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  • How veteran teachers can support new ones and keep them in the profession

    How veteran teachers can support new ones and keep them in the profession


    Middle school history teachers discuss their lesson plans for teaching about the Great Depression.

    Credit: Allison Shelley / American Education

    My first year of teaching was the worst year of my life. 

    I remember preparing for the new school year, prepping my classroom and making lesson plans. If you know the Central Valley of California, you know the summer heat and heavy lifting in a classroom are not the most desirable combination. However, I had hope in my heart, and I was so excited for my career to finally begin! 

    Then I made the grave mistake of going into the copy room packed with veteran teachers. I was eager to learn from them; they had the experience I lacked. One gave me a tip to “not smile until October” so the kids would know I was a tough teacher. One advised me to stick to worksheets so that I didn’t burn out. 

    While these bits of advice were well-intentioned, they were not what a budding teacher needed. Teaching is an extremely difficult profession, but it is also incredibly rewarding. There is an extreme learning curve for new teachers. Despite the credential program and a mentor teacher’s best efforts, nothing can thoroughly prepare you for your first classroom. 

    It’s no secret that there is a mass exodus of teachers leaving the profession. To keep people in the profession, we need to support them throughout. If the support is consistent and starts when a teacher first enters the school, there can be a shift in the number of people leaving and the school’s overall culture. 

    As I said, the copy room was a hot spot for negative talk. At every school I have worked in, this has reigned true. Instead of continuing to let the negative talk fester, I propose making the copy room a hub for ideas to be shared and support to be given. Dedicating a space on the wall where teachers can “shout out” each other can quickly change the room’s vibe. Having funny memes posted by the printer about how it’s always “jammin’.” A designated space where teachers can drop off or pick up extra supplies. Best yet, make every first Monday a little treat day. Each department takes turns bringing small treats. These little things can help build a culture and safe place for teachers, especially the newer ones, to feel supported. 

     Another method to support new teachers is to create a partnership between them and a veteran teacher. This veteran does not even need to be in the same content area. Instead, an experienced teacher that matches a new teacher in personality or classroom management style can be extremely beneficial. I distinctly remember the veteran teachers who guided me through my first few years, and I’m eternally grateful for them.

    One important aspect, however, is that veteran teachers must volunteer for this. Pushing this vital role on somebody who doesn’t want it would not work. This partnership can look like once a week, 30-minute check-in meetings. It can be regular, short observations. Maybe the two teachers team-teach a lesson while an administrator covers one of their classes. This partnership, however it is laid out, can be rich in growth for the veteran and new teacher. 

    Teachers of all ranks need to continue to grow and update their methods. This can be done by creating a culture of observation without the “gotcha!” feeling. Administrators can simply pop in, offer compliments, support, and notes in general, and then leave. Teachers working on the same content can observe others, offer feedback, and see new methods. The frequency of observations can help spot any areas of growth and strengths. As new teachers learn their individual teaching styles, it’s important that they be observed constructively, and it should be done often. 

    Inundating new teachers with supplemental training, resource books and websites can be overwhelming and exhausting. The goal is to support new teachers so they stay in the profession and feel appreciated. They do not need to hear horror stories constantly, receive unhelpful criticism or feel isolated. This will only increase the number of teachers leaving the profession.

    Teachers, administrators and support staff can all make an effort to openly welcome and support new teachers. Inviting a teacher to the staff outing, getting them the school shirt, helping them staple borders on the walls and supporting them however they need will make a difference in their career.

    •••

    Kati Begen is a high school biology educator and credential coach in Fresno and has earned a multiple-subject credential, a single-subject credential and a master’s degree in teaching.

    The opinions in this commentary are those of the author. If you would like to submit a commentary, please review our guidelines and contact us.





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  • WCCUSD’s literacy task force to explore best ways to teach students how to read

    WCCUSD’s literacy task force to explore best ways to teach students how to read


    A student sounds out the word ‘both’ during a 2022 summer school class at Nystrom Elementary in the West Contra Costa Unfified School District.

    Credit: Andrew Reed / EdSource

    West Contra Costa Unified School District has set up a new literacy task force to answer long-held questions about the best ways to teach students how to read.

    The task force, which had its first meeting in September, is looking at academic research to examine literacy and the best ways to foster highly-literate students, according to former district spokesperson Liz Sanders.

    “It’s really important to us that our efforts to support students’ literacy are really rooted in building and generating community-wide best practices, and that we are looking at literacy instruction through a really holistic lens to make sure that we’re understanding what best practices are,” Sanders said.

    The task force is a small, internal team of 13 leaders who are developing initial recommendations for a comprehensive literacy plan, the district communications team said in an email. The main goal of the task force is to create a framework and make recommendations for WCCUSD that will guide the district’s Local Control and Accountability Plan and School Plan for Student Achievement. 

    The hope is that this will lead to improved student outcomes, especially for marginalized communities — specifically Multilingual English Language Learners, Black and neurodiverse students, who are currently being underserved, according to the district.

