He will be joined by California Superintendent of Public Instruction Tony Thurmond, Contra Costa Superintendent of Schools Lynn Mackey and UCSF child psychiatry expert Dr. Petra Steinbuchel

Representative Mark DeSaulnier (D, CA-11) announced that he will host a town hall on Tuesday, March 30th from 1:00 to 2:00 p.m. PT on the impact of coronavirus on students and getting back to school. The event will be held live on Zoom and on DeSaulnier’s official Facebook page.

DeSaulnier will be joined by a panel of experts to discuss school safety, learning loss, and mental and behavioral health support, including:

• Tony Thurmond, California Superintendent of Public Instruction;
• Lynn Mackey, Contra Costa Superintendent of Schools; and
• Dr. Petra Steinbuchel, Director of the UCSF Child and Adolescent Psychiatry Portal.

This will be the Congressman’s 128th town hall and mobile district office hour since coming to Congress. Contra Costa residents will have an opportunity to submit questions before the event and live during the town hall.

Coronavirus and Education Virtual Town Hall
Tuesday, March 30th
1:00 p.m. to 2:00 p.m. PT

This event is open to the public and press.

To RSVP, submit a question, or request special accommodations, visit https://desaulnier.house.gov/town-hall-rsvp or call (925) 933-2660.

 

Program qualifies for district to receive state funds for school reopening of over $4.5 million

By Allen Payton

During their meeting on Wed., March 24, 2021 the Antioch School Board approved staff proposals that most district students would continue in distance learning for the remainder of the school year. Specifically, the board approved remaining in distance learning for the remainder of the 2020-2021 school year, opening 50+ learning centers across the District for students who would benefit from a classroom environment, providing an in-person learning option for students with disabilities in grades K-5 who attend Special Day Classrooms, and providing an in-person learning option for students with disabilities in the Community Based Instruction program.

The district staff report reads:

“Throughout the pandemic, our core values have remained the same:

To open schools for in-person learning in a manner that is safe, is the least disruptive to families, and provides the most instructional time as possible.

At this time, the majority of parents surveyed would like to continue in distance learning through the end of the school year. However, we also recognize that some families would like their children to be in a school environment. To meet as many of our families’ needs as possible while staying true to the core values stated above, staff is recommending the following:

Remain in distance learning for the remainder of the 2020-2021 school year.

Open 50+ learning centers across the District for students who would benefit from a classroom environment.

Provide an in-person learning option for students with disabilities in grades K-5 who attend Special Day Classrooms.

Provide an in-person learning option for students with disabilities in the Community Based Instruction program.”

Superintendent Stephanie Anello said “as you may be aware, we did a survey of parents, last week…it remained steady at 10,000 votes, 60% of parents wanted to remain at distance learning, because of the enormous disruption of dropping off students at 8 am then picking them up at 11 a.m.”

Associate Superintendent of Educational Services, Christine Ibarra spoke of “many hours and sleepless nights” developing the proposed plan.

“The health guidelines are constantly changing,” she continued.

“Many of our schools will have large screen TV’s that will take a picture of groups of students to determine if any has a temperature,” Anello interjected.

“We are grounding our decisions and our recommendation in what our values are,” Ibarra stated. “That’s with the least disruption” to families. “The majority of our parents prefer distance learning at this time.”

Learning Centers

Ibarra shared that each school would have multiple learning centers and the district will reach out to those parents who prefer in-person learning for their students. They will open April 19 for K-6 and on April 26 for grades 7-12.

“Students will be wearing masks at all times,” she continued. “We will be taking temperatures. Appropriate social distancing of desks will be followed.”

Asked how many hours the learning centers will be open, Anello responded, “We still have to negotiate that with the teachers.”

About 50 public comments were then read, which lasted for over two hours, with most from district staff members in favor of Anello’s recommendations.

Board members then gave their input.

Trustee Gary Hack said, “I do have some thoughts to share. One is I trust the current leadership at this district. I trust the employees of the district…who make their best efforts to educate and keep safe those 17,000 students. I trust the surveys and the feedback. Most of the surveys showed 60% to 70%…support distance learning. I don’t believe COVID-19 is history, yet.”

Trustee Antonio Hernandez asked, “does this plan qualify for some of the money set aside for school districts to open?”

