Piedmont Ahead
News from Piedmont Unified School District
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PHS science teacher Dean Covalt leads a hands-on lab with young chemists!
Learning from Our Mistakes
By Superintendent Randall Booker and Board President Cory Smegal
We teach our students about growth mindset because we want them to learn from their mistakes. We need to practice what we preach. The adults in PUSD made a big mistake recently, and we must grow and learn from it.
As most of you know by now, on April 21 a district leader sent an email inviting all students at Millennium High School and Piedmont High School to participate in racial affinity groups using a subject line that implied that white students needed the same support as students of color. Students rightfully called attention to the email and the administrator quickly apologized and clarified that the intent of the white students' group was for white students to learn how to be a better ally. That apology and explanation alone was not enough.
The wounds caused by the insensitive email are significant, and the subsequent spotlight on our community has been painful for many, especially our students. We are sorry for the harm caused. We are taking this incident with the utmost seriousness to ensure that something like this does not happen again. Our resolve to achieve racial equity and support our students during this time of national reckoning on race is even stronger today than it was before April 21.
Our Board and our district leaders see this as an opportunity for transformation that will strengthen the work we are doing to achieve equity for all students. We are engaged in deep reflection and identifying tangible actions we can take. We are debriefing, reviewing internal protocols and examining what could have been handled differently, including our communication with the community explaining what happened. Meanwhile, many conversations internally and externally are resulting in deeper understanding about the complexities related to racial justice work.
We are at the very beginning of our anti-racism work as a district. In July 2020 the Piedmont School Board made a strong commitment to racial justice in a resolution condemning institutional racism, and in September 2020 the Board passed a racial equity board policy that was crafted in collaboration with various stakeholders in the community--teachers, classified staff, students, parents, administrators, and Board. We are also working in close partnership with Piedmont Anti-Racism and Diversity Committee (PADC) and Piedmont Racial Equality Campaign (PREC) on racial equity.
Here are a few things that have happened recently:
April 22: A restorative circle open to all PUSD staff in connection with the Derek Chauvin verdict was held.
April 23: A restorative circle for Black students in connection with the Derek Chauvin verdict was held.
April 26: A restorative circle for all Black, Indigenous and People of Color (BIPOC) students in connection with the Derek Chauvin verdict was held.
Postponed: The circle for white allies was postponed to provide time to educate students, staff, and community members about the role of racial affinity groups. It is still planned to be held at a later date.
April 27: The students who posted the Tik Tok videos participated in a restorative justice circle with the administrator who sent the email, who acknowledged the harm caused and listened to the students share their thoughts on how she can improve as a leader.
April 28: The Board ratified the appointment of Dharini Rasiah as Director of Diversity, Equity and Inclusion to bring leadership, perspective, and vision to implementing the goals and actions outlined in the Racial Equity Board Policy/Administrative Regulation and Educational Equity Board Policy, translating the efforts already in progress and those in the two equity board policies into actionable goals, measurable outcomes, and sustainable results.
April 29: A memo was sent to all PUSD staff providing context and information on the rationale for providing racial affinity groups for high school students. These resources were shared with staff to help them understand the intent and purpose of offering affinity groups.
May 6: Over 30 PUSD staff members participated in Part 1 of a community circle.
We have received many questions from the community over the last few weeks, and while we do not have room to answer each and every one here, we have prepared an FAQ that is now available on the district website.
A recent article in the New York Times suggests that moments of disruption offer a unique opportunity to set and achieve new goals. While the article focused on the pandemic, the idea of the “fresh start effect” is pertinent to our grappling with this situation. Let’s use what we have learned to move forward.
We invite you to join us on our journey to becoming an anti-racist district.
More resources on restorative circles, affinity circles and allyship
Affinity groups provide students, especially those from historically marginalized identity groups,safe spaces to gather and speak honestly about issues related to identity, reactions to local and national events, and consider actions that will increase equity. These groups serve to promote a sense of belonging in institutions that don’t always recognize them. In Piedmont Unified School DIstrict, we have successfully used affinity groups in the past to strengthen the social and emotional skills of and relationships among students, staff, and administrators. For example, we recently offered staff and student groups for those identifying as Asian Amerians and Pacific Islanders (AAPI) to give them a private and facilitated space to process their thoughts and emotions around recent incidents of violence against members of AAPI communities. We sincerely regret that we did not explain to the students and the community why we were offering these groups after the Derek Chauvin verdict.