    WCCUSD has struggled with stagnant literacy scores for over a decade. Since 2014, no more than 17% of students read above grade level, according to Smarter Balanced results. But Superintendent Chris Hurst has named improving elementary reading test scores as a top priority. The district has primarily used a balanced literacy approach, which focuses on whole language instruction.

    One of the district’s schools, Nystrom Elementary, however, received funding in 2021 from the state’s Early Literacy Support Block Grant and replaced balanced literacy with the “science of reading” approach, which focuses on systematic phonics instruction.

    Sandrine Demathieu, a kindergarten teacher at Nystrom, is in her second year of using the science of reading approach. As a student teacher, she used the balanced literacy method, which, according to her, made her feel like there was “a missing chunk in our instruction.”

    Demathieu explained that balanced literacy focuses more on experiential learning and getting students excited about reading, leaving less time for data tracking on student progress. Meanwhile, the science of reading specializes in progress tracking, and offers a predictable curriculum with specific instructions for both students and teachers. 

    “They don’t have to even think twice about what they need to do,” Demathieu said. “They don’t have to put any energy into it. They can focus on the academic piece.” 

    For students with gaps in their learning in particular, Demathieu said the science of reading approach is “life changing” because of its predictability and organized structure. 

    In 2022, WCCUSD also introduced Systematic Instruction in Phonological Awareness, Phonics and Sight Words, or SIPPS, in all of its elementary schools. SIPPS is a “research-based foundational skills program” which provides a structured-literacy approach through explicit routines. 

    Gabby Micheletti, who taught at Verde Elementary for seven years and is now on-release to work full time for the United Teachers of Richmond, said it was “simultaneously remarkable and distressing” to see how quickly kids picked up on reading when using SIPPS as opposed to the previous curriculum. 

    “Just like the difference in the reading growth I had using SIPPS versus trying to use Teachers College — it’s one of those things where you’re just like, man, I feel bad about those days and those kids, when I was trying to follow the curriculum faithfully,” Michelletti said. “They were trying really hard and it just wasn’t working.”

    Michelletti said she hopes the task force re-evaluates the curriculum and pushes the use of SIPPS. She said the current curriculum is “extra non-responsive” to students, especially for English Language Learners. This is particularly important for WCCUSD, where 34% of students are English Language Learners. 

    The literacy task force will be using data and effective research to make recommendations to the district. The development of the framework is guided by a set of principles and beliefs:

    • “Schooling should help all students achieve their highest potential.
    • The responsibility for learners’ literacy and language development is shared. 
    • ELA/literacy and ELD curricula should be well designed, comprehensive, and integrated.
    • Effective teaching is essential to student success. 
    • Motivation and engagement play crucial roles in learning.”

    The implementation of the task force’s framework and recommendations is currently projected for the 2024-2025 school year. 





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  • Teaching yoga in college: How I have shared healing with my fellow students

    Teaching yoga in college: How I have shared healing with my fellow students


    When I first went to a free yoga class at Cal Poly San Luis Obispo’s recreation center in the winter of my sophomore year of college, I never realized how it would change my life.

    I entered the space with a sense of discomfort; I hadn’t practiced yoga in several years and was hesitant to observe the stiffness of my limbs and unevenness of my breath. The other students around me seemed familiar with these classes and overall more comfortable in their skin.

    At the time, I was facing mental health challenges, and a counselor recommended that I try the free yoga class at the recreation center. Willing to try anything, I decided to give it a shot.

    The first class I took was led by a student. She invited us into a space with lit candles and gentle music. Even though my initial class was an adjustment, I still went back. And then, I went back again. In fact, it soon became clear to me I wanted to be an instructor myself.

    I am a journalism major, and could never have imagined that college would allow me access to anything beyond a career in my area of study. But after completing my 200-hour yoga teaching certification over the summer, I was ready to apply to teach at the recreation center.

    According to Eric Alexander, assistant coordinator of Cal Poly’s fitness programs, 16 out of the 46 fitness instructors at the recreation center are students. A huge benefit of hiring students as fitness instructors, he said, is the affinity with their peers as students.

    “Students bring great energy to fitness programs, and they get the opportunity to positively impact and motivate their peers,” Alexander said. “That student experience is not only valuable to the instructors but to participants and the program as well.”

    I saw this as soon as I entered the teaching space. My classes are sometimes filled with 40 or 50 students, many of them regulars who return weekly. I have found that my being a college student makes my students less hesitant to approach me after class to ask questions or simply to share what the class meant to them.

    This accessibility to the physical and mental benefits of yoga helped me to recenter and grow as a person and as a student. Additionally, I came to realize I wanted to help others on their journey of healing. In this role as a fitness instructor, I have been able to expand access to yoga in my college community.

    Yoga practice draws on a rich history of healing through mind-body connection which can help promote mindfulness and reduce tension. Especially for college students, this kind of physical practice can be incredibly beneficial.

