Contra Costa Herald

News Of By and For The People of Contra Costa County, California

Winners of first Contra Costa Shark Tank Youth Competition winners announced

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Competition founder Maya Hammerman with second place winner Ronen Jain, third place winner Archit Kundu and first place winner Fatimah Hussain holding their ceremonial checks, as the other finalists look on following the Finalist Pitch Event on Tues., Feb. 6, 2024. Source: Contra Costa Shark Tank

Three winners receive $1,750 in prizes at Finalist Pitch Event

By Maya Hammerman, Founder, Contra Costa Shark Tank Youth Competition

Three winners were declared in the first Contra Costa Shark Tank Youth Competition. The competition, open to all Contra Costa County students in grades Kindergarten through 12th grade, is a fun way to promote youth entrepreneurship.

“The Finalist Pitch Event was a wonderful culmination of over a year of planning to bring the competition to life,” explains high school junior Maya Hammerman, the competition founder and one of the judges. “The ten finalists did an incredible job presenting their businesses to the judges and community members at the sold-out event. They have inspired many young people in our county to explore entrepreneurship.”

First Place

The first-place prize of $1,000 was awarded to Fatimah Hussain, a senior at Dougherty Valley High School, for her business Workout Wizard. “From the moment I got the finalist letter to the day I presented on the Contra Costa Shark Tank’s stage, the entrepreneurship journey has been extremely rewarding,” said Hussain. “To win the first-place prize is a dream come true, and I hope to continue inspiring fellow youth entrepreneurs to follow their passions and never give up. The best time to build a business is now, so what are you waiting for?”

Second Place

The second-place prize of $500 was awarded to Ronen Jain, a sophomore at Monte Vista High School, for his business ElderSafe. “I’m beyond thrilled to be one of the winners of this competition after the countless hours I’ve spent perfecting my app,” said Jain. “It was super exciting to get direct feedback from the judges and attendees about my business and how they would use it.”

Third Place

The third-place prize of $250 was awarded to Archit Kundu, a 5th grade student at Bella Vista Elementary School, for his business Experimental Kids. “Contra Costa Shark Tank is a great opportunity and winning third place gives me the confidence to take this business to the next level and make STEM learning fun for all the kids (5- 12 years old),” said Kundu. “Also, it was a learning experience to present my views in front of such great judges and such a large audience.”

Learn more about all the finalists, here and here.

See video of the Finalist Pitch Event. For more video and photos from the event visit www.contracostasharktank.org.

Follow on Instagram to stay updated on future competitions.

Sponsors for the competition include Chevron, Visa, PG&E, Lafayette Chamber of Commerce, Girls Crushing It, and Campolindo Parents Club.

West Contra Costa USD school psychologists claim burnout due to consistent staff shortages

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A group of WCCUSD school psychologists at a union contract rally in 2023. Courtesy of John Zabala. Source: EdSource.org

By Cara Nixon, EdSource.org – Republished with permission

West Contra Costa Unified School District’s school psychologist internship program once flourished. The district recruited from substantial applicant pools from local universities and provided a strong start for beginning school psychologists entering the workforce, often retaining them after the internships ended.

Now, however, in the years since the onset of the COVID-19 pandemic, WCCUSD is struggling to recruit interns and fill vacant school psychologist positions. This means psychologists, considered essential pieces of school environments, are carrying larger case loads and working longer hours, leading to burnout.

WCCUSD, like other districts across the state, is no stranger to staff shortages — the district started the 2023-24 academic year with more than 200 special education paraprofessional vacancies. The shortages have persisted, and on Jan. 31, Public Advocates, a nonprofit civil rights law firm, filed three complaints with the district, alleging some schools failed to provide students with qualified teachers because of problems related to staffing shortages.

School psychologists fill a critical role in school communities, collaborating with administration, teachers and parents to ensure students are succeeding academically, emotionally and behaviorally.

West Contra Costa has struggled with five to seven school psychologist vacancies for the past couple of years. Halfway through the current school year, the district is still dealing with three.

“We’re going to weather, this obviously, but we still have a couple of years in which we are going to have a really significant shortage, and we’re going to have a really significant increase in the demand for services, so we’re kind of in for a little bit of a scary period,” said John Zabala, a school psychologist in the district and the president of United Teachers of Richmond.

California is generally facing a critical shortage of school psychologists. According to the California Association of School Psychologists, the National Association of School Psychologists recommends a ratio of 1 school psychologist for 500 to 750 students. However, California schools on average have 1 per 1,000 students. Some schools have 1 per 3,000 students.

Although WCCUSD’s ratio falls into the recommended range at around 1 school psychologist per 500-550 students, school psychologists in the district still face large caseloads and longer work days, contributing to burnout.

Some districts compensate for shortages by hiring contractors or traveling school psychologists. Emily Springhart, department co-chair of psychology at West Contra Costa, however, said the district has preferred increasing the caseload of school psychologists and extending their work days to deal with the shortage.

“A lot of the report writing and the case management — those things just go home with people,” Springhart said. “I’m sure it’s not great for their own personal health.”

Schools have seen a substantial increase in the number of students requiring mental health and behavioral resources in recent years. In April 2022, 69% of public schools reported that the percentage of students seeking mental health services had increased since the start of the COVID-19 pandemic, according to the National Center for Education Statistics. Covid-19 disrupted early intervention for many students, leading to an increase in the number of students needing support, while the staff who would be able to support them, like school psychologists, have not.