“I have run this plan by school services of California and we have been assured it does…because we are bringing students back,” said Assistant Superintendent Jessica Romeo. “The money begins when school returns on April 1st. There are nine days of instruction that we will not receive. So, we will receive about 91% of the $5 million.”

“Do we know what summer and fall will look like?” he asked.

“We’ve been taking this pandemic one day at a time,” Anello responded. “We expect to have programs during the summer. Whether or not they’ll be in person we’ll have to decide.”

Hernandez asked about the survey responses. Anello said they were in line with attendance, but slightly over the average for the parents of Hispanic and white students and below average for Black students.

“We’re not going to be able to make everyone happy,” he said. “Everyone’s going to be upset no matter what the decision.”

“To say I’ve been thinking about this, a lot would be an understatement,” Board President Ellie Householder said. “No matter what we do there are going to be some people who will be unhappy. This has been very difficult. This is probably the most consequential vote that I will make in my life here at the school district. I’ve really made myself sick…worrying about this. I’m the first person to be critical of some of our programming overall. I say that to say I think this is the best plan we could have come up with. The hybrid model just wouldn’t work for folks. We live in a commuter city. It is a difficult plan. It is truly tailored to our community. I thought it was cool how you came up with this model with learning centers.”

“It all came back to keeping people safe…and asking for out of the box thinking,” Anello responded. “It was a group effort. Credit has to go to Ms. Romeo for proposing the idea.”

“We tried to come up with a plan that would meet the needs of the 60%,” Romeo then said.

“The playbook is out the window,” Householder said, referring to the plan as “in between distance learning and a hybrid model.”

“This is an elegant solution to a messy problem,” she concluded.

Trustee Dr. Clyde Lewis spoke next thanking the staff. “Making these decisions that have the impact on our students, on our community…is not easy. I want to appreciate as a parent the concerns that are still there.”

“The decisions we’re going to make, tonight they’re not easy,” he continued.

“From the plan that we have…the parents who want to stay in distance learning have that option?” Lewis asked.

“The PODS are specifically for

“The learning centers are not. Those are separate. Those are additional,” Anello responded. “They will be in a supervised setting, but they will be logging in with their teachers.”

He then asked about time and hours.

“It will depend on the amount of students at each school,” Romeo responded. “The more learning centers we can open, we will expand as there is a need to expand.”

“For those students who come to class without materials, will the school district be given materials?” Lewis asked.

“Yes,” Ibarra responded.

“I want to highlight. I know there’s going to be some blowback no matter which side we decide to sit on,” he shared. “This is an opportunity if you are unhappy to engage in dialogue to find out how these decisions were made.”

Trustee Mary Rocha asked, “will the learning centers be a lot of age difference?”

“We wouldn’t put high school kids with younger students,” Anello responded.

The number of learning centers at each school will differ based on the interest.

“It depends on the amount of students, is that it?” Rocha asked. “Yes,” Anello said. “It could be that you fill it up with all first graders because that is the interest.”

“At least we’re giving the parents the opportunity which way they want to go,” Rocha stated. “At least we’re given that child the opportunity to get some help with a para-professional.”

“What is happening with the band, the music and choral?” Rocha asked.

“As of Monday, band performances are allowed at sporting events,” Anello responded.

“If you’re going to get mad at somebody don’t get mad at the teachers,” Householder said. “But it’s the board’s decision, tonight. I’ve really felt like part of a team, even though I’m board president, I really feel part of a team.”

“I encourage you, if you have a disagreement engage in dialogue,” Lewis reiterated. “It’s about what’s best for the kiddos.”

Rocha then made a motion to approve the recommendation by the superintendent for the Fourth Quarter learning. Hack seconded the motion and it passed 5-0.

State Superintendent of Public Instruction Tony Thurmond announces $240,000 in grants to address inequities that deepened during pandemic

SACRAMENTO—State Superintendent of Public Instruction Tony Thurmond announced Thursday that the California Department of Education (CDE) has selected 12 recipients of mini grants, totaling more than $240,000, that will fund local efforts across the state to address equity and opportunity gaps through supporting educator and student needs in distance learning, in-person instruction, and hybrid models. The Antioch Unified School District will receive $20,000 of the grant funds.