    According to research cited by the National Library of Medicine, “Yoga has positive effects on a psychophysiological level that leads to decreased levels of stress in college students.”

    With the average yoga class in a commercial studio costing $15-$25 per session, yoga’s benefits are unaffordable to many young people. I’ve seen how free classes on campus solve that problem, and how they may be less daunting for some students to explore on their own.

    Cal Poly and other public universities also offer other free group physical activity classes, such as cycling, dance, Pilates, high-intensity interval training and much more, allowing students to explore what activity is most beneficial for them.

    I am grateful that pursuing my passion for yoga has been supported by my university, and while teaching me something that I love to share with other college students: Pursuing a passion or side interest while in school will serve to enrich your life, and in my case, the lives of others.

    Consistently after my classes, students approach me to share how the space has helped them to recenter and find peace amid busy school days. I encourage them to not only continue practicing yoga but to consider teacher training if they are interested.

    Using my platform as a student fitness instructor, I am able to share my passion for yoga to promote healing, growth and mindfulness in my college community. And I have gained experience for a career in teaching yoga, which I intend to maintain as a side job after college.

    •••

    Arabel Meyer is a fourth-year journalism major at Cal Poly, San Luis Obispo and a member of EdSource’s California Student Journalism Corps. 

    The opinions in this commentary are those of the author. If you would like to submit a commentary, please review our guidelines and contact us.





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  • We must change how we think about career education

    We must change how we think about career education


    Credit: Pexels

    Gov. Gavin Newsom’s executive order to develop a Master Plan on Career Education represents a critical step forward in helping Californians adapt to the projected radical transformations in the workforce. This could not have come at a more critical time. According to the World Economic Forum’s “The Future of Jobs Report 2023,” “almost a quarter of jobs (23%) are expected to change in the next five years.”

    I applaud the governor’s goals, which include expanding career education pathways in K-12, ramping up dual-enrollment and work-based learning opportunities, and enhancing connections between secondary/post-secondary education and the business community.

    But, while critical, these goals are insufficient to ensure that every K-12 student, regardless of ZIP code or life circumstance, will be afforded full career and life success opportunities.

    To maximize success, the master plan must also incorporate strategies to dislodge the entrenched, bifurcated mindset that positions K-12 career education as isolated from and inferior to the prevailing K-12 academic curriculum. This can be achieved by implementing policies that mandate the inclusion of curriculum that uses the real-world application of knowledge and concepts found in careers as a context for academic learning in all K-12 grades and subject areas. In educational literature, this is referred to as contextualized teaching and learning.

    Here’s what a career-contextualized learning component could look like:

    An elementary grade math lesson would be enriched by connecting lessons on ratios and percentages to applications in diverse careers. For example:

    • Digital media (image size and resolution; video/animation frame speed; file transfer speed).
    • Architecture/construction technology (material weight to strength ratio, linear and cubic measurements, roof pitch, stair rise to run ratios, construction cost price per square foot)
    • Data analytics (e-commerce: ratio of web page visits to link clicks; pro sports team performance: shots taken to field goals made; climate change: fossil fuel vs. alternative energy usage).

    The master plan’s primary policy goal should be to expand educational equity, thereby promoting more equitable career opportunities. 

    Key strategies to achieve this goal include:

    • Expanding differentiated instruction — tailoring teaching to meet individual needs — to better support students with diverse learning modalities, including English learners and students from low socioeconomic circumstances.
    • Transcending geographic barriers by utilizing virtual technologies to connect classrooms with career professionals from diverse geographic regions.
    • Amplifying student engagement and self-efficacy by expanding student opportunities to envision a “future self” by meeting diverse career professionals through participation in activities such as internships, mentorships and virtual meetings.         
    • Increasing participation in career pathways and dual enrollment programs by fostering an early interest in careers through the integration of curriculum in all K-12 grades and subject areas that utilize real-world career-based application of knowledge and concepts as a context for academic learning.
    • Increasing exposure to opportunities for college and career through strategic engagement with the higher education and business sectors in developing and deploying K-12 contextualized teaching and learning curriculum. 
    • Cultivating skills identified by employers as a high priority through contextualized learning experiences that promote creativity, collaboration, communication and critical thinking.

    The master plan must include strategies for planning and implementing a pilot study that involves creating, implementing and evaluating K-12 curriculum that utilizes real-world career-based application of knowledge and concepts as a context for academic learning. Collaborative teams with K-12, post-secondary and business community participants must lead this work. The pilot study must involve school test sites from geographically and economically diverse state regions. Insights derived from the pilot study will guide full statewide implementation. 

    For decades, our K-12 education system has been disconnected from the constantly evolving world of work. We are at a critical crossroads when we must advocate for transformational change to empower students with the knowledge, skills and dispositions needed for future life and career success.

    •••

    Brian F. Donnelly is the executive director of Learning Curved, a California nonprofit focused on creating opportunities for students to discover and explore emerging career paths.

