003ccite>(Natalie Orenstein/Berkeleyside)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Meyer said he agrees with the district that the tax is necessary.\u003c/p>\n\u003cp>“We know the general fund can’t handle the kind of raises we need, because the state of California doesn’t fully fund education,” he said.\u003c/p>\n\u003cp>The agreement allows BFT to go back to the bargaining table mid-contract if the tax measure fails, Meyer said.\u003c/p>\n\u003cp>For over a year, BFT has waged a highly organized and visible campaign around the new contract. One after another, teachers have shared personal stories at school board meetings of taking on second jobs and long commutes to make ends meet in the expensive Bay Area. They’ve rung the alarm over colleagues leaving the historically desirable BUSD, sometimes for the nearby districts that pay their employees more.\u003c/p>\n\u003cp>[aside postID=\"news_11781890,news_11781129,news_11780141\" label=\"Related coverage\"]Teachers clad in red and playing festive music while chanting and waving protest signs have become familiar sights outside board meetings and in front of campuses before school.\u003c/p>\n\u003cp>When the final scheduled negotiation session approached in late October without a promise from the district to meet all the salary demands, some teachers took matters into their own hands. Berkeley High employees held \u003ca href=\"https://www.berkeleyside.com/2019/10/29/wildcat-strike-takes-150-educators-2500-kids-out-of-class-union-says-agreement-reached\" target=\"_blank\" rel=\"noopener\">two day-long “wildcat strikes,”\u003c/a> staying out of work, without authorization from BFT, to increase pressure on the district.\u003c/p>\n\u003cp>Those protesters rallied outside the bargaining room Monday, with the loud chants forcing negotiators to pause their discussions, Meyer said.\u003c/p>\n\u003cp>The tentative agreement indicates BFT won’t be joining the ranks of the many unions across the state and country that have gone on official strikes in recent years. Closest to home, Oakland teachers \u003ca href=\"https://www.kqed.org/news/11727176/oakland-teachers-are-going-on-strike-heres-what-you-need-to-know\" target=\"_blank\" rel=\"noopener\">went on strike\u003c/a> for a week earlier this year, and their Union City counterparts for twice as long. The Chicago Teachers Union appears close to ending its two-week strike.\u003c/p>\n\u003cp>The union says it will now shift its focus to Sacramento, advocating for more state support for public education.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"The union president called the contract proposal a “historic agreement,” with “huge wins” for educators.","status":"publish","parent":0,"modified":1572651950,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":1107},"headData":{"title":"Berkeley Unified Reaches Agreement With Teachers Union for 12% Raise and More | KQED","description":"The union president called the contract proposal a “historic agreement,” with “huge wins” for educators.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"Berkeley Unified Reaches Agreement With Teachers Union for 12% Raise and More","datePublished":"2019-10-31T23:14:30.000Z","dateModified":"2019-11-01T23:45:50.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","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"}}},"disqusIdentifier":"11784149 https://ww2.kqed.org/news/?p=11784149","disqusUrl":"https://ww2.kqed.org/news/2019/10/31/berkeley-unified-reaches-agreement-with-teachers-union-for-12-raise-and-more/","disqusTitle":"Berkeley Unified Reaches Agreement With Teachers Union for 12% Raise and More","source":"Berkeleyside","sourceUrl":"http://www.berkeleyside.com/","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/2019/11/McEvoyBerkeleySchools.mp3","nprByline":"\u003ca href= \"https://www.berkeleyside.com/author/natalie\"> Natalie Orenstein \u003ca/>","audioTrackLength":75,"path":"/news/11784149/berkeley-unified-reaches-agreement-with-teachers-union-for-12-raise-and-more","audioDuration":76000,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>After months of rallies, teary testimonials and a final 11-hour negotiation session, the \u003ca href=\"https://www.berkeleyside.com/tag/berkeley-unified-school-district\" target=\"_blank\" rel=\"noopener\">Berkeley Unified School District\u003c/a> and the \u003ca href=\"https://www.berkeleyside.com/tag/berkeley-federation-of-teachers\" target=\"_blank\" rel=\"noopener\">Berkeley Federation of Teachers\u003c/a> have finally reached a tentative agreement on the union’s new contract.\u003c/p>\n\u003cp>Teachers have two weeks to ratify the \u003ca href=\"https://www.berkeleyside.com/wp-content/uploads/2019/10/tentative-agreement-2019-2021.pdf\" target=\"_blank\" rel=\"noopener\">tentative agreement\u003c/a>, released Wednesday afternoon, and the school board has final say. Teachers have been working on an expired contract since the summer.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"'BUSD salaries will become significantly more competitive in Alameda County, which will help to retain our excellent teachers and hire high-quality new employees.'","name":"pullquote","attributes":{"named":{"size":"medium","align":"right","citation":"Berkeley Unified School District","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The new two-year contract would guarantee all teachers raises of 2.5% in 2019-20 and again in 2020-21, plus up to 7% more next year if a \u003ca href=\"https://www.berkeleyside.com/2019/09/11/berkeley-unified-might-ask-voters-to-pay-a-teacher-tax-in-2020\" target=\"_blank\" rel=\"noopener\">proposed new parcel tax passes\u003c/a>. All classified staff (such as custodians and cafeteria workers) as well as administrators (such as principals and program supervisors), who each have their own union, would receive the same 12% increase over two years.\u003c/p>\n\u003cp>BFT’s president called it a “historic agreement,” with “huge wins” for educators.\u003c/p>\n\u003cp>“BUSD salaries will become significantly more competitive in Alameda County, which will help to retain our excellent teachers and hire high-quality new employees,” BFT said in a written summary of the agreement.\u003c/p>\n\u003cp>The district also agreed to significant changes in special education.\u003c/p>\n\u003cp>\u003ca href=\"https://www.berkeleyside.com/2019/09/11/berkeley-unified-might-ask-voters-to-pay-a-teacher-tax-in-2020\" target=\"_blank\" rel=\"noopener\">Special education teachers\u003c/a> have long said they’re overworked, serving the students with the highest needs while juggling assessments and meetings. Meanwhile, the district has struggled to fill those positions; it began this school year with multiple vacancies. Under the proposed contract, a teacher who serves children with “mild to moderate” disabilities would soon have no more than 21 students in their caseload, while a “moderate to severe” teacher would have up to 10.\u003c/p>\n\u003cp>Those caseloads, as well as new restrictions on assessment load, are much lower than what’s required by the state.\u003c/p>\n\u003cp>“People all over the state are going to look to us,” said BFT president Matt Meyer. “It really changes the nature of the job for our case managers. They’re really going to be able to do their jobs better.”\u003c/p>\n\u003cfigure id=\"attachment_11784156\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-11784156\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/10/berkteachers.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2019/10/berkteachers.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/berkteachers-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/berkteachers-632x474.jpg 632w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/berkteachers-536x402.jpg 536w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A Berkeley High teacher leads her colleagues in a chant to support striking teachers in Oakland and Los Angeles in 2019. \u003ccite>(Natalie Orenstein/Berkeleyside)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The caseload agreement is not the only change to come to the special education department this week. Director Jan Hamilton has resigned after just over one year on the job, the district confirmed Thursday. Berkeleyside has reached out to Hamilton for more information.\u003c/p>\n\u003cp>The tentative agreement also requires BUSD to contribute more toward teachers’ health care plans, pay substitute teachers and school psychologists more, and turn Independent Studies teachers into salaried, not hourly, employees.\u003c/p>\n\u003cp>School district leaders also said they were “happy” with the agreement.\u003c/p>\n\u003cp>“This tentative agreement demonstrates the district’s commitment to address both compensation and funding gaps that have become realities for most California public school districts and teachers,” said Superintendent Brent Stephens in a press release. “We’re happy to have a tentative agreement in place that honors the hard work and passion for excellence our Berkeley teachers embody on a daily basis and allows us to return our full and collective focus back to the students we serve.”\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>Administrators have often said they agree that teachers deserve higher pay and better treatment. But with BUSD coming off two consecutive years of painful budget cuts, staff said the money just wasn’t there for a significant increase.\u003c/p>\n\u003cp>The two-year 12% raise is a major bump up from the 1% raise and 1% bonus in the teachers’ last contract — but the increase is contingent on receiving additional funds from outside the district.\u003c/p>\n\u003cp>BUSD staff and board members have thrown their support behind a proposed new tax that could help fund that level of compensation. Voters are likely to see the $10 million-per-year parcel tax, at a rate of 12 cents per square foot, on their March primary ballots.\u003c/p>\n\u003cp>There have been some mixed feelings about relying on the will and wallets of voters for teachers’ raises. Berkeley schools already enjoy strong support from the community, with taxes and bonds funding facilities costs, maintenance, small class sizes and libraries. The district will be asking voters to renew the facilities bond and maintenance tax in 2020, too.\u003c/p>\n\u003cfigure id=\"attachment_11784157\" class=\"wp-caption alignnone\" style=\"max-width: 1200px\">\u003cimg class=\"size-full wp-image-11784157\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/10/berkeley-teachers-1.jpg\" alt=\"\" width=\"1200\" height=\"900\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2019/10/berkeley-teachers-1.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/berkeley-teachers-1-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/berkeley-teachers-1-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/berkeley-teachers-1-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/berkeley-teachers-1-1044x783.jpg 1044w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/berkeley-teachers-1-632x474.jpg 632w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/berkeley-teachers-1-536x402.jpg 536w\" sizes=\"(max-width: 1200px) 100vw, 1200px\">\u003cfigcaption class=\"wp-caption-text\">Teachers and supporters brought their instruments to a rally before a recent school board meeting. \u003ccite>(Natalie Orenstein/Berkeleyside)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Meyer said he agrees with the district that the tax is necessary.