Since the applications were announced in December 2020 as part of CDE’s ongoing efforts to address the COVID-19 pandemic’s continued impact on students, more than 400 schools and districts across California applied for the grants, which are funded by contributions from philanthropic partners. The funds must be used to advance equity and close opportunity and access gaps. The grantees are given discretion to decide how they will address the topic of equity. The list of grantees is at the end of this press release.

“It’s been an unprecedented, unpredictable year for our schools, and California’s educators have been looking for resources and support to ensure that students can still attend class, access a great education, and learn and achieve during the pandemic,” Thurmond said. “Congratulations to these school districts for showing their communities that they’re committed to recognizing and addressing opportunity gaps during the pandemic and providing targeted supports to students and families who have been struggling.”

Issues addressed by the grant funds include transportation, internet connectivity, modifying spaces to serve as family resource centers, one-on-one academic intervention, mentorship for students struggling with distance learning and asynchronous instruction, small group tutoring, home visits, professional development for educators needing assistance with technology, and a variety of other family engagement activities.

Since last spring, the State Superintendent and the CDE have maintained an ongoing and urgent focus on addressing the numerous access and opportunity gaps that impact student learning—gaps that, in many cases, have deepened and become newly exposed during the pandemic. During the past year, the CDE has secured hundreds of thousands of computing devices for students, pressured internet service providers to expand access, bolstered mental health and counseling resources, made it easier for schools to provide meals, and provided guidance and dozens of training opportunities for educators to strengthen distance learning for California’s highest-need students.

As the state continues to battle COVID-19, CDE will continue to support efforts to protect the health and safety of school communities while providing the custom supports needed to ensure learning continues and improves.

The Equity Mini Grant recipients and intended uses of funds are:

• Antioch Unified School District: $20,000 to implement home-visit teams to gain engagement from students and provide support to students and families that are currently not showing high engagement/attendance.
• Castaic High School: $20,000 to pay for district buses to pick up students from a central location in an underserved neighborhood.
• Colusa Unified School District: $20,000 for transitioning the current Colusa High School Library to serve as a student and parent resource center.
• Imperial Unified School District: $20,000 to support internet connectivity for our students who live in an underserved area.
• Kern High School District: $20,000 to provide one-to-one academic intervention and support for students with unique needs who have failed multiple classes.
• Lakeside Union School District: $20,000 to provide mentor support to students who continue to struggle with engagement in asynchronous instruction.
• Riverside County Special Education: $20,000 to purchase book bags, books (English/Spanish sets), educational materials/manipulatives for arts and crafts, and staff mileage reimbursement for the home delivery of weekly literacy bags.
• San Ysidro School District: $20,000 to provide support services to students and families to address the academic and technological needs of students and families.
• Sundale Union Elementary School District: $20,000 to strengthen family connection with parents by having students on campus in small cohorts during non-school days/intercessions.
• Tehachapi Unified School District: $21,352.32 to provide additional opportunities for credit recovery for seniors who are at risk of not graduating.
• Twin Rivers Unified School District: $20,000 to train and provide support to teachers displaying the highest needs for support during distance learning.
• West Contra Costa Unified School District: $20,000 to expand capacity to provide outreach and mentorship to students by hiring a full-time mentor through the Peacemaker program.

 

By Timothy Leong, Public Information Officer, 4CD

On November 10, 2020, the Contra Costa Community College District (District) sold $110 million of new Measure E bonds and refinanced $35 million of previously sold general obligation bonds originally issued in 2014 following voter approval of 57.58%.  Due in part to favorable Moody’s and S&P ratings, the refinancing collectively saves Contra Costa County property owners over $1.7 million through 2040, and savings will be passed on in the form of lower property taxes. Voters will see this change reflected in their 2020-21 property tax bills, with annual total savings for our taxpayers of over $150,000.

The new Brentwood Center and new Kinesiology and Student Union Complex at the LMC-Pittsburg campus were the first major District projects completed using Measure E funds. The $110 million sale of new Measure E bonds will help continue the transformation of additional facilities at District sites. These projects include the new Science Center and renovation of the PE/Kinesiology Complex at Contra Costa College, the Arts Complex and PE/Kinesiology Complex at Diablo Valley College (DVC)-Pleasant Hill Campus, and the new Library and Learning Center at the DVC-San Ramon Campus.