    The opinions expressed in this commentary represent those of the author. EdSource welcomes commentaries representing diverse points of view. If you would like to submit a commentary, please review our guidelines and contact us.





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  • One size doesn’t fit all in learning how to read

    One size doesn’t fit all in learning how to read


    Credit: Allison Shelley for American Education

    The K-12 “reading wars” discussions have been missing a critical point: No matter the curriculum used, too often, teachers are being asked to stick to a script and execute equal teaching, not equitable teaching. And equal teaching is illegal.

    In the panicked quest to improve literacy outcomes, it’s tempting for schools and teachers to fall back on a “one-size-fits-all” scripted curriculum despite our knowledge that teaching all students the same thing, in the same way, at the same pace, can be ineffective for students with language or learning differences. Students have individual strengths and needs, and teachers should differentiate their approaches in response to the individuals in their class.

    If it’s the same for everyone, it’s not targeted toward anyone.   

    Equal, non-differentiated instruction is illegal for our students who are classified as English learners or who require special education services. The Individuals with Disabilities Education Act of 1990 ensures that students with special needs are appropriately served by schools. Modifications and accommodations are required based on students’ strengths and needs to meet their individual education plans. Equal teaching — everyone getting the same thing — is not appropriate.

    Similarly, in the 1974 Lau v. Nichols case, the Supreme Court determined that San Francisco’s school district was required to provide equal access — not equal instruction, but equal access — to all students. For students classified as English learners, English language development support was needed to provide students access to the core curriculum. The court based its decision on Section 601 of the Civil Rights Act of 1964. 

    If we were to expand the intention behind the court’s decision, we would ensure that all students — regardless of home language, ZIP code, or cultural background — get equitable access to education. This means doing whatever it takes to support individual students, not giving every student the same instruction. In particular, research has shown that scripted curricula don’t work for multilingual students. So, what does? Recently, science of reading advocates and multilingual advocates — including researchers — published a joint statement identifying literacy practices that are effective for multilingual students.

    How can all students be successful? While a complete solution would extend beyond the education system, here are two important and realistic steps that could move us forward:

    Improved and ongoing professional learning for teachers. The better teachers get at observing, assessing, diagnosing and intervening at points of difficulty, the better they will get at modifying and differentiating instruction based on students’ needs and strengths. Identifying students’ needs before they fall behind is key. The further behind they fall, the harder it is for students to catch up. By identifying and meeting individual needs, teachers can help all students succeed. Doing so requires equitable — not equal — teaching. Ongoing professional learning is required to help teachers continually practice and improve their skills. 

    Culturally and linguistically responsive instruction. It’s important for students to see themselves in the curriculum to develop a sense of belonging and to increase engagement. Traditionally, students who are different in any way — whether by language, (dis)ability, culture, religion, race, ethnicity, immigration status, etc. — do not see themselves represented in the curriculum. Students from historically marginalized communities may not see themselves in the characters or content they study and can feel like outsiders, as if school is intended for others, not them. Teachers who learn from and about their students and who authentically integrate students’ lived experiences into the curriculum can engage and motivate students in their classroom. When teachers use culturally and linguistically responsive instruction, it is inclusive and not generic, not scripted and not the same for all. It is equitable, not equal.

    These research-based solutions are not complex, but they require districts’ focus and state funding for teachers to have access to high-quality professional learning.

    The most significant factor that impacts student learning is the teacher. So, the next time someone says that students should all receive the same instruction, share with them what works for individual students. Remind them that teachers have a legal obligation to provide all students access to content, and differentiated, culturally responsive approaches are needed to achieve that. 

    ●●●

    Allison Briceño is an associate professor at San José State University and an OpEd Project Public Voices Fellow.
    Claudia Rodriguez-Mojica is an associate professor of teaching at the University of California, Davis.

    The opinions in this commentary are those of the authors. If you would like to submit a commentary, please review our guidelines and contact us.





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  • There are no bad kids: How educators can protect students against harmful diagnoses

    There are no bad kids: How educators can protect students against harmful diagnoses


    Credit: iStock- Tobiaschu

    The first time I met Micah, a Black elementary school student, I was struck by his cherubic face, bright eyes and nonstop knock-knock jokes that had me laughing out loud. He was warm and polite. His grandmother — his guardian — sat close by during the visit, gently encouraging his respectful tone. She described him as responsible and kind, and everything I saw affirmed that.

    So, I was puzzled — then troubled — by his school’s mental health referral. Teachers had described Micah as a “behavior challenge” and asked for help managing his “defiance.” His school records even falsely claimed his mother was a “cocaine addict.” None of it matched the child in front of me.

    As I got to know him, the real story came out: Micah had just watched his father collapse and die after he tried unsuccessfully to resuscitate him. My heart sank as my evaluation revealed that his grief had been misread as misconduct, his pain distorted through the lens of pathology. Frustrated by repeated suspensions and missed learning, his grandmother eventually transferred him to another school.