If you are interested in learning more, please feel free to check out these resources that have been shared with staff:
Resources on restorative circles and affinity groups
What Are Restorative Justice Circles, and When Can They Be Utilized?
Making Space: Affinity groups offer a platform for voices often relegated to the margins.
Why People of Color Need Spaces Without White People
White Anti-Racism Affinity Groups: I Used to Be a Skeptic, But Now I’m an Evangelist
Racial Equity Tools: Caucus and Affinity Groups
Resources on white allyship
It’s Not Complicated--White People Must Do Their Part to Dismantle White Supremacy
What if...White People Took Responsibility for Our Role in this Moment?
Divided We Fall: Solving America’s Racism Problem By Facing It
High School "Identity Affinity Mentors" Nurture Younger Students
All children yearn to belong and connect with people like them. Students who come from different racial, cultural or religious backgrounds than their teachers, or who have gender identities that do not match the majority of students around them, may feel isolated and lonely. A new PUSD program that matches high school students who volunteer as Identity Affinity Mentors with elementary students whose parents have asked them to be mentored by a student from a similar identity, is providing teen role models to encourage, inspire and build academic and social confidence in younger students.
The program, started in August of 2020 and spearheaded by Jean Takazawa, instructional paraeducator at Havens Elementary School, and Ina Bendich, Restorative Justice Consultant, has matched 32 high school Identity Affinity Mentors with 77 elementary students from all three PUSD elementary schools this year. High school students receive training in how to conduct a support circle and work in pairs with students they are matched with based on self-identified affinities.
“We serve students of color and we may or may not have staff with similar identities,” said Ms. Takazawa. “High school students can help younger students who don’t have a teacher or peers from a similar identity by serving as supportive role models.”
The program was developed after Ms. Takazawa noticed how often students approached her wanting to talk about their similarities with her. That observation led to development of a survey at Havens Elementary that asked parents about their identities and how the school community could support them. Parents were asked if they would be interested in having their child receive mentoring from high school students with a similar identity to their family. The response from the survey was so positive and strong, the program was expanded and offered to parents of students at all three elementary schools.
“The parents of the mentees realize that this is something extremely important for their family and maybe has been a need that hasn’t been met through the school district,” said Ms. Takazawa. “It means everything to them for their child to have somebody that identifies similarly at the high school level.”
Ms. Takazawa added that it is important to give students the chance to gather in affinity groups with others like them. “The parents of our mentees recognize that this is such an important part of their child's development as a whole person.”
Once the idea of having high school identity affinity mentors emerged, Ms. Bendich and Ms. Takazawa worked with students from two high school clubs: Advocacy for Asian Americans and the Black Student Union to identify high school students interested in mentoring. Students are paired with Identity Affinity Mentors based on the identity group named by their parent, and the self-identity of the student mentors.
“The high school students who volunteered all had experiences in elementary school that they could talk about that made them feel alone and isolated and like they were “othered”, and they still harbor those feelings,” said Ms. Bendich. “They said very clearly: we don't want our elementary peers to have those same experiences or if they have had them, we would like to give them space to be able to talk about how that made them feel.”
“The students have done more than just mentor,” added Ms. Bendich. “We've got students going into classes and doing workshops on race. They did an allyship workshop for the fourth grade. They did a lesson on the “N word” for eighth graders, so it's beyond just mentoring.”
“I'm grateful that I got introduced to the Mentorship Program because it has educated me about Asian culture and backgrounds,” said one 5th grader who participated in the program. “My mentors have been kind and patient throughout my sessions.”
Ms. Bendich explained that the benefit of the program is not only for the elementary students-- the high school students serving as mentors also benefit. “I've worked with high school students for a long time and what I know to be true is that when they can do something that actually has impact they can see, there's something so profound about what that does for their own self confidence and for their own leadership skills.”
The Board will hear an update on the Identity Affinity Mentors Program at the May 26 Board meeting.
Ken Li Honored with the 2021 Arthur Hecht Volunteer of the Year Award
Ken Li, Piedmont Community Service Crew founder and adviser, was presented with this year’s Arthur Hecht Volunteer of the Year Award at the May 12 board meeting. The award is presented each year to an individual who has made outstanding contributions to the community and to Piedmont’s youth through volunteer service over a period of many years.