Mary Campbell, a WCCUSD school psychologist and former department chair, said she worries about what the shortages and the resulting burnout could mean for the longevity of the profession.

Springhart said the school psychologist shortage seems to be caused by the same factors triggering shortages of other school staff: inevitable events like retirement, but also financial hardship, forcing people to move out of parts of California with high costs of living.

But another cause lies in the declining number of incoming applicants from universities that typically feed into districts like WCCUSD. Springhart said the number has steadily declined, despite the district having a long and strong history of hiring school psychologists from those programs.

“It seems like all of the districts are kind of fighting over everybody right now, just because there’s not enough people coming out of programs,” Springhart said.

Oanh Tran, school psychology program coordinator for California State University, East Bay, said she’s actually seen an increase of applicants to the program in recent years. But because the Bay Area is home to so many school districts, there aren’t enough school psychologists to go around.

“We have so many districts, so many schools, and just a handful of students are graduating with their PPS (Pupil Personnel Services) credential to service those schools and districts,” Tran said.

Tran said new school psychologists are also experiencing burnout earlier in their careers. Not only are they dealing with more assessment caseloads, but they’re also spending their days putting out fires likely caused by a lack of early intervention.

The best districts, Tran said, prioritize monitoring the needs of their school psychologists, ensuring they have access to helpful mentors, have a manageable caseload, and feel supported by their team. Students are being strategic about finding districts that provide these resources, Tran explained.

“In West Contra Costa, I do remember there was a time where they did have a lot of our practicum and interns,” Tran said. “But now, I think because there are so many districts that are recruiting our students, it’s competitive. It’s so competitive. We only have so many students in our cohort, but we have over 50 districts now participating in our recruitment fair for our students.”

Although West Contra Costa offers competitive pay, especially after salary increases last year, Springhart agreed the shortage has been a regional issue, extending beyond the district. She said more education and recruitment about the profession may be necessary to increase the number of applicants to school psychologist programs.

“I think there are ways that we know that we can attract and keep people in these jobs, which can be very rewarding jobs,” Campbell said, “but not when we’re so under-resourced.”

Setting aside local control, legislation would mandate how to teach reading in California

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Pointing to dismal test scores, veteran lawmaker and a coalition of advocacy groups introduce AB 2222

By John Fensterwald, EdSource.org – Republished with permission

A veteran legislator who taught elementary school for 16 years introduced comprehensive early-literacy legislation Wednesday that would impose requirements on reading instruction and add urgency to the state’s patchwork of reading reforms.

Evidence-based practices, collectively known as “the science of reading,” would become the mandated approach to reading instruction for TK-5, if Assembly Bill 2222, authored by Assemblymember Blanca Rubio, D-Baldwin Park, becomes law.

The bill would shift the state’s decade-old policy of encouraging districts to incorporate fundamental reading skills in the early grades, including phonics, to demanding that they do so. This would depart from the state policy of giving school districts discretion to choose curriculums and teaching methods that meet state academic standards.

Between now and 2028, all TK to fifth-grade teachers, literacy coaches and specialists would be required to take a 30-hour-minium course in reading instruction from an approved list.

School districts and charter schools purchasing textbooks would select from approved materials endorsed by the State Board of Education in a new round of textbook adoption.

The California Commission on Teacher Credentialing would receive money to add several experts for accreditation of teacher preparation programs in the science of reading. The bill would strengthen accountability for those programs that have not taught effective reading strategies, as required under recent state law.

Rubio and the advocacy nonprofits EdVoice,  Decoding Dyslexia CA, and Families in Schools, the bill’s co-sponsors, argue that another generation of California children cannot wait for districts teaching ineffective techniques using inadequate materials to come around.

“California is facing a literacy crisis,” the first sentence of the bill states. “There are far too many children who are not reading on grade level by the end of third grade and who will not complete elementary school with the literacy skills and language development they need to be successful academically in middle school and high school.”

Only 43% of California third graders met the academic standards in the state’s standardized test in 2023. Only 27.2% of Black students, 32% of Hispanic students, and 35% of low-income children were proficient, compared with 57.5% of white, 69% of Asian and 66% of non-low-income students.

“There’s always this delicate balance between local control versus let’s move forward collectively,” said Marshall Tuck, CEO of EdVoice and former candidate for State Superintendent of Public Instruction. “But when we have an issue that the vast majority of lower-income kids, who are disproportionately Black and Latino, are not reading at grade level, it requires urgency to do what we know works as fast as possible.”

Rubio, who recalled being handed coloring books instead of reading lessons in first grade as a non-English-speaking Mexican immigrant, said that data on the effectiveness of the science of reading convinced her to author the bill. However, her own experience as a fourth-grade teacher who previously taught kindergarten and first grade reinforced it.

“When I have fourth graders that are at first- or second-grade reading, something’s wrong. I can tell you right then and there, if a kid doesn’t know phonics in the fourth grade, we screwed them up somewhere. If they’re not reading in the third grade, they may never recover,” said Rubio, who was first elected to the Assembly in 2016.

A piecemeal approach to literacy changes

The science of reading refers to research from neurology, psychology, and the cognitive and developmental sciences about how children learn to read. In the last decade, 47 states and Washington, D.C., have enacted laws to incorporate elements of the science of reading strategies. Fewer — Mississippi, Connecticut, Tennessee, and Virginia among them — have adopted and funded policies that coordinate multiple key elements: preparing and training teachers, supplying them with aligned instructional materials, testing for learning difficulties like dyslexia and engaging parents.