\u003c/p>\n\u003cp>“We know the general fund can’t handle the kind of raises we need, because the state of California doesn’t fully fund education,” he said.\u003c/p>\n\u003cp>The agreement allows BFT to go back to the bargaining table mid-contract if the tax measure fails, Meyer said.\u003c/p>\n\u003cp>For over a year, BFT has waged a highly organized and visible campaign around the new contract. One after another, teachers have shared personal stories at school board meetings of taking on second jobs and long commutes to make ends meet in the expensive Bay Area. They’ve rung the alarm over colleagues leaving the historically desirable BUSD, sometimes for the nearby districts that pay their employees more.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"news_11781890,news_11781129,news_11780141","label":"Related coverage "},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Teachers clad in red and playing festive music while chanting and waving protest signs have become familiar sights outside board meetings and in front of campuses before school.\u003c/p>\n\u003cp>When the final scheduled negotiation session approached in late October without a promise from the district to meet all the salary demands, some teachers took matters into their own hands. Berkeley High employees held \u003ca href=\"https://www.berkeleyside.com/2019/10/29/wildcat-strike-takes-150-educators-2500-kids-out-of-class-union-says-agreement-reached\" target=\"_blank\" rel=\"noopener\">two day-long “wildcat strikes,”\u003c/a> staying out of work, without authorization from BFT, to increase pressure on the district.\u003c/p>\n\u003cp>Those protesters rallied outside the bargaining room Monday, with the loud chants forcing negotiators to pause their discussions, Meyer said.\u003c/p>\n\u003cp>The tentative agreement indicates BFT won’t be joining the ranks of the many unions across the state and country that have gone on official strikes in recent years. Closest to home, Oakland teachers \u003ca href=\"https://www.kqed.org/news/11727176/oakland-teachers-are-going-on-strike-heres-what-you-need-to-know\" target=\"_blank\" rel=\"noopener\">went on strike\u003c/a> for a week earlier this year, and their Union City counterparts for twice as long. The Chicago Teachers Union appears close to ending its two-week strike.\u003c/p>\n\u003cp>The union says it will now shift its focus to Sacramento, advocating for more state support for public education.\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\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11784149/berkeley-unified-reaches-agreement-with-teachers-union-for-12-raise-and-more","authors":["byline_news_11784149"],"programs":["news_72"],"categories":["news_18540","news_8"],"tags":["news_26942","news_4449"],"affiliates":["news_5078"],"featImg":"news_11784151","label":"source_news_11784149"},"news_11781032":{"type":"posts","id":"news_11781032","meta":{"index":"posts_1591205157","site":"news","id":"11781032","score":null,"sort":[1571443327000]},"guestAuthors":[],"slug":"a-landmark-lawsuit-aimed-to-fix-special-ed-for-californias-black-students-it-didnt","title":"A Landmark Lawsuit Aimed to Fix Special Ed for California's Black Students. It Didn’t.","publishDate":1571443327,"format":"audio","headTitle":"The California Report | KQED News","labelTerm":{"term":72,"site":"news"},"content":"\u003cp>Darryl Lester was at his mom’s place in Tacoma, Washington, when a letter he’d been waiting for arrived in the mail. At 40, he was destitute, in pain and out of work.\u003c/p>\n\u003cp>[pullquote size='medium' align='right' citation='Darryl Lester, lead plaintiff in landmark special education lawsuit in California']'My dream is to be able to pick up a book and read it by myself.'[/pullquote]The letter delivered good news: Lester would be getting disability benefits after blowing out his back in a sheet metal accident. But he crumpled it up and threw it in the trash.\u003c/p>\n\u003cp>Why? Because he couldn’t read it. From first through seventh grades, Lester had attended three public schools in San Francisco. At each, he struggled with reading and didn’t get the help he needed for it.\u003c/p>\n\u003cp>What he didn’t know until last year: His reading difficulties had made him the lead plaintiff — under the pseudonym Larry P. — in a landmark lawsuit that changed special education for black students across California. October marks the 40th anniversary of the judge’s ruling, which was supposed to help fix a system he had deemed discriminatory. But many educators, black parents and advocates for black students say plenty remains broken.\u003c/p>\n\u003cp>\u003cstrong>‘Educable Mentally Retarded’\u003c/strong>\u003c/p>\n\u003cp>Before the Larry P. case, California education code \u003ca href=\"https://law.justia.com/cases/federal/district-courts/FSupp/495/926/2007878/\" target=\"_blank\" rel=\"noopener\">required\u003c/a> school districts to use IQ scores when assessing students for special education.\u003c/p>\n\u003cp>Based on the test results, black students statewide — young Darryl included — wound up categorized as “educable mentally retarded” at disproportionate rates: 27% labeled that way in 1968 were black — even though black students made up less than 9% of the student body.\u003c/p>\n\u003cp>That same year, a group of black psychologists broke off from the American Psychological Association in protest over black community concerns that they believed the larger organization was too slow to address. Their top priority was to stop districts from using IQ tests, which they thought were culturally biased, to decide who belonged in special education, said one of the breakaway group’s founders, Harold Dent.\u003c/p>\n\u003cp>When the Bay Area chapter of the Association of Black Psychologists learned of complaints from black parents in San Francisco, they teamed up with civil rights lawyers and sued in 1971.\u003c/p>\n\u003cp>As a group, African Americans across the country scored lower on IQ tests. The \u003ca href=\"https://law.justia.com/cases/federal/district-courts/FSupp/495/926/2007878/\" target=\"_blank\" rel=\"noopener\">lawsuit\u003c/a> alleged that was because the tests were biased toward Eurocentric culture. Questions like, ”Who wrote Romeo and Juliet,” they argued, didn’t assess a student’s innate capacity to learn. It tested knowledge that some – and not others — had acquired at home or school.\u003c/p>\n\u003cp>U.S. District Judge Robert Peckham agreed, calling the tests “racially and culturally biased” and “discriminatory.” He ordered a permanent ban on IQ testing of black students across California for purposes of special education placement. Today, California is the only state that has such a ban.\u003c/p>\n\u003cp>The students who landed in classes for the “educable mentally retarded,” Peckham wrote, were doomed to fall “farther and farther behind,” because — instead of academics — the classes emphasized “personal hygiene and grooming” and “basic home and community living skills.”\u003c/p>\n\u003cp>Darryl Lester remembers those classes: lots of recess time and plenty of field trips.\u003c/p>\n\u003cp>“I walked to school and cried all the way,” he said. “I just didn’t like it, you know, because they wasn’t teaching us nothing.”\u003c/p>\n\u003cp>\u003cstrong>The District Labeled Her Son Mentally Retarded — and Didn’t Tell Her\u003c/strong>\u003c/p>\n\u003cp>Lester and his mom and older brothers moved from Marietta, Georgia, to San Francisco in 1965, he said, because “she didn’t want to find us dead one day hanging by a tree.”\u003c/p>\n\u003cp>[pullquote size='medium' align='right' citation='Darryl Lester, lead plaintiff in landmark special education lawsuit in California']'I walked to school and cried all the way. I just didn’t like it, you know, because they wasn’t teaching us nothing.'[/pullquote]Their first home was a Victorian in the Fillmore District. Lester said he learned his way around the “gorgeous” city by bus and bicycle. Life was pretty good, except in school. Although he was “very good at math,” Lester said, he had a hard time with reading.\u003c/p>\n\u003cp>Lester said he remembers a teacher telling him he was looking at words backwards as he sought to pronounce them. People with dyslexia see words the same way as everyone else — but have a neurobiological language processing disorder that’s often responsive to intervention.\u003c/p>\n\u003cp>Whether Lester has dyslexia is unclear. What is clear is that instead of getting help with his reading, he got teased, into fights and suspended.\u003c/p>\n\u003cp>“I would get frustrated, agitated, upset, and then I’d get sent to the principal's office,” he said.\u003c/p>\n\u003cp>Lester’s mom, Lucille Lester, didn’t learn that the school district had labeled her son “mentally retarded” until one of the black psychologists visited their home to evaluate Darryl and go through some tests.\u003c/p>\n\u003cp>“After he talked to Darryl, he turns to me and says, ‘Well, there is nothing wrong with this child,’ ” she testified in court in 1977.\u003c/p>\n\u003cp>That, she said, is when he told her what kind of classes Darryl had been attending.\u003c/p>\n\u003cp>“Naturally I didn’t feel good about it, and I got angry about it,” she told the court. “This is when I really found out what was really going on.”\u003c/p>\n\u003cfigure id=\"attachment_11781040\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11781040\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/10/10182019_SE_mom-qut-800x600.jpg\" alt=\"Family photos adorn the walls of Darryl and Cecilia Lester’s home in Tacoma, Washington. On the right is Darryl’s mother, Lucille Lester, now 91.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2019/10/10182019_SE_mom-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/10182019_SE_mom-qut-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/10182019_SE_mom-qut-1020x764.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/10182019_SE_mom-qut-1200x899.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/10182019_SE_mom-qut-1376x1032.jpg 1376w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/10182019_SE_mom-qut-1044x783.jpg 1044w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/10182019_SE_mom-qut-632x474.jpg 632w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/10182019_SE_mom-qut-536x402.jpg 536w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/10182019_SE_mom-qut.jpg 1680w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Family photos adorn the walls of Darryl and Cecilia Lester’s home in Tacoma, Washington. On the right is Darryl’s mother, Lucille Lester, now 91. \u003ccite>(Lee Romney/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Not long after, Lucille Lester packed up the family and headed to Tacoma, where an older son was serving on a nearby military base. There, Darryl continued to struggle, because as Judge Peckham had predicted, he had fallen behind.\u003c/p>\n\u003cp>His new high school placed him in a half-day special education program. The other half, he spent at Safeway. Every morning, Lester said, he reported at 7:30 a.m. to the grocery store, where he worked for high school credits — but no pay — until 11 a.m. before attending a few classes in the back of the campus.\u003c/p>\n\u003cp>After his family protested, the school put him in with the other kids.