    As a child psychiatrist, I’ve seen how often Black, Hispanic, and Indigenous children, like Micah, are unfairly mislabeled and misunderstood. One diagnosis keeps showing up in ways that harm these children: oppositional defiant disorder (ODD) — a common childhood behavioral disorder characterized by anger, defiance and vindictiveness. 

    Too often, ODD becomes a “bad kid” label, punishing racially minoritized children for behaviors rooted in trauma, racism or structural inequities, rather than addressing the hardships they face.

    Oppositional defiant disorder is overdiagnosed in Black, Hispanic and Indigenous children because of biased behavior assessments. Adultification bias leads Black children to be seen as older, stronger and less innocent than they are. Anger bias results in Black students being perceived as angry even when they’re not.

    This overdiagnosis often ignores what’s really going on. Anger or irritability can be signs of anxiety or depression, while defiance can be an adaptive response to trauma or discrimination. Gender-nonconforming students of color are at special risk of being labeled defiant when they are simply resisting mistreatment or bullying. 

    But instead of getting support, these kids are too often punished and criminalized. 

    Since racially minoritized children already face higher rates of suspension, expulsion and police involvement, an improper diagnosis reinforces exclusion, pushing them out of school and into the justice system. 

    An ODD diagnosis doesn’t explain a child’s behavior. It blames them for it.

    In 2013, California began to ban suspension for willful defiance, eventually in all grades K-12. This measure reduced overall suspensions, but racial disparities in discipline remain stark. Black and Indigenous students are suspended earlier and more often, with Black students with disabilities most affected in middle school. 

    Disciplinary codes that remain — like “disruption,” “defiance” and “profanity” — are vague and subjective, leaving room for racial bias. In one California school district, Black students with disabilities accounted for three-quarters of all suspensions for these offenses. 

    While students can’t be suspended from school for willful defiance anymore, teachers can still suspend students from class for it. An oppositional defiant disorder diagnosis can still justify exclusion — through special education placements, psychiatric referrals, or other punitive measures — serving as a backdoor for exclusionary discipline. 

    There is no denying that educators face enormous challenges in classroom management, and that they often don’t have the best tools and resources to help. Restorative justice and trauma-informed approaches, for instance, can be difficult to implement because of limited staffing and administrative support. But it’s also true that questioning the “bad kid” label with ODD or defiance can lead to more just outcomes.

    How? Here are four things educators and other adults can do:

    Recognize bias in discipline and mental health diagnoses
    A Black student questioning authority may be labeled defiant, while a white student is called assertive for the same behavior. Bias training and reflective practice are key to addressing these misperceptions. While California has introduced implicit bias training as part of teacher professional development, none of these initiatives specifically address diagnostic bias.

    Contextualize student behavior
    Before labeling a child oppositional, ask: 

    • Are they facing hunger, housing instability or bullying? 
    • Are they reacting to discrimination or past trauma? 

    Building strong relationships with students and families helps uncover the full story.

    Support, don’t punish
    Because they address the root causes of distress, behavioral interventions that teach emotional regulation and restorative practices that repair relationships can be more effective than exclusion.

    Be skeptical of mental health referrals
    Referrals don’t guarantee unbiased care. Psychiatrists, psychologists and therapists aren’t required to account for racism or the school-to-prison pipeline when diagnosing oppositional defiant disorder. California’s medical and behavioral health boards don’t mandate an antiracist approach, meaning students are often assessed without consideration of systemic factors. 

    ODD’s overdiagnosis among Black, Hispanic and Indigenous students reflects a deeper problem, where certain children’s emotions are pathologized and punished, while the emotions of others receive understanding and support.

    By questioning bias and shifting from labels to solutions, schools can ensure every child gets the support they need to thrive.

    For Micah, the Black elementary school student grieving his father’s death, the solution wasn’t medication or behavior interventions. It was removing the ODD label and validating his grandmother’s sense that the school was mistreating him. What helped was switching schools and witnessing his grandmother go to bat for him. These actions gave him what he truly needed: love, support and a sense of belonging.

    There are no bad kids. There are only systems that fail them. Let’s lift them up, not push them out.

    •••

    Dr. Rupinder K. Legha is a double board-certified psychiatrist based in Los Angeles who specializes in child, adolescent and adult mental health.

    The opinions expressed in this commentary represent those of the author. EdSource welcomes commentaries representing diverse points of view. If you would like to submit a commentary, please review our commentary guidelines and contact us.





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  • How Republicans Preserve White Supremacy

    How Republicans Preserve White Supremacy


    Michelle H. Davis writes a thoughtful blog on Substack called “Lone Star Left,” where she reports incisively on politics in Texas. This column explains how white supremacists keep Blacks and Hispanic unrepresented and disenfranchised: gerrymandering voting district. What’s happening in Texas is happening in other states, especially the South.

    It’s hard to remember that Congress passed the Voting Rights Act in 1965.