California is among the 47 states. Within the past three years, Gov. Gavin Newsom and the Legislature enacted discrete pieces of a state policy.

They funded $25 million to the University of California San Francisco to create a screening test for the risk of dyslexia and other learning difficulties; universal screening of K-2 students will begin in 2026-27.

They passed legislation to create a teaching credential for TK-3 that includes new literacy standards grounded in the science of reading; teacher preparation programs must introduce them starting next fall, and teachers will take a performance assessment as part of their new credential.

Newsom included $500 million in the last two state budgets for hiring and training of literacy coaches in the 5% of schools with the most low-income students. The Sacramento and Napa county offices of education, strong advocates of the science of reading, are overseeing the effort.

At the encouragement of State Board of Education President Linda Darling-Hammond, a professor emerita at the Stanford University School of Education, Newsom included $1 million in the current budget for a “literacy road map,” which will serve as a guide, with online resources, for districts to implement evidence-based reading strategies. Leading that effort are two respected literacy experts, Bonnie Garcia and Nancy Brynelson, whom State Superintendent of Public Instruction Tony Thurmond named the state’s first state literacy co-directors.

Tuck credits the steps taken by the Legislature and Newsom, “who has been an anchor on early education.” But guidelines won’t ensure that students in all districts will receive effective reading instruction —especially high-poverty schools that may be “slower to make adjustments when they’re dealing with so many challenges and so much complexity.”

Megan Potente, co-state director of Decoding Dyslexia CA, points to her 20 years as a teacher, who, as a new teacher frustrated by the ineffectiveness of her reading training, took a course on phonics and fundamental reading skills. “You feel like you’re not good at your job, and you weren’t equipped. And that’s a terrible feeling for new teachers,” she said. “So I went back to school, and I learned what I needed.”

Years later, she became a coach, supporting teachers in districts using balanced literacy that de-emphasizes evidence-based practices. She found it difficult to apply what she knew, she said, “because the curriculum materials didn’t follow the science; the teaching methods didn’t follow the science.”

A piecemeal approach to reading reforms inevitably leads to a game of “whack-a-mole,” former Tennessee Education Commissioner Penny Schwinn, who is credited with implementing successful comprehensive policies in her state during the pandemic, told EdSource.

Newsom did not require nor explicitly encourage districts to use the $20-plus billion they received in federal and state Covid-relief funding on teaching training in the science of reading nor on updating reading texts and materials. Now that the state is heading into a lean budget year, a scarcity of funding, particularly for teacher training, could set back a timeline to implement the bill. Newsom’s proposed budget for 2024-25 includes no significant money for new TK-12 programs.

A spokesperson for the Newsom administration, which usually declines to discuss pending legislation, offered no further comment.

What’s in Assembly Bill 2222

AB 2222 would define evidence-based literacy instruction as “evidence-based explicit and systematic instruction in phonological and phonemic awareness, phonics, vocabulary and oral language development, fluency, comprehension, and writing …  that adheres to the science of reading.” (Phonics are rules that relate letters in words to the sounds of spoken language. A phoneme is the smallest element of a sound within spoken language. Phonemic awareness reflects the ability to understand that words combine multiple phonemes when pronounced.)

The bill sets requirements for three principal elements of literacy instruction:

Teacher training

Starting in March 2026 and no later than June 30, 2028, all teachers in grades TK to 5 must complete an approved professional development and training program satisfactorily. The California Department of Education would appoint one or more county offices of education with expertise in the science of reading and evidence-based literacy instruction to serve as the state literacy expert lead that would select the list of eligible training programs. Districts would have to notify parents if fewer than 90% of the required teachers failed to complete the course.

Instructional materials

The last state textbook adoption for English language arts and English language development was 2015. The bill would require the State Board of Education to complete the next adoption cycle by Jan. 1, 2026, for TK through eighth grade. The materials would have to adhere to the science of reading. School districts would not be required to replace materials they’re currently using, but they would need a waiver to buy basic instructional materials that aren’t approved.

Textbooks like “Units of Study,” by noted literacy author Lucy Calkins, whose instruction relies on visual cues, including the three-cuing method of reading, would not be eligible for the approved list.

Teacher preparation

The bill would strengthen the accountability requirements of landmark Senate Bill 488, the 2023 law that requires instructing candidates for a TK-5 or elementary credential in evidence-based reading instruction.

It would require the Commission on Teacher Credentialing to establish a probationary accreditation process for teacher prep programs that aren’t meeting the literacy instruction requirements. Faculty in those programs would have to complete professional development in the science of reading for the program to avoid a loss of accreditation.

The bill would provide funding for the credentialing commission to hire experts in the science of reading to help with program accreditation. One of the dozen members of the Committee of Accreditation would have to be an expert in the science of reading.

 

 

West Contra Costa Unified fails to provide qualified teachers, complaints allege

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By Monica Velez, EdSource – Republished with permission

Three complaints have been filed last week with the West Contra Costa Unified School District alleging some schools failed to provide students with qualified teachers, according to Public Advocates, a nonprofit civil rights law firm.

Attorneys have discovered numerous teacher vacancies at Stege Elementary School, Helms Middle School and John F. Kennedy High School, according to the complaints. There’s also been a pattern of filling vacancies with long-term substitutes, which attorneys say is illegal.