“This is the fourth time the District has refinanced previously sold bonds to reduce debt service for our taxpayers,” said Chancellor Bryan Reece. “We will continue to focus on our fiduciary responsibility of managing public funds and want to thank Contra Costa County voters for allowing us to make these critical investments in the community.”

The sales and refinancing transactions were handled by Morgan Stanley.  KNN Public Finance was the District’s financial advisor, and Orrick Herrington & Sutcliffe performed as bond counsel.

The Contra Costa Community College District (District) is one of the largest multi-college community college districts in California. The District serves a population of 1,019,640 people, and its boundaries encompass all but 48 of the 734-square-mile land area of Contra Costa County. The District is home to Contra Costa College in San Pablo, Diablo Valley College in Pleasant Hill, Los Medanos College in Pittsburg, as well as educational centers in Brentwood and San Ramon.  The District headquarters is located in downtown Martinez.

 

Governor, Senate Pro Tem Atkins and Assembly Speaker Rendon highlight new $6.6 billion package to reopen schools and deepen student supports

SACRAMENTO – Governor Gavin Newsom, Senate President pro Tempore Toni G. Atkins and Assembly Speaker Anthony Rendon today highlighted an agreement on a $6.6 billion budget package to accelerate the safe return to in-person instruction across California and empower schools to immediately expand academic, mental health and social-emotional supports, including over the summer.

“Since the height of the winter surge, we have successfully shifted the conversation from whether to reopen schools to when,” said Governor Newsom. “Now, our collective charge is to build on that momentum and local leadership, and – just as critically – do whatever it takes to meet the mental health and academic needs of our students, including over the summer.”

The Governor was joined by Senate President pro Tempore Toni G. Atkins, Assembly Speaker Anthony Rendon and other legislative leaders at Franklin Elementary School in the Elk Grove Unified School District. The state’s fifth largest public school district was among the first to close for in-person instruction last year. Last week, based on deep partnership between school staff and leaders, the district announced plans to reopen grades K-6 in mid-March and grades 7-12 in early April.

Elk Grove Unified and public schools throughout the state will be allocated $6.6 billion under the proposed budget package. $2 billion would fund safety measures to support in-person instruction, such as personal protective equipment, ventilation upgrades and COVID-19 testing. $4.6 billion would fund expanded learning opportunities, such as summer school, tutoring and mental health services. Together, the funds empower schools to develop and execute comprehensive strategies to both reopen and expand programs to address the social-emotional, mental health and academic needs of students.

All public schools would be required to offer in-person instruction to grades K-2 for all students and for high-needs students in all grades by the end of the month, losing 1 percent of eligible funds every day thereafter if they do not. Schools in the state’s Red Tier or better would be required to offer in-person instruction to all students in all elementary grades and at least one middle or high school grade, or risk the same penalty. Together, these requirements help ensure schools begin to reopen as soon as possible, in order to build trust and confidence to continue phased reopenings.

As students return to in-person instruction, all public schools would also be empowered to meet the needs of the whole child. The Expanded Learning Opportunities Grants allocate $4.6 billion to local educational agencies based on the equity-based Local Control Funding Formula, with an additional $1,000 for each homeless student. These funds would be for supplemental instruction and support for social and emotional well-being. Schools would be able to use the funds for providing more instructional time, such as summer school, and accelerating progress to close learning gaps through tutoring, learning recovery programs, mental health services, access to school meal programs, programs to address pupil trauma and social-emotional learning, supports for credit-deficient students and more.

The package would also codify multiple successful state programs to support safe school reopenings:

• Vaccine Prioritization for K-12 School Staff. The package codifies the Governor’s commitment to set aside 10 percent of vaccines for education workers. This commitment ensures that the state prioritization of school staff, in place since January, is made real in all 58 counties. Since the Governor’s announcement two weeks ago, the state has collaborated with county health departments, the Biden Administration and providers such as Kaiser Permanente to accelerate vaccine access for K-12 school staff starting March 1.
• Data Reporting. The package codifies data reporting requirements, including requirements for schools to report reopening status and COVID-19 safety measures. These statutory requirements will help build on efforts to increase transparency, including interactive geospatial maps displayed on the Safe Schools Hub.
• State Safe Schools Team. The package also allocates $25 million to the State Safe Schools Team, which serves to provide technical assistance, oversight and accountability to the over 10,000 public schools in the state. The capacity will enhance the Team’s reach, and the Team will conduct a safety review of any school with two or more COVID-19 outbreaks.