    Davis writes:

    In the early 1960s, Black residents in Leflore County, Mississippi, comprised two-thirds of the population. Despite that, they had no political representation. In 1962, when voter registration of Black voters increased, the all-white Board of Supervisors (similar to a Commissioners’ Court in Texas) cut off federal surplus food aid, a lifeline for over 20,000 poor Black sharecroppers and farmworkers. This move came to be known as the Greenwood Food Blockade.

    This move by the white Board of Supervisors exacerbated widespread poverty-induced hunger and malnutrition among Mississippi Delta sharecroppers. This laid the groundwork for long-term food insecurity, economic marginalization, and ongoing inequality in Mississippi that persists to this day.

    This pattern is not new. Every time Black Americans have taken even a step toward political power, white supremacy has moved to snatch it back. In Greenwood, it meant starving families to stop them from voting. In Tarrant County today, it means redrawing district lines to erase Black representation, again, by a white-majority governing body.

    What happened in Mississippi in 1962 wasn’t just about food. It was about control. And what happened in Tarrant County today isn’t just about maps. It’s about the same thing.

    It’s not a coincidence. It’s not neutral. It’s not “routine.” It is the calculated removal of a voice that dared to speak up for all of us.

    Commissioner Simmons has stood firmly against the racist agenda pushed by Judge Tim O’Hare and the Republican Commissioners on the court. She spoke out against the rise in jail deaths under their watch. She called out the cruelty of defunding Girls Inc., a nonprofit that empowers young women of color. She opposed the elimination of free rides to the polls, which made it harder for working-class people, especially Black and brown voters, to cast a ballot.

    And now, she’s being punished for it.

    Commissioner Simmons wasn’t just a name on a ballot. She is my commissioner. I voted for her. I campaigned for her. And like thousands of others in Precinct 2, I saw her as a voice for the voiceless, a woman unafraid to shine a light on white supremacy, even when it came dressed in a suit and tie.

    That light scared them. So they tried to snuff it out.

    What we witnessed today was retaliation. It was white supremacy striking back at a Black woman who told the truth. And just like in Greenwood in 1962, they’re using the tools of power, maps, votes, and bureaucratic language, to do what they couldn’t do in public: silence her.

    But we see it. We name it. And we will fight it.

    The new map that the County Commissioners voted on today.

    They said the map was designed to secure a Republican majority, not to silence Black voters. As if those two things aren’t deeply intertwined.

    It’s the same argument Greg Abbott’s lawyers made in Shannon Perez v. Abbott, when Texas was caught racially gerrymandering districts. Their defense?

    A direct quote from Greg Abbott: 

    “It is not our intent to discriminate against minorities. It is our intent to discriminate against Democrats. If minorities happen to vote Democrat, that is their fault, not ours.”

    That’s not a denial. That’s a confession….

    Let’s stop pretending this distinction between race and party means anything in Texas. In Tarrant County, in Harris County, across the South, voter suppression by “party” is voter suppression by race. When you target the communities who dare to elect Black women, working-class progressives, young organizers, and civil rights leaders, you are targeting those communities on purpose.

    They can say it’s about partisanship all they want. But we know what it’s really about.

    Because when Conservatives talk about “conserving” something, they mean it.

    They want to conserve white supremacy.

    They want to conserve inequality, corporate power, and police brutality.

    They want to conserve a system where jails are full, books are banned, teachers are silenced, and women don’t have autonomy.

    They want to conserve a Texas where your zip code decides your worth, and where Black and brown voices are only welcome if they stay quiet.

    And when people like Alisa Simmons refuse to stay quiet, they get erased.

    But erasing her seat won’t erase her power, or ours….

    Yesterday, far-right extremist Tony Tinderholt (R-HD94) announced he would not seek reelection to the Texas House. For a brief moment, there was celebration across Arlington. A man who built his career on cruelty, censorship, and conspiracy was finally stepping aside. But the celebration didn’t last.

    Because today, just minutes after the Tarrant County Commissioners voted to dismantle Precinct 2, Tinderholt announced he would run for that very seat, Alisa Simmons’ newly gutted district.

    And he didn’t come alone.

    Cheryl Bean, another far-right extremist and ally of Tinderholt, announced her run for the now-open HD94 seat. A seat that was, conveniently, made safer for someone like her under the new maps.

    Bean doesn’t even live in the district. She changed her voter registration to a new address inside it—an address she doesn’t own, according to the Tarrant Appraisal District. Her real home? Still outside the district lines. But facts don’t matter when the plan is to bulldoze through communities with precision and arrogance.

    This wasn’t a coincidence. It was a coordinated political hit job, plain and simple.

    A rigged map. A choreographed retirement. A handoff. A handpicked replacement. All timed to disempower the voices of Black and brown voters in Tarrant County. All orchestrated by Tim O’Hare and the extremist wing of the Republican Party.

    They knew Simmons couldn’t be beaten fairly.

    So they changed the lines.

    They cleared the field.

    And then they tried to rewrite the future.