Although teacher shortages are a national problem, West Contra Costa is facing more vacancies than surrounding districts, said Karissa Provenza, a law fellow at Public Advocates. If the district can’t fill vacancies, officials need to “take advantage of the numerous lawful options for filling vacancies with emergency yearlong teachers instead of subs,” she said.

“Beyond the emergency fixes, the district and the state need to boldly invest in sustainable solutions to attract and retain teachers from within the community who reflect the diverse backgrounds of their students,” Provenza added.

Teacher vacancies are not only undermining quality instruction for students, attorneys said, but they’re placing burdens on educators in the district by relying on them to fill vacant classes and passing students along.

“Some (students) have gone several years in a row being assigned to a class without a permanent, qualified teacher,” said Jeremiah Romm, a complainant and educator who has taught at Helms Middle School for 16 years, in a statement. “It becomes difficult to convince students that this district cares about their success, and I don’t know if I believe that myself.”

Educator vacancies have kept Sam Cleare, a complainant and educator at Stege Elementary School for seven years, from collaborating with other teachers and focusing on instruction. Cleare said there have been times when 10 or more students are placed in classrooms for multiple days because of the lack of substitutes.

“Working over the contractual limit of students is unacceptable,” Cleare said. “It is impossible for students to learn or for me to teach with these conditions. I have had to speak with many parents and explain that their child hasn’t had a teacher for multiple years. These conversations leave me heartbroken. The inequitable learning opportunities are unacceptable.”

The school district was contacted for a response to this article. Please check back later for any updates.

Allen D. Payton contributed to this report.

 

7 San Ramon Valley Unified students advance in local Shark Tank Competition 

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SRVUSD student entrepreneurs of 10 finalists to be judged by global business executives Feb. 6

By Ilana Israel, Director of Communications, Family and Community Engagement, San Ramon Valley Unified School District

Of the top ten finalists in the Contra Costa Shark Tank Youth Competition that have been announced, including three teams, five placements went to seven students from Bella Vista, Venture, Dougherty Valley High School, Monte Vista High School, and San Ramon Valley High School in the San Ramon Valley Unified School District. The seven students’ entrepreneurial projects cover various industries, including health care, environmentalism, and health and wellness.

The over 300 Contra Costa Shark Tank Youth Competition applicants were evaluated based on their enthusiasm for entrepreneurship, how the business is presented, the viability of the business and how the prize money will be used to launch a new business or grow an existing business.

The annual competition is open to all Contra Costa County students in kindergarten to 12th grade. The program promotes youth entrepreneurship and teaches important life skills, including perseverance, self-confidence, and financial literacy. Winners receive $1,000 (first place), $500 (second place), and $250 (third place). The competition was created by Maya Hammerman, an entrepreneur and Campolindo High School student, to inspire kids in Contra Costa County to explore entrepreneurship and new business ideas.

The finalists from San Ramon Valley Unified School District are:

  • Nicolas Angel-Ordonez & Shashank Koundinya, 11th Grade, San Ramon Valley High School – MiracleAlgae
  • Fatimah Hussain, 12th grade, Dougherty Valley High School – Workout Wizard
  • Himna Imam & Mahum Malik, 9th grade, Venture & Dougherty Valley High School – Tied Up in a Bow
  • Ronen Jain, 10th grade, Monte Vista High School – ElderSafe
  • Archit Kundu, 5th grade, Bella Vista Elementary School – Experimental Kids

“I congratulate our students who have followed their entrepreneurial spirit and worked very hard to bring their business ideas to life,” said Dr. John Malloy, Superintendent, San Ramon Valley Unified School District. “I wish our students the best of luck at the final pitch.”

As previously reported, the other five finalists are:

  • Valerie Castellanos, Angie Alvarenga, Giovanny Perez, 7th Grade, Summit Tamalpais, Richmond – Loonies
  • Hector Espinoza, 12th Grade, Freedom High, Oakley – Synchroma Studio
  • Beatrice Roberge, 12th Grade, Campolindo High, Moraga – ScrubWoofer™
  • Hunter Smith, 5th Grade, Burton Valley Elementary, Lafayette – SportzCity
  • Lydia Stewart, 7th Grade, Homeschool, Antioch – Lydia’s Soap

The top ten finalists will compete in the Finalist Pitch Event on February 6, 2024, at the Lafayette Library (3491 Mt. Diablo Blvd, Lafayette, CA). The judges include Jason Gardner, Founder, Chairman, and Former CEO of Marqeta, Inc.; Stephanie Williams, CFO and Controller of Pacific Gas & Electric Company; Roxanne Christophe, Founder and CEO of Girls Crushing It; Anthony Marino, President of thredUp; and Maya Hammerman, Founder of Moon Blossom Collection.

More information about the event, including tickets, is available at https://contracostasharktank.org/.

About San Ramon Valley Unified School District: Located in the San Francisco Bay Area, San Ramon Valley Unified School District (SRVUSD) is one of the highest-achieving school districts in California. With approximately 29,000 students, the district encompasses the communities of Alamo, Danville, San Ramon, and a small portion of Walnut Creek and Pleasanton.

SRVUSD has been recognized at state and national levels with many awards and achievements. The district is designated by AASA, The School Superintendents Association, as a Learning 2025 Lighthouse District because it serves as a model of positive change in public education and is committed to the whole child. Based on a foundation of academic excellence, SRVUSD’s work is guided by the district’s Strategic Directions, and broadening the definition of success so all students can thrive. The district maintains graduation rates above 96%. The Learner Profile outlines the competencies the district aspires for students to possess upon graduation, preparing students to be Critical Thinkers, Creative Contributors, Intentional Collaborators, Adaptable Learners, and Effective Communicators.