The budget package is the result of months of work by the Governor’s Office, Senate and Assembly. The Governor, Senate Pro Tem Atkins and Assembly Speaker Rendon also thanked Senators Nancy Skinner (D-Berkeley), John Laird (D-Santa Cruz) and Connie Leyva (D-Chino), along with Assemblymembers Phil Ting (D-San Francisco) Patrick O’Donnell (D-Long Beach) and Kevin McCarty (D-Sacramento) for their tireless work and leadership on this effort.

The state’s efforts to accelerate safe school reopenings to date include delivery of three months of PPE and safety supplies to all schools at no cost, direct support to over 1,000 schools in 41 counties to implement COVID-19 testing and direct technical assistance to over 300 school districts.

For more information, please visit: https://schools.covid19.ca.gov/.

 

By Elizabeth Terry, Antioch High School science teacher

My day starts early, and I do mean early. Stumbling into my kitchen, groggily grinding the beans, trying to clear the leftover fog of sleep, I begin to think about the day ahead. It’s 3:30 am when that god touched ichor finally hits and I’m thinking clearly enough to do my daily crosswords. I find the Washington Post’s crossword extremely difficult, but the NY Times’ puzzle fairly mundane. At 4 I’m ready to get myself ready for the day, have breakfast, then make the 30 second commute across the hall to my digital school room readying myself for the day’s lessons. It is now 5:30. As I power up my computer, the new one which I purchased to meet the moment of this odd teaching year, I’m reminded of an earlier time when I would get to school at 6 am ready to prepare the day’s labs, and I again wonder at how drastically different, yet still similar this school year has been. I click on Facebook and begin to again read the hateful comments on our local “news” outlet about how lazy teachers are being. Despite an overwhelming sense of crushing depression, I snap out of it and begin the day’s grades, with the news on in the background.

My ears perk up when the anchors are talking again about school closures. The anchors are railing against teachers, and I sit stunned, when the guests on the program again echo the anchor’s sentiments. The familiar anger takes over and I wonder who will speak for us. Who will advocate for our lives? After all, I remember a few short months ago at the end of last year when my profession was lauded and celebrated. Now, I feel spat on daily, hesitant to declare that I’m a teacher. The depressing part is that this is oftentimes coming from our friends and our families. I question how a profession who has one of the lowest ratios of education to salary could possibly be the cornerstone of society, as if somehow the fate of western society rests on our underpaid shoulders. I, like many of us are angry, burnt out, and frustrated because no one in power, not in the government, not in the CDC, nor in the current administration is actually sticking up for our lives. Instead, we are being vilified, crucified on the altar of the economy. Our efforts over the last year aren’t even seen let alone recognized. It’s enough to make a person quit.

They say we aren’t working. These comments are made by folks who took what happened last year as their measure of what is happening this year in our virtual classrooms. But what many people don’t know is that teachers have actually very little voice in the decisions that county health and school board make. During the March lockdowns, we were told that we couldn’t teach any new concepts, instead it was review only. More importantly, the students were told that they would pass regardless of their activity. And as teenagers often do, they did nothing. There was no incentive to do anything other than that. As a classroom teacher, I worked very hard to put together lessons that would inspire my students, even in a pandemic, I created digital lessons which were fun and engaging. Lesson that few students even showed up for. This included my AP kids. We were told to offer grace, which we did, and we did what teachers always do, we made it work. This was, of course, not ideal, but we made it work with what we had. I look back and think of all the glowing praise of our efforts and smile. It felt good to finally be recognized for the hard work we were putting in. But as a veteran teacher of 17 years, I knew the public good will wouldn’t last.

During the summer, myself and several colleagues and friends trouble shot the new program that we would be working on. We learned entirely new platforms, we taught ourselves how to use the district tools that were provided (without training I might add). We then taught our colleagues their uses as well. We waited anxiously to know how, when, and in what form we would start school again – we were quite literally, the last to know. The school board decided to delay opening, which meant the following year we would not have much of a summer, but what the board wants, the board gets.