\u003c/p>\n\u003cp>He tried hard, going to “summer school, night classes, hardly getting any sleep,” but fell two credits short of a high school diploma, Lester said.\u003c/p>\n\u003cp>To this day, Lester, now 60, can barely read.\u003c/p>\n\u003cp>Lester knew he was part of a lawsuit. His mom had joined it on his behalf in 1971 — the year it was filed and when the family moved to Tacoma.\u003c/p>\n\u003cp>But until a reporter tracked him down last year, he never knew his pseudonym was “Larry P.” And he knew nothing of the ruling’s lasting impact on California schools.\u003c/p>\n\u003cp>Of the 1977 trip to the courthouse, Lester, then 18, recalled: “I asked my momma, ‘Are we done?’ And she said, ‘Yes son, we done.’ ”\u003c/p>\n\u003cp>They never spoke of it again.\u003c/p>\n\u003cfigure id=\"attachment_11781037\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11781037\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/10/10182019_SE_conference-qut-800x472.jpg\" alt=\"Darryl Lester gets ready to share his experiences on a March 2019 panel of black San Francisco parents who are navigating the special education system.\" width=\"800\" height=\"472\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2019/10/10182019_SE_conference-qut-800x472.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/10182019_SE_conference-qut-160x94.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/10182019_SE_conference-qut-1020x601.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/10182019_SE_conference-qut-1200x708.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/10182019_SE_conference-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Darryl Lester gets ready to share his experiences on a March 2019 panel of black San Francisco parents who are navigating the special education system. \u003ccite>(Joe Goyos/Support for Families of Children With Disabilities)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Special Education Today\u003c/strong>\u003c/p>\n\u003cp>The Larry P. judge made California school districts reassess all black students who’d been designated “educable mentally retarded” — without IQ tests — and the numbers dropped. He banned the use of the tests specifically for black students. In time, more subtle special education categories replaced the old ones.\u003c/p>\n\u003cp>By the time the judge ruled in 1979, a new \u003ca href=\"https://www2.ed.gov/policy/speced/leg/idea/history.html\" target=\"_blank\" rel=\"noopener\">federal law\u003c/a> enacted in 1975 guaranteed students with disabilities equal access to public education. Today, each special education student gets an Individualized Education Program, or IEP, which spells out their struggles and the support they’ll get at school.\u003c/p>\n\u003cp>[pullquote size='medium' align='right' citation='Jean Robertson, chief of special education services for San Francisco Unified School District, on deciding who belongs in special education and who requires other types of support']'That’s the crux of my tension in this work. That is with me every single day, particularly for black children.'[/pullquote]But \u003ca href=\"https://www2.ed.gov/programs/osepidea/618-data/LEA-racial-ethnic-disparities-tables/disproportionality-analysis-by-state-analysis-category.pdf\" target=\"_blank\" rel=\"noopener\">data\u003c/a> released in 2016 show that black students nationwide are still being placed disproportionately in special education — particularly in categories like “emotional disturbance,” which are tied to behavior. They’re underassessed in categories such as autism spectrum disorder. And some who need special education don’t get assessed for anything. That, parents and special education advocates say, is because some teachers expect so little of them.\u003c/p>\n\u003cp>Despite those risks, plenty of black parents want their kids in special education because it gives families a legal avenue to hold schools accountable. Last year, a group of black parents gathered at a San Francisco school to talk about their struggles getting their kids assessed and making sure they receive the support guaranteed under the law.\u003c/p>\n\u003cp>Many black families find themselves navigating the system because nearly one in three black students in San Francisco Unified School District (SFUSD) is in special education — compared to one in eight non-black students, district data \u003ca href=\"//drive.google.com/open?id=13EX-vu62Ie1EcPO0VcoM-lI2lp-eEmwE\" target=\"_blank\" rel=\"noopener\">shows\u003c/a>.\u003c/p>\n\u003cp>That overrepresentation is highest in special education categories dealing with behavior. And educators, \u003ca href=\"http://kirwaninstitute.osu.edu/racial-disproportionality-in-school-discipline-implicit-bias-is-heavily-implicated/\" target=\"_blank\" rel=\"noopener\">studies show\u003c/a>, are more likely to perceive the behavior of black boys as aggressive or defiant. That’s why black boys routinely post the highest rates of suspensions and expulsions in the country.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Mauricha Robinson said it’s not just boys: Her daughter Zariah excelled in school until sixth grade — when the curriculum got more complex. She tanked in her studies for the next two years.\u003c/p>\n\u003cp>Instead of seeking to assess Zariah for special needs, Robinson said, the school was kicking her out of class, sending her home or to the principal’s office.\u003c/p>\n\u003cp>“It was just, ‘How do we curb the behavior, behavior, behavior,’ ” she said. “And it was all punitive.”\u003c/p>\n\u003cp>Like all districts in California, SFUSD is working to reduce the disproportionately high numbers of black students in special education. Robinson speculates maybe that’s why no one in Zariah’s school sought to have her assessed, “to avoid stigmatizing another black child with a special education label.” But she thinks stereotypes played in, too, “of her being a black girl. Aggressive, 'adultifying' her, or ‘she’s sassy’ or ‘she’s outspoken.’ ”\u003c/p>\n\u003cp>[pullquote size='medium' align='right' citation='Darryl Lester, lead plaintiff in landmark special education lawsuit in California']'If you’re a kid that can’t read something, it’s embarrassing.'[/pullquote]That’s also common: \u003ca href=\"https://www.aecf.org/blog/new-study-the-adultification-of-black-girls/\" target=\"_blank\" rel=\"noopener\">Research\u003c/a> has shown that adults at school often treat black girls “as less innocent and more adult-like than white girls of the same age” and punish them more harshly as a result.\u003c/p>\n\u003cp>So Robinson got some advice: If she requested her daughter get assessed, she’d be inoculated against expulsion. And she did: The assessment showed Zariah has a learning disability — a cognitive processing disorder that affects short-term memory and comprehension.\u003c/p>\n\u003cp>For eighth grade, Robinson moved Zariah into a regular class in a new school with some special assistance. It’s called “full inclusion” and aims to keep special education students from being singled out. Zariah’s grades shot up.\u003c/p>\n\u003cp>Jean Robertson, chief of special education services for SFUSD, said the push for “full inclusion” is among many changes the district has been implementing since a 2010 audit found black students were more likely to be segregated from the mainstream student population in special classes.\u003c/p>\n\u003cp>The \u003ca href=\"https://drive.google.com/open?id=1ApjCq-tEsycdkQD9UkeUkik-8owoQsCwXtrs0P6Cw8w\" target=\"_blank\" rel=\"noopener\">audit\u003c/a> also found black students were significantly overrepresented in several special education categories, like “emotional disturbance”: They were 8.5 times more likely than non-black students to be designated “emotionally disturbed.” Today, that number is down to about four times more likely.\u003c/p>\n\u003cfigure id=\"attachment_11781036\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11781036\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/10/10182019_Chart-of-Emotional-Disturbance-Risk-Ratios-qut-800x543.jpg\" alt=\"In 2010, black students at SF Unified School District were 8.5 times more likely than non-black students to be labeled “emotionally disturbed.” Today, that’s down to about four times more likely.\" width=\"800\" height=\"543\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2019/10/10182019_Chart-of-Emotional-Disturbance-Risk-Ratios-qut-800x543.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/10182019_Chart-of-Emotional-Disturbance-Risk-Ratios-qut-160x109.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/10182019_Chart-of-Emotional-Disturbance-Risk-Ratios-qut-1020x692.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/10182019_Chart-of-Emotional-Disturbance-Risk-Ratios-qut-1200x814.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/10182019_Chart-of-Emotional-Disturbance-Risk-Ratios-qut.jpg 1802w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">In 2010, black students at SFUSD were 8.5 times more likely than non-black students to be labeled “emotionally disturbed.” Today, that’s down to about four times more likely. \u003ccite>(San Francisco Unified School District)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>California Department of Education data received in response to a public records request show 28 of the state’s nearly 1,000 school districts faring worse for black students in that category. The relatively low number of 28 is not surprising since many districts serve a very small number of black students, or none at all. At the high end, the data showed that one Southern California district is 12 times more likely to categorize black students as “emotionally disturbed.”\u003c/p>\n\u003cp>Other changes SFUSD has made over the past decade include working to support students early on so they don’t land in special education, doing deeper assessments and better tailoring services to each special education student instead of putting them in cookie-cutter programs.\u003c/p>\n\u003cp>But deciding who belongs in special education and who requires other types of support remains a huge challenge.\u003c/p>\n\u003cp>“That’s the crux of my tension in this work,” Robertson said. “That is with me every single day, particularly for black children.”\u003c/p>\n\u003cp>\u003cstrong>Putting an IQ Label on Students Is Like ‘Walking Around With Dynamite’\u003c/strong>\u003c/p>\n\u003cp>The IQ testing ban at the heart of the Larry P. ruling has created tensions of its own. The California Association of School Psychologists wants it lifted, noting that the persistent overrepresentation of black students in special education shows the ban hasn’t served its purpose.\u003c/p>\n\u003cp>[pullquote size='medium' align='right' citation='Mauricha Robinson, on trying to get help for her daughter, Zariah, an SFUSD student']\"It was just, 'How do we curb the behavior, behavior, behavior. And it was all punitive.' \"[/pullquote]\u003c/p>\n\u003cp>But many advocates for black students want the ban to remain in place, saying so many other biases still exist in the educational system.\u003c/p>\n\u003cp>John Affeldt, a managing attorney at Public Advocates, one of the civil rights firms that filed the Larry P. lawsuit, acknowledged IQ tests have improved since then — but not by enough.\u003c/p>\n\u003cp>Putting an intelligence label on a student is “like walking around with dynamite,” he said. “It's not going to blow up for every kid.\"\u003c/p>\n\u003cp>But when it does, the cost is simply too high.