Allen D. Payton contributed to this report.

Charting a Different Course: California Maritime Academy’s unique approach to education

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The Training Ship Golden Bear and scenic waterfront at Cal Maritime. Photo by Neil Sterud.

By Neil Sterud

Nestled amidst the picturesque hills along the San Pablo Bay waterfront, California State University Maritime Academy (Cal Maritime) stands as a hidden gem. Despite being the smallest campus of the CSU system, Cal Maritime boasts an impressive track record far beyond its modest size. Graduates from this maritime-focused institution consistently achieve remarkable success.

However, it’s not just the size that separates. The campus embraces a distinctive culture that sets it apart from other universities. Here, students don uniforms, engage in military-style formations, and unite under the distinctive banner of The Keelhauler.

While enjoying a commendable reputation among those familiar with its offerings, Cal Maritime faces the challenge of limited awareness beyond its niche maritime industry market. The school’s staff recognizes this hurdle, and the academy has been diligently working to overcome it and shed light on the exceptional educational opportunities it offers.

The university’s flagship vessel, Training Ship Golden Bear, has traversed the waters of many countries, embodying the global reach of Cal Maritime. Setting itself apart, the academy mandates an international experience for students pursuing any of its majors. This distinctive feature underscores the institution’s commitment to providing a comprehensive education beyond traditional classroom boundaries.

Specializing in business administration, engineering, marine transportation, oceanography, and international strategy and security, Cal Maritime caters to students with clear aspirations. Notably, the academy is responsible for licensing students entering the United States Coast Guard (USCG) and offers an officer program for those with a patriotic calling to serve our nation.

Furthermore, the university offers a program tailored for individuals aspiring to join the Strategic Sealift Midshipman Force (SSMF), a crucial component of the United States Navy. This initiative equips Navy Reserve Officers with civilian Merchant Mariner credentials and specialized military training. The primary mission of the SSMF is to bolster the United States organic Sealift fleet, particularly in contested environments. Additionally, the force is vital in supporting Maritime Domain Operations and fortifying the Maritime Industrial Base.

In summary, Cal Maritime is a unique educational institution notable for its global exposure, mandatory international programs, and specialized tracks for USCG licensing and the Strategic Sealift Midshipman Force. As awareness about its offerings grows, Cal Maritime is a solid choice for individuals seeking a practical and specialized academic experience.

Sterud is an Antioch resident and a senior at Cal Maritime.

Golden Hills Christian School in Brentwood to hold open house Jan. 29

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Golden Hills Christian School in Brentwood is a TK–8th Grade school, accredited through ACSI and WASC. We’re hosting our annual Open House on January 29, 2024 from 6:00 p.m. to 8:00 p.m. to welcome prospective families to check out the campus and meet the staff. Open enrollment will also begin that day.

This is a great opportunity to meet our teachers, look at the school curriculum, and learn more about the enrollment process. For more info about Golden Hills Christian School you can visit ghcs.org and RSVP below to let us know you’re coming!

The event will be held and the school is located in the Education Building at 2401 Shady Willow Lane in Brentwood.

CSU to provide faculty with 5% pay increase effective January 31, 2024

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But faculty union wants 12% pay raise

By CSU Strategic Communications and Public Affairs

​The California State University (CSU) announced on January 9, 2024, that it will be providing all instructional faculty, librarians, counselors and coaches with a general salary increase of 5% effective January 31, 2024, concluding contract negotiations and exhausting the state’s impasse process. This decision was made after the latest round of negotiations with the California Faculty Association (CFA) failed to yield an agreement that would provide faculty salary increases while still allowing the CSU to best serve students within the limits of its resources.

However, according to the CFA, they’re demanding a 12% pay increase. (See related article)

Throughout the bargaining process, the CFA never veered from its initial salary demand, which was not financially viable and would have resulted in massive cuts to campuses — including layoffs — that would have jeopardized the CSU’s educational mission. In addition to the general salary increase, the CSU will be increasing department chairperson pay and allowing for modest parking fee increases.

“With this action, we will ensure that well-deserved raises get to our faculty members as soon as possible,” said Leora Freedman, vice chancellor for human resources. “We have been in the bargaining process for eight months and the CFA has shown no movement, leaving us no other option.”

The 5% salary increase is consistent with agreements the CSU has already reached with five of its labor unions.

“Our overriding responsibility is to manage a systemwide budget in a fiscally sustainable manner,” said Freedman. “We are committed to paying fair, competitive salaries and benefits for our hard-working faculty members, who are delivering instruction to our students every day and are the cornerstone of our university system. But we must also operate within our means to protect the long-term success and stability of the university, our students and our faculty.”

Without a change in bargaining position by CFA, this concludes bargaining on their contract reopener. The CSU and CFA can now begin successor bargaining on the full contract. The CSU remains committed to the collective bargaining process.

CSU Agrees with Majority of Neutral Factfinder Recommendations in Labor Negotiations with Faculty Union

On Dec. 1, 2023, the CSU announced that it is prepared to agree to the vast majority of the recommendations contained in a neutral factfinder report addressing negotiations between the CSU and the California Faculty Association (CFA). The report was made public today following a state-mandated 10-day “quiet” period.