The start of school saw a steep learning curve. As our students had never had technology before, we are in a title-1 school district after all, they had zero knowledge on how a PC operates. It was a brand-new digital world for them. We taught them how to use their computers. Soon they were using Word, PowerPoint, chatting in Teams, saving, and using the new programs. It was a struggle, but we made it through. We had to create all of our lessons over again, this time figuring out how to make it work in a digital environment. I teach 3 laboratory sciences. I had to completely redo all of my documents so that students could use excel to graph their data. Then I had to teach them how to use excel. Though frustrated at the drastically slower pace of learning, our students were learning and progressing through our curricula. This was hard, but we did it.

On top of our teaching duties, we had to reach out to students who were not coming. We had to figure out a way to get them into the classroom. We had to simultaneously offer grace, while holding high expectations. We had to speak for our students and watch out for their mental health, while no one was watching ours. And still, we did it. My students have tracked horse evolution through 65 million years, they have learned how to calculate carrying capacity, they have made survivorship curves using gravestone data and compared it to covid numbers. My biotech students have done Gel electrophoresis, learned how to use a spectrophotometer and have done macromolecule assays. All online, all virtual. However, if you read the public comments, we are lazy, the students aren’t learning anything, and we should take our slothful butts back into work or quit.

It’s now 8 am. I’m done entering grades, and I need to set up the electrophoresis chamber for the lab I’ll be doing in 1st period. On tap today is a DNA fingerprinting lab for first, and we will be doing a case study in my ecology class on competitive exclusion of bullfrogs. At 8:40 I am in class. I teach for an hour, going back and forth between my kitchen/lab, to my office/classroom. At 9:40, I finish up my attendance logs, and take a break between classes. At 9:50 am I get an email about a student who won’t attend today because she’s feeling blue. I call her and we chat for a few minutes in between classes. At 10:20 its time for class number two, followed by a short lunch break. During my break, I catch up on emails and grade the class warm-ups that were submitted by the first two classes. At 12:30, I teach my last class of the day. But I’m not done yet. I have office hours in the afternoon where I tutor struggling students. I send chats to those whose homework I’m missing, in the vain hope that at least some in my fourth period will turn in their work. And then I make the mistake of checking my Facebook.

“DISBAND the CTA (California Teachers Union)” I see in emblazoned headlines across my news feed. I know I shouldn’t but I click it anyway. Apparently, as a teacher I am a do-nothing, morally bankrupt individual who just doesn’t want to work. Huh, I think, I wonder what I’ve been doing all day? I’m so tired of this. What the petitioner doesn’t understand is that teachers have little voice in the decisions to go back to school. This is a decision run by school boards. Additionally, it isn’t the school board’s decision either, rather the decision is made by the county health department. The county decides whether or not we can open based on the case data. The parents should be pointing the fingers at themselves. If they want the school to open, they should be wearing masks, using social distancing measures to drive down the cases.

The originator of the petition stated that “there has been no instances of Covid being transmitted from children.” You see I know, according to the Covid Monitoring project, that there ARE cases of high school students not only acquiring covid, but also transmitting it to their families in an asymptomatic way. As of this writing, 657,667 cases of students and staff have acquired Covid . Locally, I have 3 high school kids who are positive, and one was very sick. I also know that as a person who is on the older side, with an autoimmune disorder, I’m likely to die from this disease. If any of those three had come into school we would have all been on quarantine. In my house, which frankly I don’t go out from, I have zero chance of picking up COVID. Going back into the classroom increases my risk by 100%. Teachers are merely asking for two things before going back. One, to be vaccinated, have people in their households vaccinated and to have the safety items in place. I think to myself I didn’t sign up to be killed at work. Also, as stated, we don’t have anything to do with the decision to lock down anyway, but the public, frustrated, have no one else to blame but us. I’m just so tired, and I think, who will speak for us?

Teachers don’t want to be out of the classroom. We desperately want to see our students. However, we also don’t want to potentially die from our employment. Other professions have safety standards, why can’t we? Many of us work in dilapidated conditions, left behind from years of little to no improvements, left behind for getting equipment we need to do our jobs. As a science teacher I routinely spend at least 1000 dollars every year on supplies. No other profession is asked to pay for their supplies. Imagine telling a firefighter that she has to purchase her own hose…yet that is what we tell teachers to do. I had to purchase all the equipment I use to do my job. Why? Because the district laptops have 8gbs of ram, and the program we use, Teams require 8gbs, so you can’t have anything else running on your laptop, otherwise the whole computer crashes. Along with that computer, I bought two monitors, a webcam, and more. Yet, I’m being greedy and lazy, according to the authors of this asinine petition.