    But we see them.

    We know the playbook.

    And we’re not going to let this go unanswered.

    To read the post in full, open the link.



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  • How to help kids cope with ongoing ICE raids, deportations | Quick Guide

    How to help kids cope with ongoing ICE raids, deportations | Quick Guide


    Los estudiantes de Las Positas College en Livermore participaron en una huelga en el campus en protesta por las políticas de inmigración de la administración actual.

    Crédito: Ian Kapsalis/The Express

    Este artículo está disponible en Español. Léelo en español.

    Top Takeaways
    • Families should have truthful conversations with children to help process feelings related to ongoing immigration raids.
    • Students who are afraid to go outside due to encounters with immigration agents can use remote, free mental health services in California.
    • During the summer, unstructured routine, social isolation and increased social media use can exacerbate feelings of sadness and fear.

    With school out for the summer, some students may no longer have access to crucial support and services available during the academic school year, as fear and anxiety rise in their communities from ongoing immigration raids.

    California schools are still safe havens for students attending summer school, meaning federal immigration officers are prohibited from entering them and child care facilities without proper legal authorization. But fears remain unabated for both children of immigrants and their friends, as federal immigration agents in California continue to detain, arrest and deport residents, in what community members say has become an indefinite fixture of the Trump administration. 

    Research shows that students are six times more likely to access mental health care during the school year than in the summer months, and that the absence of school-based services often leads to worsening mental health for students during the summer.

    School social workers are unable to offer routine check-ins and on-campus counseling for students during the summer break, but families can take steps to support their child’s mental health and prepare for what experts are calling a child welfare and human rights crisis. 

    Talk through your child’s feelings

    During the summer, children are much more likely to internalize traumatic events like raids on social media or outside of school, often in isolation and lacking the safe environment of a classroom to talk through their feelings about the day’s news.  

    To help them feel safe, school counselors and child psychologists recommend that families have truthful, open conversations about sweeps, rather than trying to shield them. Ahmanise Sanati, a school social worker in Los Angeles who works with children from immigrant communities as well as those unhoused, said families should start by asking children: “What have you heard?” and “How are you feeling?” They should then validate their child’s feelings of confusion, anxiety, grief or concern in developmentally appropriate ways, she said. 

    Both young and older children should understand their family’s risk profile — whether a family member could realistically be detained or deported by ICE, or whether they can be exposed to ICE agents in public spaces, for example. Families should spare younger children graphic or unnecessary details and limit or schedule older children’s social media use, Sanati said. Parents can assure their children that they’ll be OK, but not by telling them, “don’t be afraid” — because fear is a natural reaction. 

    Sanati says parents should center a child’s feelings, regardless of age, and that when feelings are repressed or minimized, witnessing raids, detentions and deportations, especially in childhood, can exacerbate risks of long-term mental illness.

    “Children are already seeing masked individuals with weapons coming into the communities, tackling people and taking them away and putting them into vehicles,” Sanati said. “We have to acknowledge that some very scary things are happening in all of our communities — by lying about the magnitude of this, we may be risking our trust with our children in the future.” 

    Prepare for emergencies 

    If a loved one is at risk of being detained or deported, families should prepare and rehearse a step-by-step emergency plan with their child. 

    Students age 12 and over can role-play scenarios in which they might have to call for legal assistance or help build their legal defense, such as by taking pictures and recording names, badge numbers and descriptions of encounters with immigration agents, if possible. If a family member is detained by ICE, they should ensure other family members, including children, and emergency contacts have a copy of their A-Number, which is assigned to an undocumented person by the Department of Homeland Security, if they have one. Older children and family members should also know how to use the ICE detainee locator to find someone in custody. 

    “One way to validate a child who is afraid is by letting them know that their family will be ready for a worst-case scenario,” said Marta Melendez, a social worker with LAUSD. “If you don’t feel safe picking up groceries, for example, we have volunteers doing that for families. It’s OK for parents to feel afraid — that should not keep them from seeking support.”

    Create a child care plan

    Since children are spending more time at home and less time on protected school grounds during the summer, families should also create a child care plan in case a child is left unsupervised due to detention or deportation. 

    They can arrange for their child to be under the care of another trusted adult, such as a relative, family friend or neighbor, through a verbal agreement. Since this option is an informal arrangement, families should note that the chosen caregiver will not have legal authority to make medical or school-related decisions for their child. 

    Alternatively, families can have a trusted caregiver complete a Caregiver’s Authorization Affidavit, which would give them legal authority to make medical and school-related decisions on their child’s behalf. The CAA can only be used in California. It does not affect existing custody or parental rights. 

    Families can also have a state court appoint a guardian for their child, which, unlike a CAA, would grant the new guardian full legal and physical custody of the child. While guardianship does not terminate parental rights, it temporarily suspends them while the guardianship is in place. Families should seek legal counsel before considering this route.