“We believe that the factfinder’s report offers many thoughtful recommendations and a pathway to resolving all of the open issues,” said Leora Freedman, vice chancellor for human resources. “CSU is prepared to get back to the bargaining table with CFA at any time to reach a fiscally sustainable agreement that provides salary increases for our valued faculty.”

The independent factfinder provided recommendations on all open issues, which fall into 15 categories. On 13 of the 15 categories, CSU indicated in its response that it is prepared to agree to the factfinder’s recommendations, subject to bargaining with the CFA. These recommendations include increasing paid parental leave from six to eight weeks and improving the alternative paid workload reduction program for faculty with new children by increasing the workload reduction from 40% to 60%. Recommendations also address issues such as minimum pay ranges for lecturers, additional pay for department chairs, workload, personal leave, counselor ratios, gender-inclusive bathrooms and lactations spaces, parking and other issues.

On salary, the factfinder recommended using changes in the Consumer Price Index for goods and services (CPI-U) to propose a 7% general salary increase plus other adjustments. CSU has proposed 15% in general salary increases for faculty over three years, plus additional increases that would make some faculty eligible for up to 20.3% in salary increases. CSU’s proposal would provide general salary increases for all faculty that exceed the anticipated increase in the CPI-U over the next three years.

CFA has demanded a 12% general salary increase for one year, which would cost $380 million in new recurring spending. For context, CFA’s salary demand would cost $150 million more than the funding increase that the CSU received from the State of California for all operations in 2023-24.

“CSU strives to provide fair, competitive pay and benefits for all of our employees.  We recognize the need to increase compensation and are committed to doing so, but our financial commitments must be fiscally sustainable,” said Freedman.

The CSU has reached agreement with four employee unions representing about 26,000 employees. The CSU has yet to reach agreement with the CFA and Teamsters Local 2010 who represent skilled trade employees including electricians, plumbers and facilities maintenance workers. The CSU is at impasse with the Teamsters and will begin the statutory factfinding process with the union in the next few weeks.

The CFA has announced that it will conduct one-day strikes the following week at four CSU campuses.

“We respect the right of our labor unions to engage in strike activities, and we are prepared to minimize any disruptions to our campuses,” said Freedman. “Our hope is that the planned strike activities pose no hardships on our students and that we can get back to the bargaining table as soon as possible with the CFA to come to an agreement.”

For more information, view the factfinder’s​ report on the CSU Labor and Employee Relations website.

About the California State University 

The California State University is the nation’s largest four-year public university system, providing transformational opportunities for upward mobility to more than 450,000 students from all socioeconomic backgrounds. More than half of CSU students are people of color, and nearly one-third of them are first-generation college students. Because the CSU’s 23 universities provide a high-quality education at an incredible value, they are rated among the best in the nation for promoting social mobility in national college rankings from U.S. News & World Report, the Wall Street Journal and Washington Monthly. The CSU powers California and the nation, sending nearly 127,000 career-ready graduates into the workforce each year. In fact, one in every 20 Americans holding a college degree earned it at the CSU. Connect with and learn more about the CSU in the CSU newsroom.​​

Allen D. Payton contributed to this report.

 

California Faculty Association to picket CSU East Bay in Hayward during system-wide strike

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California Faculty Association protest. Source: Facebook posted on June 1, 2023.

Jan. 22-26 calling for “Equity and fair labor conditions to meet the needs of our students.”

Teamsters support effort announce settlement; Associated Students also support strike

By Kevin Pina, calfac.org

In a decisive move for educational equity and fair labor conditions, the California Faculty Association (CFA) has announced a strike set to take place from January 22-26, 2024. CFA is a union of 29,000 professors, lecturers, librarians, counselors, and coaches who teach and provide services to the California State University system’s 485,000 students.  During the strike, members of CFA will be picketing the entrances of California State University, East Bay (CSUEB) in Hayward California (Carlos Bee Blvd. & Harder Rd). This decision comes after extensive negotiations and discussions with the California State University (CSU) Chancellor’s office have broken down. 

To kick off the first day of the strike at the CSUEB Hayward campus on Monday, January 22, Assemblymember Liz Ortega, California 20th Assembly District and Keith Brown, Executive Secretary-Treasurer of the Alameda Labor Council, AFL-CIO, will join the rally at Carlos Bee Blvd. in support of CFA’s bargaining positions.  

The primary focus of the strike is to draw attention to how poor working conditions and remuneration for CFA members negatively impacts the education offered to California State University (CSU) students. The CFA is advocating for a 12% wage increase for all faculty, reasonable workload requirements, longer parental leave, and broader access to campus facilities. The goal is to create an environment that fosters academic excellence, while ensuring the well-being of those who dedicate their careers to shaping the minds of the next generation. 

A Dec. 20, 2023, post on the CFA Facebook page claimed the strike is also for “more mental health counselors…and safe campuses.”

The decision to strike was not taken lightly, and the CFA has exhaustively engaged with the CSU leadership to seek alternative solutions. Unfortunately, the inability to reach a mutually beneficial agreement has led to the inevitable decision to strike. 

The strike garnered the support of the Teamsters of CSU which announced a settlement with CSU in a post on the CFA Facebook page on Saturday, Jan. 20th.

Source: CFA Facebook page

The strike is also supported by the Associated Students, Incorporated of Cal State East Bay. The following “Solidarity Statement” was posted on the CFA Facebook page on Friday.