\u003c/p>\n\u003cp>That’s what happened to Darryl Lester. His lack of an education, inability to read and the shame he carried cost him. He struggled with addiction and low-wage jobs before hard physical labor left him disabled.\u003c/p>\n\u003cp>Lester said he has worked hard to rise above all that. He has been sober for 18 years now, happily married for 14. He and his wife, Cecilia Lester, now live in a redeveloped Tacoma housing project.\u003c/p>\n\u003cp>But Cecilia sometimes finds him alone, crying.\u003c/p>\n\u003cp>“It hurts on the inside, but you have to swallow your pride and look over it and just find some strength somewhere and say, ‘Hey, come on, you can do this. I’m better than this,’ and that gets me through the day,” he said.\u003c/p>\n\u003cfigure id=\"attachment_11781165\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11781165\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/10/10182019_SE_Lester_SF-800x600.jpeg\" alt=\"Darryl Lester at Fisherman’s Wharf in March 2019 on his first visit to San Francisco since he testified in the “Larry P.” trial in 1977.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2019/10/10182019_SE_Lester_SF-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/10182019_SE_Lester_SF-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/10182019_SE_Lester_SF-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/10182019_SE_Lester_SF-1200x900.jpeg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/10182019_SE_Lester_SF-1044x783.jpeg 1044w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/10182019_SE_Lester_SF-632x474.jpeg 632w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/10182019_SE_Lester_SF-536x402.jpeg 536w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/10182019_SE_Lester_SF.jpeg 1280w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Darryl Lester at Fisherman’s Wharf in March 2019 on his first visit to San Francisco since he testified in the “Larry P.” trial in 1977. \u003ccite>(Lee Romney/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>‘To Be Able to Pick Up a Book and Read it by Myself’\u003c/strong>\u003c/p>\n\u003cp>The Larry P. case remains the subject of \u003ca href=\"https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=%22larry+p%22+%22special+education%22&btnG=\" target=\"_blank\" rel=\"noopener\">academic articles\u003c/a>, online tutorials and plenty of debate. But for decades, the identity of Larry P. — and what happened to him — remained a mystery.\u003c/p>\n\u003cp>That’s no longer true, and Darryl Lester said he wants some good to come of it.\u003c/p>\n\u003cp>[aside tag='schools' label='Related Coverage']Revisiting his schooling and the burden he carried into adulthood has been painful, he said. But it has driven him to share his experience in hopes that it might help today’s black students who aren’t getting the support they need.\u003c/p>\n\u003cp>Last spring, Lester returned to San Francisco for the first time since he testified. He was the guest of honor on a panel that included mothers of current black special education students.\u003c/p>\n\u003cp>“If a teacher’s not helping you, that is not good,” Lester told the gathering of educators, disability rights advocates and black parents, his voice cracking. “You’ve got other kids that will make fun of you. And if you’re a kid that can’t read something, it’s embarrassing.”\u003c/p>\n\u003cp>To the few students who attended the event, Lester said he had a special message: They should fight for an education and never feel ashamed.\u003c/p>\n\u003cp>Next week, he’ll tell his story again at the convention of the California Association of School Psychologists, the organization trying to lift that Larry P. ban.\u003c/p>\n\u003cp>Meanwhile, the grassroots group Decoding Dyslexia CA and the Northern California branch of the International Dyslexia Association are fundraising to create a “Larry P.” scholarship for African American students in Northern California who are struggling to read.\u003c/p>\n\u003cp>Decoding Dyslexia CA has also found a tutor in Tacoma to teach Lester to read. Lester knows it will be hard work, but he said: “My dream is to be able to pick up a book and read it by myself.”\u003c/p>\n\u003cp>\u003cem>An \u003ca href=\"https://www.kalw.org/post/legacy-mistreatment-san-francisco-s-black-special-ed-students#stream/0\" target=\"_blank\" rel=\"noopener\">earlier version\u003c/a> of this story aired on KALW’s news magazine, Crosscurrents. This story was reported with the \u003ca href=\"http://www.centerforhealthjournalism.org/\" target=\"_blank\" rel=\"noopener\">support\u003c/a> of the Fund for Journalism on Child Well-Being, a program of the University of Southern California Center for Health Journalism.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"A landmark ruling in 1977 changed special education for black students across California. But many educators, black parents and advocates for black students say plenty remains broken.","status":"publish","parent":0,"modified":1571446670,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":77,"wordCount":3032},"headData":{"title":"A Landmark Lawsuit Aimed to Fix Special Ed for California's Black Students. It Didn’t. | KQED","description":"A landmark ruling in 1977 changed special education for black students across California. But many educators, black parents and advocates for black students say plenty remains broken.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"A Landmark Lawsuit Aimed to Fix Special Ed for California's Black Students. It Didn’t.","datePublished":"2019-10-19T00:02:07.000Z","dateModified":"2019-10-19T00:57:50.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","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"}}},"disqusIdentifier":"11781032 https://ww2.kqed.org/news/?p=11781032","disqusUrl":"https://ww2.kqed.org/news/2019/10/18/a-landmark-lawsuit-aimed-to-fix-special-ed-for-californias-black-students-it-didnt/","disqusTitle":"A Landmark Lawsuit Aimed to Fix Special Ed for California's Black Students. It Didn’t.","audioUrl":"https://www.kqed.org/.stream/anon/radio/tcrmag/2019/10/TCRPM20191018.mp3","nprByline":"\u003cstrong>Lee Romney\u003c/strong>","audioTrackLength":1726,"path":"/news/11781032/a-landmark-lawsuit-aimed-to-fix-special-ed-for-californias-black-students-it-didnt","audioDuration":1723000,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Darryl Lester was at his mom’s place in Tacoma, Washington, when a letter he’d been waiting for arrived in the mail. At 40, he was destitute, in pain and out of work.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"'My dream is to be able to pick up a book and read it by myself.'","name":"pullquote","attributes":{"named":{"size":"medium","align":"right","citation":"Darryl Lester, lead plaintiff in landmark special education lawsuit in California","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>The letter delivered good news: Lester would be getting disability benefits after blowing out his back in a sheet metal accident. But he crumpled it up and threw it in the trash.\u003c/p>\n\u003cp>Why? Because he couldn’t read it. From first through seventh grades, Lester had attended three public schools in San Francisco. At each, he struggled with reading and didn’t get the help he needed for it.\u003c/p>\n\u003cp>What he didn’t know until last year: His reading difficulties had made him the lead plaintiff — under the pseudonym Larry P. — in a landmark lawsuit that changed special education for black students across California. October marks the 40th anniversary of the judge’s ruling, which was supposed to help fix a system he had deemed discriminatory. But many educators, black parents and advocates for black students say plenty remains broken.\u003c/p>\n\u003cp>\u003cstrong>‘Educable Mentally Retarded’\u003c/strong>\u003c/p>\n\u003cp>Before the Larry P. case, California education code \u003ca href=\"https://law.justia.com/cases/federal/district-courts/FSupp/495/926/2007878/\" target=\"_blank\" rel=\"noopener\">required\u003c/a> school districts to use IQ scores when assessing students for special education.\u003c/p>\n\u003cp>Based on the test results, black students statewide — young Darryl included — wound up categorized as “educable mentally retarded” at disproportionate rates: 27% labeled that way in 1968 were black — even though black students made up less than 9% of the student body.\u003c/p>\n\u003cp>That same year, a group of black psychologists broke off from the American Psychological Association in protest over black community concerns that they believed the larger organization was too slow to address. Their top priority was to stop districts from using IQ tests, which they thought were culturally biased, to decide who belonged in special education, said one of the breakaway group’s founders, Harold Dent.\u003c/p>\n\u003cp>When the Bay Area chapter of the Association of Black Psychologists learned of complaints from black parents in San Francisco, they teamed up with civil rights lawyers and sued in 1971.\u003c/p>\n\u003cp>As a group, African Americans across the country scored lower on IQ tests. The \u003ca href=\"https://law.justia.com/cases/federal/district-courts/FSupp/495/926/2007878/\" target=\"_blank\" rel=\"noopener\">lawsuit\u003c/a> alleged that was because the tests were biased toward Eurocentric culture. Questions like, ”Who wrote Romeo and Juliet,” they argued, didn’t assess a student’s innate capacity to learn. It tested knowledge that some – and not others — had acquired at home or school.\u003c/p>\n\u003cp>U.S. District Judge Robert Peckham agreed, calling the tests “racially and culturally biased” and “discriminatory.” He ordered a permanent ban on IQ testing of black students across California for purposes of special education placement. Today, California is the only state that has such a ban.\u003c/p>\n\u003cp>The students who landed in classes for the “educable mentally retarded,” Peckham wrote, were doomed to fall “farther and farther behind,” because — instead of academics — the classes emphasized “personal hygiene and grooming” and “basic home and community living skills.”\u003c/p>\n\u003cp>Darryl Lester remembers those classes: lots of recess time and plenty of field trips.\u003c/p>\n\u003cp>“I walked to school and cried all the way,” he said. “I just didn’t like it, you know, because they wasn’t teaching us nothing.”\u003c/p>\n\u003cp>\u003cstrong>The District Labeled Her Son Mentally Retarded — and Didn’t Tell Her\u003c/strong>\u003c/p>\n\u003cp>Lester and his mom and older brothers moved from Marietta, Georgia, to San Francisco in 1965, he said, because “she didn’t want to find us dead one day hanging by a tree.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"'I walked to school and cried all the way. I just didn’t like it, you know, because they wasn’t teaching us nothing.'","name":"pullquote","attributes":{"named":{"size":"medium","align":"right","citation":"Darryl Lester, lead plaintiff in landmark special education lawsuit in California","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Their first home was a Victorian in the Fillmore District. Lester said he learned his way around the “gorgeous” city by bus and bicycle. Life was pretty good, except in school. Although he was “very good at math,” Lester said, he had a hard time with reading.\u003c/p>\n\u003cp>Lester said he remembers a teacher telling him he was looking at words backwards as he sought to pronounce them. People with dyslexia see words the same way as everyone else — but have a neurobiological language processing disorder that’s often responsive to intervention.