    If a child is a U.S. citizen, they should have their passports with them. They should also have important medical documents on file, including a list of medical conditions and medications, when applicable. Importantly, families should walk children through their child care plan and assure them that they will be cared for. 

    If families are unable to create a child care plan in case of an emergency, or if they become unhoused, they can go to any school that is open during the summer and ask to speak with their Pupil Services and Attendance counselor. Even if a child is not enrolled in summer school or programming, they have a right to stay on campus if there is no other safe location for them to go. PSA counselors can help families find long-term care for their child if necessary. 

    Families can follow Informed Immigrant steps, which provide guidance on protecting children and how to explain an emergency plan to them. 

    Find remote mental health support for your child 

    Families with undocumented or legal status have become increasingly afraid of stepping out — even for doctor’s appointments.

    With the risks of seeking in-person care, combined with a lack of on-campus counseling during the summer, students can utilize various remote mental health services and asynchronous resources available for free. 

    BrightLife Kids, a part of California’s CalHOPE program, provides online behavioral health support through one-on-one coaching with licensed wellness coaches, educational and self-help tools and peer communities. Children age 0 to 12, parents and caregivers can use the program’s remote services to help kids manage worries, express feelings like sadness, anger and frustration, and learn resilience, problem-solving and communication. Coaching services are offered in both English and Spanish. Kids, parents or caregivers do not need to be U.S. citizens, nor do they have to have health insurance. Families can sign up on the BrightLife Kids website here.  

    Soluna, which is also a part of the CalHOPE program, offers free, confidential mental health support for people 13–25 years old in California. The app allows young Californians to select coaches based on 30 areas of focus, including anxiety, loneliness, substance misuse and demographic preferences such as ethnicity and gender. Users can also join peer support groups in carefully moderated, confidential environments. The app download is available on the Soluna website here. 

    School-based wellness centers often have year-round mental health intervention and support services available for students. Many offer psychiatric social workers who provide services like trauma-focused cognitive behavioral therapy and programs for children and families who have experienced adverse events or traumatic stress. A full list of wellness centers in California is available here. 

    Los Angeles Unified students and families can call 213-241-3840 on weekdays from 8 a.m. to 4:30 p.m. to get access to mental health services. Families can also directly refer their children to in-person or telehealth counseling through a referral form for the School Mental Health Clinics and Wellness Centers.  

    Practice healthy coping skills as a family 

    According to Melendez, families can prepare for scenarios like an ICE raid, detention or deportation by preemptively building their and their child’s mental health tool kit, similar to an emergency plan. Research shows that even basic mindfulness interventions can mitigate the short- and long-term negative effects of stress and trauma, and these techniques, when taught bilingually, are especially effective for populations such as the Latino community. 

    To start, Melendez recommends learning mindfulness practices such as box breathing, butterfly hug, guided meditation and positive affirmation, which are common techniques known to help children regulate their nervous system, cope with symptoms of anxiety or depression and perform better in school. Parents and caregivers should practice these techniques with their child to model calming rituals and build emotional resilience as a family unit, Melendez said. 

    “You should also prioritize something that is a positive outlet for the child,” Melendez said. “Whether they like to play sports, to write about their feelings, draw about their feelings, sing about their feelings, if they want to dance about their feelings — make sure that they have a way of processing all the emotions that they are experiencing.” 

    Data indicate a spike in both substance use and feelings of sadness among adolescents during the summer, which worsens in part due to unstructured routine, increased isolation and increased social media use. 

    To create a sense of normalcy for children, Melendez said families should do their best to maintain healthy routines and hobbies during the summer, especially those that promote social connection with their peers.





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  • See The Bigger Picture: How to Protect User Data


    See The Bigger Picture: How to Protect User Data—Infographic

    In today’s digital landscape, protecting user data is critical to maintaining trust and preventing breaches. Implementing data protection strategies like securing networks, using encryption, and limiting access to sensitive information ensures a robust defense against cyber threats. Regularly updating software and enabling two-factor authentication also strengthens data security. Transparency with users about how their data is collected, stored, and used fosters confidence and compliance with regulations like GDPR. Safeguard personal and organizational data by following these actionable practices and creating a culture of security. Every small step counts in keeping sensitive information safe from unauthorized access.​



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  • How Does Self-Service BI Enhance Organizational Efficiency?


    How Does Self-Service Business Intelligence Enhance Organizational Efficiency?—Infographic

    Discover how self-service Business Intelligence (BI) empowers teams to make faster, data-driven decisions. By offering intuitive tools for visualization, analysis, and reporting, organizations can reduce dependency on IT, enhance collaboration, and foster operational efficiency for long-term success. Data serves as the backbone of modern business success, enabling organizations to make informed decisions and drive growth. However, traditional Business Intelligence processes often create bottlenecks, slowing progress and limiting access to critical insights. Self-service BI emerges as a transformative solution, democratizing data access and simplifying analytics. Empowering employees across all levels to independently explore, analyze, and utilize data fosters a culture of efficiency and proactivity.



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