The CFA remains committed to open dialogue with university administrators and encourages them to prioritize the needs of faculty members and our students. CFA believes that through collective efforts, a resolution can be achieved that benefits both faculty and the institutions they serve. 

Allen D. Payton contributed to this report.

 

Princeton University student from Antioch wins Projects for Peace award

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Princeton University senior and Dozier-Libbey Medical High School of Antioch graduate Carlos Cortez, 2023 Projects for Peace grant recipient. Photo by Gwen McNamara.

It takes a village: Carlos Cortez – Class of ’24 – and the people of Zináparo bring music and soccer to their youth

By Lou Chen, Trenton Arts at Princeton Program Manager

Originally published by Princeton University’s Pace Center for Community Service. Republished with permission.

Carlos Cortez ’24 straddles two worlds.

The 2020 Dozier-Libbey Medical High School gradaute’s family is from Zináparo, a small rural village in Michoácan, Mexico, where few people have ever heard of Princeton University.

The son of Carlos and Eréndira Cortez is a senior at Princeton University, where few people have ever heard of Zináparo.

But Carlos, the student, had an idea to bring these two worlds together. Last year, with the funding he won as Princeton’s 2023 Projects for Peace award recipient, he started a music and soccer summer camp for Zináparo youth.

Now everyone in Zináparo knows Princeton. And Princeton is just getting to know Zináparo.

Carlos Cortez (back right) and his soccer team. Photo by Lou Chen.

An Idea

Even though Carlos was born and raised in Antioch, California, he considers his real hometown to be Zináparo, where most of his extended family still lives. Twice every year, he travels to Zináparo to enjoy the balmy summers and festive winters, hiking in the nearby mountains and participating in the annual peregrinación (religious pilgrimage).

Accepted into Princeton as a Questbridge scholar, Carlos chose to major in neuroscience and committed to the pre-med track, supplementing his coursework with research and tutoring jobs. Despite his busy schedule, he felt restless. His thoughts constantly returned to Zináparo.

Carlos in Zináparo’s town square. Photo by Lou Chen.

“My dream was to become a doctor and open a pediatric clinic in Zináparo,” he says. “But I realized that it would be many years before I could accomplish this. I didn’t want to wait that long. I wanted a chance to do something now.”

That chance soon arrived. During his junior year, he heard about the Pace Center for Civic Engagement’s Projects for Peace initiative, which provides Princeton undergraduates with a $10,000 award to implement a service project anywhere in the world. With his family’s encouragement, he proposed a music and soccer summer camp for children in Zináparo.

“Growing up in California, music and soccer were very important for me in making community,” he says. “I wanted the kids in Zináparo to have the same experience.”

In the spring of 2023, he won the award.

According to a preview article about his project, “He saw his project as an opportunity to not only influence the youth of his town, but to have positive reverberations for the entire community and surrounding communities as well.

He summarizes this hope as he looks forward to this summer by saying, ‘just like a musical note can travel through both time and space when it is played, I am hopeful of learning how my project’s ideals and goals are going to have transgenerational effects on the future generations of Zináparo and ultimately transcend beyond the borders of my hometown,” he shared before the project began.’”

Carlos and his music students. Photo by Adrián Pimentel.

A Village

As any entrepreneur will tell you, the road from idea to execution is a winding one. “Right before arriving in Zináparo, I was feeling that the process would be easy,” Carlos says. “But when I landed in Zináparo, I started to realize that it was going to be a long journey with a lot of challenges.”

The first challenge was recruiting children for the camp, which Carlos had titled, “Musical Notes: A Composition for Peace.” Even though Carlos was a frequent visitor to Zináparo, he remained an unfamiliar face to many people. It didn’t matter that Princeton was supporting the camp; none of the children knew what Princeton even was.

Carlos purchases a bass in Paracho. Photo by Adrián Pimentel.

He began by visiting the local high school where his aunt Noemí taught history and ethics, going from classroom to classroom and telling students about his new program. He later found out that one of the students called up Noemí, a widely respected community leader in Zináparo, and told her that someone from Princeton University wanted to start a summer camp. “Do you know about this?” the student asked. “Can we trust him?”

“Of course, you can,” Noemí replied. “He’s my nephew!”

Another challenge was procuring instruments. Almost 40 kids wanted to learn guitar, violin, or bass—but none of them had their own instrument. One hot summer day, Carlos, his younger sister Natalia, his mother, his uncle Adrián, and his grandfather Guillermo piled into the family van and drove two hours to Paracho, a small town in Michoácan that specializes in making instruments. (Paracho inspired the setting of the Oscar-winning animated film Coco.)

Once in Paracho, they purchased several instruments from a local luthier. Somehow, they crammed one bass, five guitars, and seven violins into a van that already contained five people. “I was pressed up against the side of the van,” says Carlos. “It was definitely an experience.” They made several return trips to Paracho for more instruments, and on one occasion, the aforementioned luthier drove a second bass all the way to Zináparo by himself.

Carlos was surprised by how enthusiastically the Zináparo community rallied around the camp. Countless people pitched in: the neighbor who let them use his house for rehearsals; the business owner who let them use his shop for a private recital; and Carlos’ 10-year-old student Hector and Hector’s mother Luz, who cleaned up after every rehearsal. “Without everyone’s help, this project would not have been possible,” says Carlos.