\u003c/p>\n\u003cp>Whether Lester has dyslexia is unclear. What is clear is that instead of getting help with his reading, he got teased, into fights and suspended.\u003c/p>\n\u003cp>“I would get frustrated, agitated, upset, and then I’d get sent to the principal's office,” he said.\u003c/p>\n\u003cp>Lester’s mom, Lucille Lester, didn’t learn that the school district had labeled her son “mentally retarded” until one of the black psychologists visited their home to evaluate Darryl and go through some tests.\u003c/p>\n\u003cp>“After he talked to Darryl, he turns to me and says, ‘Well, there is nothing wrong with this child,’ ” she testified in court in 1977.\u003c/p>\n\u003cp>That, she said, is when he told her what kind of classes Darryl had been attending.\u003c/p>\n\u003cp>“Naturally I didn’t feel good about it, and I got angry about it,” she told the court. “This is when I really found out what was really going on.”\u003c/p>\n\u003cfigure id=\"attachment_11781040\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11781040\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/10/10182019_SE_mom-qut-800x600.jpg\" alt=\"Family photos adorn the walls of Darryl and Cecilia Lester’s home in Tacoma, Washington. On the right is Darryl’s mother, Lucille Lester, now 91.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2019/10/10182019_SE_mom-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/10182019_SE_mom-qut-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/10182019_SE_mom-qut-1020x764.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/10182019_SE_mom-qut-1200x899.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/10182019_SE_mom-qut-1376x1032.jpg 1376w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/10182019_SE_mom-qut-1044x783.jpg 1044w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/10182019_SE_mom-qut-632x474.jpg 632w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/10182019_SE_mom-qut-536x402.jpg 536w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/10182019_SE_mom-qut.jpg 1680w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Family photos adorn the walls of Darryl and Cecilia Lester’s home in Tacoma, Washington. On the right is Darryl’s mother, Lucille Lester, now 91. \u003ccite>(Lee Romney/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Not long after, Lucille Lester packed up the family and headed to Tacoma, where an older son was serving on a nearby military base. There, Darryl continued to struggle, because as Judge Peckham had predicted, he had fallen behind.\u003c/p>\n\u003cp>His new high school placed him in a half-day special education program. The other half, he spent at Safeway. Every morning, Lester said, he reported at 7:30 a.m. to the grocery store, where he worked for high school credits — but no pay — until 11 a.m. before attending a few classes in the back of the campus.\u003c/p>\n\u003cp>After his family protested, the school put him in with the other kids.\u003c/p>\n\u003cp>He tried hard, going to “summer school, night classes, hardly getting any sleep,” but fell two credits short of a high school diploma, Lester said.\u003c/p>\n\u003cp>To this day, Lester, now 60, can barely read.\u003c/p>\n\u003cp>Lester knew he was part of a lawsuit. His mom had joined it on his behalf in 1971 — the year it was filed and when the family moved to Tacoma.\u003c/p>\n\u003cp>But until a reporter tracked him down last year, he never knew his pseudonym was “Larry P.” And he knew nothing of the ruling’s lasting impact on California schools.\u003c/p>\n\u003cp>Of the 1977 trip to the courthouse, Lester, then 18, recalled: “I asked my momma, ‘Are we done?’ And she said, ‘Yes son, we done.’ ”\u003c/p>\n\u003cp>They never spoke of it again.\u003c/p>\n\u003cfigure id=\"attachment_11781037\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11781037\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/10/10182019_SE_conference-qut-800x472.jpg\" alt=\"Darryl Lester gets ready to share his experiences on a March 2019 panel of black San Francisco parents who are navigating the special education system.\" width=\"800\" height=\"472\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2019/10/10182019_SE_conference-qut-800x472.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/10182019_SE_conference-qut-160x94.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/10182019_SE_conference-qut-1020x601.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/10182019_SE_conference-qut-1200x708.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/10182019_SE_conference-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Darryl Lester gets ready to share his experiences on a March 2019 panel of black San Francisco parents who are navigating the special education system. \u003ccite>(Joe Goyos/Support for Families of Children With Disabilities)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Special Education Today\u003c/strong>\u003c/p>\n\u003cp>The Larry P. judge made California school districts reassess all black students who’d been designated “educable mentally retarded” — without IQ tests — and the numbers dropped. He banned the use of the tests specifically for black students. In time, more subtle special education categories replaced the old ones.\u003c/p>\n\u003cp>By the time the judge ruled in 1979, a new \u003ca href=\"https://www2.ed.gov/policy/speced/leg/idea/history.html\" target=\"_blank\" rel=\"noopener\">federal law\u003c/a> enacted in 1975 guaranteed students with disabilities equal access to public education. Today, each special education student gets an Individualized Education Program, or IEP, which spells out their struggles and the support they’ll get at school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"'That’s the crux of my tension in this work. That is with me every single day, particularly for black children.'","name":"pullquote","attributes":{"named":{"size":"medium","align":"right","citation":"Jean Robertson, chief of special education services for San Francisco Unified School District, on deciding who belongs in special education and who requires other types of support","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>But \u003ca href=\"https://www2.ed.gov/programs/osepidea/618-data/LEA-racial-ethnic-disparities-tables/disproportionality-analysis-by-state-analysis-category.pdf\" target=\"_blank\" rel=\"noopener\">data\u003c/a> released in 2016 show that black students nationwide are still being placed disproportionately in special education — particularly in categories like “emotional disturbance,” which are tied to behavior. They’re underassessed in categories such as autism spectrum disorder. And some who need special education don’t get assessed for anything. That, parents and special education advocates say, is because some teachers expect so little of them.\u003c/p>\n\u003cp>Despite those risks, plenty of black parents want their kids in special education because it gives families a legal avenue to hold schools accountable. Last year, a group of black parents gathered at a San Francisco school to talk about their struggles getting their kids assessed and making sure they receive the support guaranteed under the law.\u003c/p>\n\u003cp>Many black families find themselves navigating the system because nearly one in three black students in San Francisco Unified School District (SFUSD) is in special education — compared to one in eight non-black students, district data \u003ca href=\"//drive.google.com/open?id=13EX-vu62Ie1EcPO0VcoM-lI2lp-eEmwE\" target=\"_blank\" rel=\"noopener\">shows\u003c/a>.\u003c/p>\n\u003cp>That overrepresentation is highest in special education categories dealing with behavior. And educators, \u003ca href=\"http://kirwaninstitute.osu.edu/racial-disproportionality-in-school-discipline-implicit-bias-is-heavily-implicated/\" target=\"_blank\" rel=\"noopener\">studies show\u003c/a>, are more likely to perceive the behavior of black boys as aggressive or defiant. That’s why black boys routinely post the highest rates of suspensions and expulsions in the country.\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>Mauricha Robinson said it’s not just boys: Her daughter Zariah excelled in school until sixth grade — when the curriculum got more complex. She tanked in her studies for the next two years.\u003c/p>\n\u003cp>Instead of seeking to assess Zariah for special needs, Robinson said, the school was kicking her out of class, sending her home or to the principal’s office.\u003c/p>\n\u003cp>“It was just, ‘How do we curb the behavior, behavior, behavior,’ ” she said. “And it was all punitive.”\u003c/p>\n\u003cp>Like all districts in California, SFUSD is working to reduce the disproportionately high numbers of black students in special education. Robinson speculates maybe that’s why no one in Zariah’s school sought to have her assessed, “to avoid stigmatizing another black child with a special education label.” But she thinks stereotypes played in, too, “of her being a black girl. Aggressive, 'adultifying' her, or ‘she’s sassy’ or ‘she’s outspoken.’ ”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"'If you’re a kid that can’t read something, it’s embarrassing.'","name":"pullquote","attributes":{"named":{"size":"medium","align":"right","citation":"Darryl Lester, lead plaintiff in landmark special education lawsuit in California","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>That’s also common: \u003ca href=\"https://www.aecf.org/blog/new-study-the-adultification-of-black-girls/\" target=\"_blank\" rel=\"noopener\">Research\u003c/a> has shown that adults at school often treat black girls “as less innocent and more adult-like than white girls of the same age” and punish them more harshly as a result.\u003c/p>\n\u003cp>So Robinson got some advice: If she requested her daughter get assessed, she’d be inoculated against expulsion. And she did: The assessment showed Zariah has a learning disability — a cognitive processing disorder that affects short-term memory and comprehension.\u003c/p>\n\u003cp>For eighth grade, Robinson moved Zariah into a regular class in a new school with some special assistance. It’s called “full inclusion” and aims to keep special education students from being singled out. Zariah’s grades shot up.\u003c/p>\n\u003cp>Jean Robertson, chief of special education services for SFUSD, said the push for “full inclusion” is among many changes the district has been implementing since a 2010 audit found black students were more likely to be segregated from the mainstream student population in special classes.\u003c/p>\n\u003cp>The \u003ca href=\"https://drive.google.com/open?id=1ApjCq-tEsycdkQD9UkeUkik-8owoQsCwXtrs0P6Cw8w\" target=\"_blank\" rel=\"noopener\">audit\u003c/a> also found black students were significantly overrepresented in several special education categories, like “emotional disturbance”: They were 8.5 times more likely than non-black students to be designated “emotionally disturbed.” Today, that number is down to about four times more likely.\u003c/p>\n\u003cfigure id=\"attachment_11781036\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11781036\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/10/10182019_Chart-of-Emotional-Disturbance-Risk-Ratios-qut-800x543.jpg\" alt=\"In 2010, black students at SF Unified School District were 8.5 times more likely than non-black students to be labeled “emotionally disturbed.” Today, that’s down to about four times more likely.