Art Hecht was well known as a volunteer dedicated to serving students in Piedmont and Oakland. He was a member of Piedmont’s Board of Education from 1970 to 1982, and instrumental in developing Millennium High School, Piedmont’s alternative high school. Established in 1998, the Arthur Hecht Award honors both Hecht’s memory and extraordinary individuals who continue his legacy of service. Mr. Li has been an active volunteer since 1998 with several groups such as, the Boy and Girl Scouts of America, Piedmont Community Service Crew, Piedmont Service Group for Middle School, Piedmont Food and Cooking Crew, and High Adventure Group. Mr. Li has spent thousands of hours planning events, coordinating with community groups, fundraising, recruiting youth and parent volunteers, and rolling up his sleeve to work side by side with students at the Tiny House Empowerment Village, St. Mary’s Senior Center, Native Plant Nursery, or a Rebuild Together Oakland family home site. “Ken Li inspires young adults to embrace service and commitment to one’s community as essential
character building traits while equipping them with life skills often overlooked as valuable. His leadership style is a combination of patience, hands on instruction, relaxed inclusion, and dogged determination while simultaneously desiring to learn more personally,” commented Rolf Bell, Tiny House Village Construction Director.
“Ken’s positive impact on the Piedmont and surrounding community is evident by the number of
nominations he received,” commented Randy Booker, Superintendent. “He is well-deserving of this award and exemplifies a true heart of service to students everywhere.”
Pfizer Vaccine Approved for youth 12 and older
The Pfizer vaccine has been approved by the CDC for youth ages 12 and older. Vaccination sites that provide the Pfizer vaccine are now able to provide vaccination to anyone ages 12 and older.
PUSD highly encourages everyone, including students, to consider vaccination against COVID-19. Many of the sites listed below do not require appointments, though they may be recommended. Your child will need a second shot of the Pfizer-BioNTech COVID-19 Vaccine 3 weeks after their first shot.
Requirements for youth under age 18 to receive the COVID-19 vaccine
Students must have permission from a parent or guardian to be vaccinated. There are multiple ways to show parent/guardian consent. Contact the vaccination site to determine acceptable ways to demonstrate parent permission.
Students do not need health insurance, an ID, or proof of US citizenship to be vaccinated. All COVID-19 vaccinations are provided at no-cost to the patient.
Ways to get vaccinated
- MyTurn: Use myturn.ca.gov to schedule appointments at many sites across the state and region, including the Oakland Coliseum. MyTurn is available in 14 languages.
- CA COVID-19 hotline: Call 1-833-422-4255 to schedule appointments by phone. Translators are available to support 250 languages.
- Local pharmacies: For booking information, see: CVS, Safeway, Walgreens.
- Private health care providers are vaccinating both members and nonmembers: See information from: Kaiser Permanente, Sutter Health, Stanford Health Care.
- Berkeley Public Health vaccine clinics: It is not necessary to be a resident of Berkeley to be vaccinated at any City of Berkeley Public Health Department vaccination site.
More COVID-19 vaccine resources
- Getting vaccinated: Before, Day of, After (California Department of Public Health)
- Vaccine factsheets:
- Vaccines (covid19.ca.gov)
- COVID-19 Vaccines (California Department of Public Health)
- Ensuring vaccine safety (CDC)
- Information session on youth vaccination with UCSF medical doctors hosted by Berkeley Unified School District | video
We recognize that some may have questions or hesitation regarding vaccination, and we are happy to answer any questions or concerns you may have. Please feel free to contact our nurses if you have questions:
Carol Menz MSN, RN, PHN
Amy Jo Goldfarb BSN, RN
Claudia Garcia BSN, RN
Seen on Twitter!
COVID Testing Pilot Results, May 14
Regular COVID-19 testing is one additional way we can help keep our entire community safe. PUSD, in collaboration with the parent community, identified options for providing COVID-19 testing for students and completed a pilot program for secondary and elementary students. The pilot objectives were to (1) outline a scalable testing process that could be easily implemented, and (2) form an initial collaboration with a testing partner that could meet the needs of PUSD in the coming school year. As a result of the success of the pilot, a COVID-19 testing program for secondary students is in place.
I am glad to report that we completed four rounds of testing for secondary students, and one round for a small cohort of elementary students over the last several weeks. Overall the process has gone well. Like many other Bay Area school districts, we are committed to transparent communications regarding the testing program, and in that spirit, you can view the aggregate results to date here. As a reminder, these results are based only on those asymptomatic students who voluntarily participated in the onsite testing provided by PUSD.
Have a photo of a class activity or school event to share? Please send to communication@piedmont.k12.ca.us.
Do you have an idea for a story you would like to see featured? Please email communication@piedmont.k12.ca.us.
About Us
Piedmont, CA 94611
(510) 594-2600
Superintendent Randall Booker