The camp exceeded even Carlos’ wildest expectations. Every Monday through Thursday for two and a half months, almost 100 children aged four to 17 participated in one or more classes: soccer, choir, guitar, and violin/bass. Carlos coached the soccer team and hired teachers for the other subjects. “I wanted teachers who were passionate about working with kids,” says Carlos. “I didn’t want them to treat this as just another way to make money.”

On the last day of camp, his soccer team surprised him with a loud round of applause. One student cried out, “Carlos for president!” Carlos promised to buy them jerseys out of his own money if they continued to practice soccer.

Carlos and his soccer team. Photo by Adrián Pimentel.

Continue they did. Even though Carlos had to return to Princeton for his senior year, he was determined to keep the camp going. He found two people to coach the soccer team on a volunteer basis; they had recently moved to Zináparo and had long dreamed of coaching their own team. He used his leftover Projects for Peace funding to pay for weekly choral and instrumental lessons for his students until December and let them keep their instruments. Noemí took his place as the point person for the program.

For Carlos, the experience was a blessing. “I just wanted to change the future of even one of the kids,” he says. “I’m seeing that difference already.”

A Debut

On January 7, Carlos woke up with butterflies in his stomach. Today was the debut of Musical Notes: A Composition for Peace. Since the summer, the choir and orchestra (consisting of guitar, violin, and bass) had been rehearsing weekly for a big concert in the Zináparo town square. The entire community had been invited, and Carlos’ extended family in California had flown out to watch.

Carlos’ soccer team wears their new Princeton-themed jerseys. Photo by Lou Chen.

First, Carlos stopped by the soccer field to observe a match between his team and a team from a neighboring town. He had kept his promise: His team was wearing brand-new orange and black jerseys. Natalia had designed the jerseys, including the iconic image of a Princeton tiger glaring through claw marks.

“In one of our first games, we played against a team from a much wealthier town,” says Carlos. “I could tell how discouraged my students were to see how much nicer [the opposing team’s] field was. I got them jerseys because I wanted them to feel proud to be on this team. I wanted them to feel like they were a part of something bigger…like they had the support of Princeton University.” The new jerseys seemed to do the trick: After putting them on, his team won the next game.

After the match, Carlos and his parents walked to the town square to set up for the performance. The owner of the local funeral home, whose daughter was in the choir, had donated 150 chairs for the audience—and had even purchased new ones so that there would be enough.

The audience seated (and standing) in the town square. Photo by Lou Chen.

Carlos was worried that not enough people were going to show up to fill the seats. But as people started entering the town square, he realized that he had the opposite problem: He didn’t have enough seats. His family raced to the rehearsal space, grabbed as many chairs as they could, carried them back, and set them up with only minutes to spare. The new chairs were quickly occupied, and latecomers had to stand. At least 350 people were in the audience.

The choir performs “Noche de paz.” Photo by Lou Chen.

As Natalia helped tune the guitars, she noticed a student looking forlorn. She asked him what was wrong, and he quietly asked if this was the last day of the program. “Of course not,” Natalia assured him. He smiled.

The choir opened the concert with six Christmas carols. During “Noche de paz” (Silent Night), they cradled candles in their hands, their faces glowing as if lit from within. For their final song, “Ven a Cantar” (Sing with Us), they rolled up their sleeves, revealing bracelets made of jingle bells. As they clapped their hands, the ringing of bells filled the crisp winter air.

The orchestra was up next, performing two songs that featured a 15-year-old choral student named Andrea. Her voice, initially hesitant and wavering, gradually grew in power. The guitarists kept the orchestra together with their steady strumming, and the violinists trained their eyes on the conductor, determined not to miss their tremolo entrance. In the very back, a student plucked away at the bass that Carlos had brought back from Paracho.

José delivers his speech. Photo by Lou Chen.

After the orchestra finished, Noemí invited Hector and Luz to the stage and thanked them for keeping the rehearsal space clean. She presented them with gifts and embraced a clearly overcome Luz. The crowd cheered.

Next to speak was Carlos’ student José, who at 17 years old was the oldest member of the program. “I want to give a special thank you to Carlos for giving me and the children of this town the opportunity to learn music,” he said. “I hope this continues…Zináparo needs these programs.”

Carlos walked onstage to deliver the concluding remarks. “Thank you to my grandparents for giving me a love of Zináparo,” he said, choking back tears. “I know I wasn’t born here, but this is my home.”

As Carlos left the stage, he was mobbed by students, parents, complete strangers—all of whom wanted to take a picture with him. Grown men were crying and little kids were beaming. “Before this camp, the children of Zináparo didn’t have anything like this,” says Eréndira. “But now, they do.”

Carlos hopes that the camp will take place every summer, with weekly programming throughout the rest of the year. He hopes that someday his music students will be paid to perform or even to teach. (This is already happening: José has been invited by his guitar teacher to perform in a mariachi band, and Carlos wants him to teach for the camp.) He hopes to solicit donations from Zináparo residents who have immigrated to the United States, and to potentially seek funding from the Mexican government.

Musical Notes: A Composition for Peace. Photo by Lou Chen.

These are all big dreams. It’s a lot for one Princeton student—and soon-to-be-alum—to take on alone.

But Carlos knows he isn’t alone. “I feel honored to have so many different communities believe in the project,” he says. “It ensures the life of the project, because there are so many people invested in wanting to see the kids succeed.”

To learn more about Musical Notes: A Composition for Peace, follow them on Instagram. Their full debut performance can be viewed on YouTube.

Allen D. Payton contributed to this report.