\" width=\"800\" height=\"543\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2019/10/10182019_Chart-of-Emotional-Disturbance-Risk-Ratios-qut-800x543.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/10182019_Chart-of-Emotional-Disturbance-Risk-Ratios-qut-160x109.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/10182019_Chart-of-Emotional-Disturbance-Risk-Ratios-qut-1020x692.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/10182019_Chart-of-Emotional-Disturbance-Risk-Ratios-qut-1200x814.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/10182019_Chart-of-Emotional-Disturbance-Risk-Ratios-qut.jpg 1802w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">In 2010, black students at SFUSD were 8.5 times more likely than non-black students to be labeled “emotionally disturbed.” Today, that’s down to about four times more likely. \u003ccite>(San Francisco Unified School District)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>California Department of Education data received in response to a public records request show 28 of the state’s nearly 1,000 school districts faring worse for black students in that category. The relatively low number of 28 is not surprising since many districts serve a very small number of black students, or none at all. At the high end, the data showed that one Southern California district is 12 times more likely to categorize black students as “emotionally disturbed.”\u003c/p>\n\u003cp>Other changes SFUSD has made over the past decade include working to support students early on so they don’t land in special education, doing deeper assessments and better tailoring services to each special education student instead of putting them in cookie-cutter programs.\u003c/p>\n\u003cp>But deciding who belongs in special education and who requires other types of support remains a huge challenge.\u003c/p>\n\u003cp>“That’s the crux of my tension in this work,” Robertson said. “That is with me every single day, particularly for black children.”\u003c/p>\n\u003cp>\u003cstrong>Putting an IQ Label on Students Is Like ‘Walking Around With Dynamite’\u003c/strong>\u003c/p>\n\u003cp>The IQ testing ban at the heart of the Larry P. ruling has created tensions of its own. The California Association of School Psychologists wants it lifted, noting that the persistent overrepresentation of black students in special education shows the ban hasn’t served its purpose.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"\"It was just, 'How do we curb the behavior, behavior, behavior. And it was all punitive.' \"","name":"pullquote","attributes":{"named":{"size":"medium","align":"right","citation":"Mauricha Robinson, on trying to get help for her daughter, Zariah, an SFUSD student","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But many advocates for black students want the ban to remain in place, saying so many other biases still exist in the educational system.\u003c/p>\n\u003cp>John Affeldt, a managing attorney at Public Advocates, one of the civil rights firms that filed the Larry P. lawsuit, acknowledged IQ tests have improved since then — but not by enough.\u003c/p>\n\u003cp>Putting an intelligence label on a student is “like walking around with dynamite,” he said. “It's not going to blow up for every kid.\"\u003c/p>\n\u003cp>But when it does, the cost is simply too high.\u003c/p>\n\u003cp>That’s what happened to Darryl Lester. His lack of an education, inability to read and the shame he carried cost him. He struggled with addiction and low-wage jobs before hard physical labor left him disabled.\u003c/p>\n\u003cp>Lester said he has worked hard to rise above all that. He has been sober for 18 years now, happily married for 14. He and his wife, Cecilia Lester, now live in a redeveloped Tacoma housing project.\u003c/p>\n\u003cp>But Cecilia sometimes finds him alone, crying.\u003c/p>\n\u003cp>“It hurts on the inside, but you have to swallow your pride and look over it and just find some strength somewhere and say, ‘Hey, come on, you can do this. I’m better than this,’ and that gets me through the day,” he said.\u003c/p>\n\u003cfigure id=\"attachment_11781165\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11781165\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/10/10182019_SE_Lester_SF-800x600.jpeg\" alt=\"Darryl Lester at Fisherman’s Wharf in March 2019 on his first visit to San Francisco since he testified in the “Larry P.” trial in 1977.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2019/10/10182019_SE_Lester_SF-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/10182019_SE_Lester_SF-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/10182019_SE_Lester_SF-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/10182019_SE_Lester_SF-1200x900.jpeg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/10182019_SE_Lester_SF-1044x783.jpeg 1044w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/10182019_SE_Lester_SF-632x474.jpeg 632w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/10182019_SE_Lester_SF-536x402.jpeg 536w, https://ww2.kqed.org/app/uploads/sites/10/2019/10/10182019_SE_Lester_SF.jpeg 1280w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Darryl Lester at Fisherman’s Wharf in March 2019 on his first visit to San Francisco since he testified in the “Larry P.” trial in 1977. \u003ccite>(Lee Romney/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>‘To Be Able to Pick Up a Book and Read it by Myself’\u003c/strong>\u003c/p>\n\u003cp>The Larry P. case remains the subject of \u003ca href=\"https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=%22larry+p%22+%22special+education%22&btnG=\" target=\"_blank\" rel=\"noopener\">academic articles\u003c/a>, online tutorials and plenty of debate. But for decades, the identity of Larry P. — and what happened to him — remained a mystery.\u003c/p>\n\u003cp>That’s no longer true, and Darryl Lester said he wants some good to come of it.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"tag":"schools","label":"Related Coverage "},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Revisiting his schooling and the burden he carried into adulthood has been painful, he said. But it has driven him to share his experience in hopes that it might help today’s black students who aren’t getting the support they need.\u003c/p>\n\u003cp>Last spring, Lester returned to San Francisco for the first time since he testified. He was the guest of honor on a panel that included mothers of current black special education students.\u003c/p>\n\u003cp>“If a teacher’s not helping you, that is not good,” Lester told the gathering of educators, disability rights advocates and black parents, his voice cracking. “You’ve got other kids that will make fun of you. And if you’re a kid that can’t read something, it’s embarrassing.”\u003c/p>\n\u003cp>To the few students who attended the event, Lester said he had a special message: They should fight for an education and never feel ashamed.\u003c/p>\n\u003cp>Next week, he’ll tell his story again at the convention of the California Association of School Psychologists, the organization trying to lift that Larry P. ban.\u003c/p>\n\u003cp>Meanwhile, the grassroots group Decoding Dyslexia CA and the Northern California branch of the International Dyslexia Association are fundraising to create a “Larry P.” scholarship for African American students in Northern California who are struggling to read.\u003c/p>\n\u003cp>Decoding Dyslexia CA has also found a tutor in Tacoma to teach Lester to read. Lester knows it will be hard work, but he said: “My dream is to be able to pick up a book and read it by myself.”\u003c/p>\n\u003cp>\u003cem>An \u003ca href=\"https://www.kalw.org/post/legacy-mistreatment-san-francisco-s-black-special-ed-students#stream/0\" target=\"_blank\" rel=\"noopener\">earlier version\u003c/a> of this story aired on KALW’s news magazine, Crosscurrents. This story was reported with the \u003ca href=\"http://www.centerforhealthjournalism.org/\" target=\"_blank\" rel=\"noopener\">support\u003c/a> of the Fund for Journalism on Child Well-Being, a program of the University of Southern California Center for Health Journalism.\u003c/em>\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\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11781032/a-landmark-lawsuit-aimed-to-fix-special-ed-for-californias-black-students-it-didnt","authors":["byline_news_11781032"],"programs":["news_72"],"categories":["news_18540","news_6188","news_8"],"tags":["news_26850","news_23778","news_3946","news_2998","news_1290","news_4449","news_17041"],"featImg":"news_11781039","label":"news_72"},"news_11634960":{"type":"posts","id":"news_11634960","meta":{"index":"posts_1591205157","site":"news","id":"11634960","score":null,"sort":[1512859213000]},"guestAuthors":[],"slug":"oakland-teacher-turns-metoo-experience-into-lesson-for-students","title":"Oakland Teacher Turns #MeToo Experience into Lesson for Students","publishDate":1512859213,"format":"audio","headTitle":"The California Report | KQED News","labelTerm":{"term":72,"site":"news"},"content":"\u003cp>\u003cem>Sonia Lee is a special education teacher who lives in Oakland. She shared the following story as part of\u003ca href=\"https://ww2.kqed.org/news/2017/12/06/i-dont-feel-safe-at-work-your-metoo-stories/\"> KQED's survey about sexual harassment \u003c/a>in California. The California Report Magazine is airing some of these first-person stories as part of a series called \"#UsToo.\"\u003c/em>\u003c/p>\n\u003cp>It was my first year as a special education teacher. I was already very stressed about knowing all the laws and doing everything correctly, and the administrator that I worked for, he was a bully.\u003c/p>\n\u003cp>I felt like I was walking on eggshells with him. He wanted me to know that he had control over me. So any e-mails I sent, I had to cc him on, any phone calls that I got went through him first.\u003c/p>\n\u003cp>The first time that I really felt uncomfortable was when I was just leaving my classroom one day, and I was in the hallway. He came up behind me and gave me a massage on my shoulders and just said, \"Oh you shouldn't be working so late...you're putting in a lot of hours.\" And [he] was just massaging my shoulders, and I just thought, 'This is really uncomfortable, and it's not appropriate. But does this mean that I'm on his good side? Will this really make my life here at work easier?'\u003c/p>\n\u003cp>Another time, he pulled me into his office one morning and asked me about my underwear: if I wear thongs or underwear. That was really the tipping point for me to go to my union representative. When I asked my union if I could file [a complaint] anonymously, they said I couldn't because if I wanted to proceed with it my name would be shared. So I didn't file anything.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I was really fearful of him and how he could make my work life harder. And he was already making it so stressful for me. I was getting hives all over my body just from stress and anxiety. After I left that school, the next year the teachers had come together and filed a complaint against that principal. He ended up resigning. After finding that out, I felt a lot of shame that I did not step forward and didn't have the courage to go through with my complaint.