The CDC says teachers can go back to school, without being vaccinated IF proper mitigation is in effect. That IF is important, I can’t open my windows in my classroom, and neither can my friends because the one window pole we had has been lost. Therefore, no-one in my hall can actually open their windows. We are lucky that we HAVE windows as some of my colleagues teach in an interior classroom. Our school won’t have the “proper mitigation” any time soon. The good news is that the vaccines are starting to roll out. But it takes a minute to get an immune response. By the time our teachers are vaccinated, and we would have gotten immunity, there will literally be a month and a half left in the year. It is my suggestion to just ride it out. I think this for two reasons. First, the students are now used to the routine. If we came now, it would be a huge disruption, and if we went into quarantine due to a case, that would be worse. Secondly, hybrid offers us 1 day of instruction. I’m barely covering enough curriculum on 2 days per week, I can’t even imagine how little I will get through with one day of instruction.

I am sick of people, including folks in the Biden administration saying teachers should go back because “this is who they are.” As if we are all Mother Teressa. Um no, this is my profession. This is what I was trained to do, this is my art and my craft. But more importantly, this is my job. This job pays for my house, my children, my car, etc. I don’t work for free, and it is unfair to expect me to. We don’t expect doctors to work for free because its “who they are.” The only reason it happens to us teachers is because, in my opinion, teaching is viewed as “women’s work.” I guarantee if this profession was dominated by males, our salaries and our respect would rise dramatically.

Finally, I would ask the public to understand that unions, those that are meant to protect the health and well-being of our sector are made up of people. Men and women who sacrifice their sleep, their money, and their time to the education of your children. We are the people who make up the “union” and deserve some small measure of the respect that we are due. For all the days that we work during our unpaid summers, to the endless nights that we stay up grading papers, for the donated time we put in making phone calls to struggling students. Because if we don’t get that respect, if we are not recognized for the value that we bring to society, if we are not paid a fair wage that recognizes our talent and contributions, you may just find your students being educated by google – and that would be a tragedy.

It’s 5:25 I finally log out of my computer. That’s a 12-hour shift.

According to her LinkedIn profile, Terry is the Antioch High School Science Department Co-chair, Biology Chairwoman, Biotech program Lead, teaching AP Biology, Lab-Based Ecology and repeater Biology. She’s been a teacher at the school since August 2009. Terry’s education includes a Teaching Certification in 2003; BA Biological Sciences in 2002 – San Jose State;  AA Liberal Arts in 1998 – Foothill College; AA Liberal Arts in 1998 – De Anza College; and an EMT Certification in 1992 – San Francisco Community College.

In coordination with the Antioch Unified School District middle schools, Unity theme

On Tuesday, March 9, 2021, Antioch Rotary Club and Antioch Unified School District will host a virtual Day of Empowerment for 700 8th-grade girls in celebration of International Day of the Girls. Our theme this year is “Unity” and will be the focus during the 3½-hour Zoom event.

“We are very committed to the success of the youth in our community of Antioch. We want our young ladies to know their options are not limited and there is a wide range of careers available to them,” said Tirrell Muhammad, Antioch Rotary President.

The virtual event will include keynote speaker San Francisco Mayor London Breed and will kick off with motivational speaker Tracie Berry McGhee, M.Ed. She will lead her “I am Enough” series, which rallies against society’s pressure for girls to be perfect.

In addition, a panel discussion will be held featuring four community leaders and positive female role models. AUSD Superintendent Stephanie Anello, infectious disease specialist Dr. Yenjean Hwang, probation officer LaTasha Jones and chemical engineer Caroline Salazar will discuss their professional careers and answer questions from students. Each panelist was chosen to inspire young women to pursue their future goals and aspirations.

As part of this project, the Antioch Rotary Club has been working closely with the principals of all Antioch middle schools, along with two charter schools and Holy Rosary.