\u003c/p>\n\u003cp>As a teacher, given this experience, I feel like I've been given a really positive opportunity to teach children to respect each other, to change this whole culture of sexual harassment and assault in the workplace and any kind of environment. I want them to grow up knowing it's not OK.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This piece was produced by KQED's Tonya Mosley.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Teacher Sonia Lee's experience of being sexual harassed motivates her to teach kids how to respect one another.","status":"publish","parent":0,"modified":1521564221,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":10,"wordCount":449},"headData":{"title":"Oakland Teacher Turns #MeToo Experience into Lesson for Students | KQED","description":"Teacher Sonia Lee's experience of being sexual harassed motivates her to teach kids how to respect one another.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"Oakland Teacher Turns #MeToo Experience into Lesson for Students","datePublished":"2017-12-09T22:40:13.000Z","dateModified":"2018-03-20T16:43:41.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","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"}}},"disqusIdentifier":"11634960 https://ww2.kqed.org/news/?p=11634960","disqusUrl":"https://ww2.kqed.org/news/2017/12/09/oakland-teacher-turns-metoo-experience-into-lesson-for-students/","disqusTitle":"Oakland Teacher Turns #MeToo Experience into Lesson for Students","audioUrl":"https://www.kqed.org/.stream/anon/radio/tcrmag/2017/12/UsTooFirstPerson.mp3","nprByline":"\u003cstrong>Sonia Lee\u003c/strong>","path":"/news/11634960/oakland-teacher-turns-metoo-experience-into-lesson-for-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Sonia Lee is a special education teacher who lives in Oakland. She shared the following story as part of\u003ca href=\"https://ww2.kqed.org/news/2017/12/06/i-dont-feel-safe-at-work-your-metoo-stories/\"> KQED's survey about sexual harassment \u003c/a>in California. The California Report Magazine is airing some of these first-person stories as part of a series called \"#UsToo.\"\u003c/em>\u003c/p>\n\u003cp>It was my first year as a special education teacher. I was already very stressed about knowing all the laws and doing everything correctly, and the administrator that I worked for, he was a bully.\u003c/p>\n\u003cp>I felt like I was walking on eggshells with him. He wanted me to know that he had control over me. So any e-mails I sent, I had to cc him on, any phone calls that I got went through him first.\u003c/p>\n\u003cp>The first time that I really felt uncomfortable was when I was just leaving my classroom one day, and I was in the hallway. He came up behind me and gave me a massage on my shoulders and just said, \"Oh you shouldn't be working so late...you're putting in a lot of hours.\" And [he] was just massaging my shoulders, and I just thought, 'This is really uncomfortable, and it's not appropriate. But does this mean that I'm on his good side? Will this really make my life here at work easier?'\u003c/p>\n\u003cp>Another time, he pulled me into his office one morning and asked me about my underwear: if I wear thongs or underwear. That was really the tipping point for me to go to my union representative. When I asked my union if I could file [a complaint] anonymously, they said I couldn't because if I wanted to proceed with it my name would be shared. So I didn't file anything.\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>I was really fearful of him and how he could make my work life harder. And he was already making it so stressful for me. I was getting hives all over my body just from stress and anxiety. After I left that school, the next year the teachers had come together and filed a complaint against that principal. He ended up resigning. After finding that out, I felt a lot of shame that I did not step forward and didn't have the courage to go through with my complaint.\u003c/p>\n\u003cp>As a teacher, given this experience, I feel like I've been given a really positive opportunity to teach children to respect each other, to change this whole culture of sexual harassment and assault in the workplace and any kind of environment. I want them to grow up knowing it's not OK.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This piece was produced by KQED's Tonya Mosley.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11634960/oakland-teacher-turns-metoo-experience-into-lesson-for-students","authors":["byline_news_11634960"],"programs":["news_6944","news_72"],"categories":["news_457","news_8"],"tags":["news_21818","news_21804","news_18","news_2838","news_4449","news_17286","news_4398","news_22396"],"featImg":"news_11634967","label":"news_72"},"news_11231766":{"type":"posts","id":"news_11231766","meta":{"index":"posts_1591205157","site":"news","id":"11231766","score":null,"sort":[1470449202000]},"guestAuthors":[],"slug":"special-education-discipline-tracy-chou-interview-august-bay-area-arts-preview","title":"Special Education Discipline, Tracy Chou Interview, August Bay Area Arts Preview","publishDate":1470449202,"format":"video","headTitle":"KQED Newsroom | KQED News","labelTerm":{"term":7052,"site":"news"},"content":"\u003cp>\u003cstrong>Special Education Discipline\u003c/strong>\u003cbr>\u003cbr>\nThe U.S. Department of Education's Office for Civil Rights has called into question the use of prone restraint on special education students. This week the office found that Oakland Unified School District student Stuart Candell had been denied an education after being restrained more than 90 times in an 11-month period. The practice involves immobilizing a student face-down - in Candell's case, for an average of 29 minutes each time. Suge Lee, supervising attorney at Disability Rights California, and EdSource reporter Jane Meredith Adams join Thuy Vu.\u003cbr>\u003cbr>\u003cbr>\n\u003cstrong>Tracy Chou Interview\u003c/strong>\u003cbr>\u003cbr>\nTracy Chou is widely credited for publishing a \u003ca href=\"https://medium.com/@triketora/where-are-the-numbers-cb997a57252#.x41pai573\">2013 Medium post\u003c/a> that helped spur tech companies to release workplace diversity numbers. Numbers released this week show only a slight uptick in employment diversity since then at tech giants like Apple. Thuy Vu talks with Chou about her efforts to track and improve diversity, including her participation in the nonprofit Project Include.\u003cbr>\n\u003cbr>\u003cbr>\u003cbr>\n\u003cstrong>August Bay Area Arts Preview\u003c/strong>\u003cbr>\u003cbr>\nWest Edge Opera is back with three exciting operas - all performed in a previously abandoned Oakland train station. In her 25th season, music director and conductor Marin Alsop prepares to take her final bow at this year's Cabrillo Festival of Contemporary Music. KQED Senior Arts Editor Chloe Veltman shares these top picks and others as well. More information here: \u003ca href=\"http://ww2.kqed.org/arts/\">ww2.kqed.org/arts/\u003c/a>.\u003cbr>\n\u003cbr>\u003cbr>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Special Education Discipline, Tracy Chou Interview, August Bay Area Arts Preview","status":"publish","parent":0,"modified":1482376247,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":3,"wordCount":229},"headData":{"title":"Special Education Discipline, Tracy Chou Interview, August Bay Area Arts Preview | KQED","description":"Special Education Discipline, Tracy Chou Interview, August Bay Area Arts Preview","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"Special Education Discipline, Tracy Chou Interview, August Bay Area Arts Preview","datePublished":"2016-08-06T02:06:42.000Z","dateModified":"2016-12-22T03:10:47.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","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"}}},"disqusIdentifier":"11231766 http://ww2.kqed.org/news/?p=11231766","disqusUrl":"https://ww2.kqed.org/news/2016/08/05/special-education-discipline-tracy-chou-interview-august-bay-area-arts-preview/","disqusTitle":"Special Education Discipline, Tracy Chou Interview, August Bay Area Arts Preview","videoEmbed":"https://youtu.be/u212NpnL1bc","nprByline":"KQED Newsroom Staff","path":"/news/11231766/special-education-discipline-tracy-chou-interview-august-bay-area-arts-preview","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>Special Education Discipline\u003c/strong>\u003cbr>\u003cbr>\nThe U.S. Department of Education's Office for Civil Rights has called into question the use of prone restraint on special education students. This week the office found that Oakland Unified School District student Stuart Candell had been denied an education after being restrained more than 90 times in an 11-month period. The practice involves immobilizing a student face-down - in Candell's case, for an average of 29 minutes each time. Suge Lee, supervising attorney at Disability Rights California, and EdSource reporter Jane Meredith Adams join Thuy Vu.\u003cbr>\u003cbr>\u003cbr>\n\u003cstrong>Tracy Chou Interview\u003c/strong>\u003cbr>\u003cbr>\nTracy Chou is widely credited for publishing a \u003ca href=\"https://medium.com/@triketora/where-are-the-numbers-cb997a57252#.x41pai573\">2013 Medium post\u003c/a> that helped spur tech companies to release workplace diversity numbers. Numbers released this week show only a slight uptick in employment diversity since then at tech giants like Apple. Thuy Vu talks with Chou about her efforts to track and improve diversity, including her participation in the nonprofit Project Include.\u003cbr>\n\u003cbr>\u003cbr>\u003cbr>\n\u003cstrong>August Bay Area Arts Preview\u003c/strong>\u003cbr>\u003cbr>\nWest Edge Opera is back with three exciting operas - all performed in a previously abandoned Oakland train station. In her 25th season, music director and conductor Marin Alsop prepares to take her final bow at this year's Cabrillo Festival of Contemporary Music. KQED Senior Arts Editor Chloe Veltman shares these top picks and others as well. More information here: \u003ca href=\"http://ww2.kqed.org/arts/\">ww2.kqed.org/arts/\u003c/a>.\u003cbr>\n\u003cbr>\u003cbr>\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>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11231766/special-education-discipline-tracy-chou-interview-august-bay-area-arts-preview","authors":["byline_news_11231766"],"programs":["news_7052"],"categories":["news_8"],"tags":["news_20297","news_4449"],"featImg":"news_11231767","label":"news_7052"},"news_10968354":{"type":"posts","id":"news_10968354","meta":{"index":"posts_1591205157","site":"news","id":"10968354","score":null,"sort":[1464303459000]},"guestAuthors":[],"slug":"some-oakland-parents-worry-about-moves-planned-for-schools-special-ed-classes","title":"Some Oakland Parents Worry About Moves Planned for Schools' Special Ed Classes","publishDate":1464303459,"format":"standard","headTitle":"News Fix | KQED News","labelTerm":{"term":6944,"site":"news"},"content":"\u003cp>The Oakland Unified School District says that about 80 percent of its special education students attend programs in schools outside their neighborhoods. In an effort to change that and improve access to special ed services to students in East and West Oakland, the district is getting ready to move some of its programs to new locations.\u003c/p>\n\u003cp>But many families whose students will need to move to new campuses aren't happy with the change.\u003c/p>\n\u003cp>Five-year-old James Hubbard is one student who will be changing schools next year. He has autism, and his parents drive him 20 minutes every day from their home near Highland Hospital to attend a program at Charles P. Howard Elementary, just off Interstate 580 near the Oakland Zoo. The district is getting ready to move this program to Martin Luther King Jr. Elementary in West Oakland, a school that previously had no special education program.\u003c/p>\n\u003cp>James' mother, Sheila Hubbard, worries that the move will be disruptive, since James will have to get settled at a new school.\u003c/p>\n\u003cp>\"You know, my thing is, my son and his classmates are comfortable right where they are. They shouldn't have to move because of some balancing program,\" Hubbard says.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"100%\" height=\"166\" scrolling=\"no\" frameborder=\"no\" src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/266085448&color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Currently, most special ed programs are clustered in more affluent neighborhoods in the hills, with fewer services in East and West Oakland flatland schools. Neena Bawa, coordinator of the district's special education program, says the move will benefit all students in the long run.\u003c/p>\n\u003cp>“We're looking at where we have unequitable distribution of programs. We know that there’s a need for a type of program in the east, and that’s how we were strategically moving. It’s not, 'Hey, we’re going to pick up this program and move it.' We’re looking at the big global picture,\" she says.\u003c/p>\n\u003cp>The end goal is that every neighborhood school will have a special education program. Kara Oettinger, also with the district, said their hope is that special education students can become more a part of their school community.\u003c/p>\n\u003cp>\"We want the kids to be able to go to the resident school, meet and socialize with peers that live in their neighborhood,\" she said.\u003c/p>\n\u003cp>At Edna Brewer Middle School, just off Park Boulevard in Oakland's Trestle Glen neighborhood, part of a decade-old special education program is being relocated to Alliance Academy, on East Oakland's 98th Avenue. Special education teacher Ismael Amendariz is concerned that students won't have access to as many resources and activities after the move, since Alliance has never had a special education program.\u003c/p>\n\u003cp>\"The question is like how do you define equity?\" he asked. \"Is equity being close to home, or is equity being at a school where you can be provided for?\"\u003c/p>\n\u003cp>The district has said that the Howard Elementary program is being moved to create both a \"continuum\" of grades, so that special education students can attend the same school from kindergarten through fifth grade, and a program closer to where most students in the program live. Both Howard and Martin Luther King perform about equally in standardized testing, but Mike Nguyen, a parent of another child attending the program at Howard, feels the West Oakland neighborhood around King, located at 10th and Market streets west of I-980, is more dangerous.\u003c/p>\n\u003cp>\"I actually kind of grew up in that neighborhood, and just knowing that there's a lot going on on those streets, it would make it honestly a little more unsafe for him, as an autistic student going there,\" Nguyen says. \"My son has a tendency to wander if unsupervised, and it's easier for him to be contained at Howard than at another site where it's more accessible to get out to the street or a neighborhood he's unfamiliar with.\"\u003c/p>\n\u003cp>A coalition of parents has been organizing to stop the moves since the district announced its plans last month.\u003c/p>\n\u003cp>James Hubbard's father -- James Sr. --- says that he and other parents are happy for their kids to attend a school outside their neighborhood if it means a better quality school.\u003c/p>\n\u003cp>\"It’s no inconvenience. We want the best education for our son,\" he says. \"And I can speak for the rest of the parents. They just want the best for their babies.\"\u003c/p>\n\u003cp>The district still plans to move ahead, while parents continue to push their case. Next month, they plan to meet with the district's superintendent to discuss their concerns.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"I'm so worried as a parent, because my son, you should just see him when he gets out of the car, he’s ready to go to school. He loves that environment,\" Sheila Hubbard says. \"And I’m just begging the district, don’t take that away from him.”\u003c/p>\n\n","blocks":[],"excerpt":"District officials say moving programs is designed to achieve equity for East and West Oakland families.","status":"publish","parent":0,"modified":1464306297,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":812},"headData":{"title":"Some Oakland Parents Worry About Moves Planned for Schools' Special Ed Classes | KQED","description":"District officials say moving programs is designed to achieve equity for East and West Oakland families.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"Some Oakland Parents Worry About Moves Planned for Schools' Special Ed Classes","datePublished":"2016-05-26T22:57:39.000Z","dateModified":"2016-05-26T23:44:57.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","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"}}},"disqusIdentifier":"10968354 http://ww2.kqed.org/news/?p=10968354","disqusUrl":"https://ww2.kqed.org/news/2016/05/26/some-oakland-parents-worry-about-moves-planned-for-schools-special-ed-classes/","disqusTitle":"Some Oakland Parents Worry About Moves Planned for Schools' Special Ed Classes","nprStoryId":"479661826","path":"/news/10968354/some-oakland-parents-worry-about-moves-planned-for-schools-special-ed-classes","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The Oakland Unified School District says that about 80 percent of its special education students attend programs in schools outside their neighborhoods. In an effort to change that and improve access to special ed services to students in East and West Oakland, the district is getting ready to move some of its programs to new locations.\u003c/p>\n\u003cp>But many families whose students will need to move to new campuses aren't happy with the change.\u003c/p>\n\u003cp>Five-year-old James Hubbard is one student who will be changing schools next year. He has autism, and his parents drive him 20 minutes every day from their home near Highland Hospital to attend a program at Charles P. Howard Elementary, just off Interstate 580 near the Oakland Zoo. The district is getting ready to move this program to Martin Luther King Jr. Elementary in West Oakland, a school that previously had no special education program.\u003c/p>\n\u003cp>James' mother, Sheila Hubbard, worries that the move will be disruptive, since James will have to get settled at a new school.\u003c/p>\n\u003cp>\"You know, my thing is, my son and his classmates are comfortable right where they are. They shouldn't have to move because of some balancing program,\" Hubbard says.\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>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"100%\" height=\"166\" scrolling=\"no\" frameborder=\"no\" src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/266085448&color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Currently, most special ed programs are clustered in more affluent neighborhoods in the hills, with fewer services in East and West Oakland flatland schools. Neena Bawa, coordinator of the district's special education program, says the move will benefit all students in the long run.\u003c/p>\n\u003cp>“We're looking at where we have unequitable distribution of programs. We know that there’s a need for a type of program in the east, and that’s how we were strategically moving. It’s not, 'Hey, we’re going to pick up this program and move it.' We’re looking at the big global picture,\" she says.\u003c/p>\n\u003cp>The end goal is that every neighborhood school will have a special education program. Kara Oettinger, also with the district, said their hope is that special education students can become more a part of their school community.\u003c/p>\n\u003cp>\"We want the kids to be able to go to the resident school, meet and socialize with peers that live in their neighborhood,\" she said.\u003c/p>\n\u003cp>At Edna Brewer Middle School, just off Park Boulevard in Oakland's Trestle Glen neighborhood, part of a decade-old special education program is being relocated to Alliance Academy, on East Oakland's 98th Avenue. Special education teacher Ismael Amendariz is concerned that students won't have access to as many resources and activities after the move, since Alliance has never had a special education program.\u003c/p>\n\u003cp>\"The question is like how do you define equity?\" he asked. \"Is equity being close to home, or is equity being at a school where you can be provided for?\"\u003c/p>\n\u003cp>The district has said that the Howard Elementary program is being moved to create both a \"continuum\" of grades, so that special education students can attend the same school from kindergarten through fifth grade, and a program closer to where most students in the program live. Both Howard and Martin Luther King perform about equally in standardized testing, but Mike Nguyen, a parent of another child attending the program at Howard, feels the West Oakland neighborhood around King, located at 10th and Market streets west of I-980, is more dangerous.\u003c/p>\n\u003cp>\"I actually kind of grew up in that neighborhood, and just knowing that there's a lot going on on those streets, it would make it honestly a little more unsafe for him, as an autistic student going there,\" Nguyen says. \"My son has a tendency to wander if unsupervised, and it's easier for him to be contained at Howard than at another site where it's more accessible to get out to the street or a neighborhood he's unfamiliar with.\"\u003c/p>\n\u003cp>A coalition of parents has been organizing to stop the moves since the district announced its plans last month.\u003c/p>\n\u003cp>James Hubbard's father -- James Sr. --- says that he and other parents are happy for their kids to attend a school outside their neighborhood if it means a better quality school.\u003c/p>\n\u003cp>\"It’s no inconvenience. We want the best education for our son,\" he says. \"And I can speak for the rest of the parents. They just want the best for their babies.\"\u003c/p>\n\u003cp>The district still plans to move ahead, while parents continue to push their case. Next month, they plan to meet with the district's superintendent to discuss their concerns.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"I'm so worried as a parent, because my son, you should just see him when he gets out of the car, he’s ready to go to school. He loves that environment,\" Sheila Hubbard says. \"And I’m just begging the district, don’t take that away from him.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/10968354/some-oakland-parents-worry-about-moves-planned-for-schools-special-ed-classes","authors":["11214"],"programs":["news_6944"],"categories":["news_18540","news_8"],"tags":["news_1826","news_4449"],"featImg":"news_10968459","label":"news_6944"}},"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. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. 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