“Antioch Rotary is very proud to be involved with AUSD and their middle schools to bring such a powerful program to our young ladies, again this year,” Muhammad added. “We hope to also bring our Kings’ Conference which focuses on African American males in the spring.”

For further information regarding this program or the Kings’ Conference, contact program coordinator Sal Sbranti, at salsbranti@comcast.net.

Prospects High School champion also made the finals of the competition

The Arts and Culture Commission announced the winners of the 2021 Poetry Out Loud Contra Costa County and Esmeralda Noyola, the Deer Valley High School champion, won second place in the final competition and was awarded a $150 cash prize. The Facebook Live Virtual Screening and Awards Ceremony was held on February 11th. Her performance was of the poem We Are Not Responsible by Harryette Mullen. (See her introduction and performance at the 23:50 mark of the video)

Jermaine Gitana from Pinole Valley High School was selected the champion of the county finals and awarded a $200 prize and varsity jacket.

“I am a 17-year-old senior at Pinole Valley High who is part Black and Filipino,” said Gitana. “I enjoy playing instruments, making music, swimming, singing, and most of all reciting poetry.”

His performances of the poems Written By Himself by Gregory Pardlo and Piano by D. H. Lawrence proved to be a winning combination! On March 11th, Jermaine will compete in the Poetry Out Loud State Finals where students recite 3 poems. On March 12th, the California State Winner will be announced on California Arts Council email, internet, and social media. We are very proud of Jermaine!

Tessa Brubaker from San Ramon Valley High School placed third and was awarded $100. The County Finals included impressive high school champions Patricia May Villanueva of Prospects High School (Antioch), Michael Miralles of John Henry High School (Richmond), Kyla Erika Nano of Concord High School, and Kaleigh Thurman of College Park High School (Pleasant Hill).

Poetry Out Loud is a national arts education program that encourages the study of poetry by offering free educational materials and a dynamic recitation competition for high school students across the country. This program helps students master public speaking skills, build self-confidence, and learn about literary history and contemporary life. Poetry Out Loud provides free curriculum materials—all available online—including a poetry anthology, a comprehensive teacher’s guide, videos of student performances, lesson plans, and promotional and media resources.

All Contra Costa County high school students, grades 9-12, are invited to enter Poetry Out Loud. School winners advance to the County competition each February, then the State competition on March 11, and ultimately to the National Finals. The 2021 POL National Semifinals will take place on Sunday, May 2nd and the 2021 POL National Finals will take place on Thursday, May 27th and will be held virtually in lieu of holding them on-site in Washington D.C. as previously planned. Both will be video submission-based competitions and will be streamed on arts.gov.

Every high school in the county (public, private, parochial, independent, alternative, continuation, court, charter and home schools), non-profit organizations, and libraries are encouraged to participate. Students don’t enter the POL competition directly, but through their high schools or a school POL liaison such as a teacher, librarian, school staff, or organization member.

“Last August, I became the new Managing Director and was first introduced to the amazing Poetry Out Loud program. Our incredible team of Donté Clark (Poetry Out Loud Coordinator), Brennan DeFrisco (Poetry Out Loud Student Coach and Assistant Coordinator), and Antonio Tamayo (Poetry Out Loud Digital Content and Technical Assistant) worked together to transition the program online,” said Jenny Balisle, Arts and Culture Commission of Contra Costa County Managing Director. “The Virtual Screening and Awards Ceremony was an evening of many firsts for the Arts and Culture Commission: first Facebook Live event for a signature art program, first ASL interpreters for a live virtual event, and first Land Acknowledgement. Despite the pandemic, we were determined to uplift, support, and celebrate Contra Costa County youth! I’m proud of what we accomplished but most of all- very proud of the resilience and grace of our youth.”

To watch the Virtual Screening and Awards Ceremony please visit here.

Poetry Out Loud is funded by the National Endowment for the Arts, Poetry Foundation, California Arts Council, and Arts and Culture Commission of Contra Costa County (AC5).

AC5 is dedicated to advancing the arts in a way that promotes communication, education, appreciation and collaboration throughout Contra Costa County so that we may grow creatively as a community that preserves and celebrates our diverse cultural expression.

Please visit www.ac5.org for more information and sign up on our email list. We welcome your participation and hope to see you next year!

Allen Payton contributed to this report.