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Sara Lopez: A Testament To The Power Of Education And Community In Stockton

Original article found here.

| Fat City Feed

November 27, 2023

STOCKTON, CA — Sara Lopez’s life is a vivid illustration of the impact that dedicated educators and supportive communities can have. Born and raised in Stockton, she has come full circle, from a student to a third-grade teacher at Aspire schools, the very institution that shaped her formative years. Her story is not just about personal success but a broader narrative of community upliftment and the vital role of education.

Early Influences and Aspire Schools

Sara’s path in education took root with a pivotal decision by her parents to enroll her at Aspire schools, a choice influenced by more than mere logistics, as they resided across town. This decision was a reflection of the family’s deeply held values, an intricate blend of Biblical teachings and a strong emphasis on education. Central to these values, and imparted to Sara and her siblings since childhood, was the Biblical principle “There is more happiness in giving than there is in receiving.” This ethos, a legacy from her Salvadoran father, was deeply ingrained in the family’s philosophy and approach to life.

Education has always been a priority in our family. It’s more than learning; it’s about building a foundation for future success,” Sara reflects.

From kindergarten to high school, Aspire schools provided Sara with an environment that fostered her growth. The small, community-focused setting of Aspire was instrumental in nurturing her talents and interests. The school’s unique approach to education, prioritizing individual student needs and community engagement, resonated deeply with Sara and her family.

Challenges and Triumphs

Sara’s proactive approach to her education began early, as she participated in dual enrollment from the 9th grade, taking college classes while in high school. This experience was crucial in preparing her for the challenges ahead.

One such challenge came in the form of a disheartening encounter with a college professor who accused her of plagiarism. This incident was a pivotal moment for Sara. It highlighted the prejudices and low expectations that students, particularly those from minority backgrounds, often face. However, instead of being deterred, Sara used this experience to fuel her passion for education and her commitment to being a supportive presence for her future students.

That moment of doubt from my professor only strengthened my resolve to be the kind of teacher who always believes in her students,” Sara recalls.

Transition to Teaching

After graduating from Aspire in 2018, Sara pursued her calling in education. Her decision to return to Aspire as a teacher was driven by a desire to be part of the “domino effect” of positive change that great schools and educators can instigate. As a Latina educator, she also understands the importance of representation in the classroom. Sara wants her students, especially those who share her background, to see themselves in her and believe in their own potential.

I want to be a role model for my students, showing them that they too can achieve their dreams, regardless of where they come from,” says Sara.

Sara’s commitment to education is a family affair. Her sister, Rosabella, is also carving a path in the field, mirroring Sara’s dedication to serving their community. Together, they represent a new generation of educators determined to uplift and inspire.

Vision for Stockton

Sara’s aspirations go beyond the classroom. She envisions a Stockton where every child, irrespective of their background, believes in their ability to make a positive difference. Her teaching philosophy is rooted in building a sense of community within the classroom, fostering an environment where students support and inspire one another.

Her approach to teaching emphasizes the importance of recognizing each student’s unique contributions and talents. She believes in nurturing a collaborative spirit, where students learn the value of teamwork and mutual support. Sara also makes it a point to be involved in her students’ lives outside the classroom, attending their extracurricular activities and showing them that her commitment to their well-being extends beyond school hours.

Legacy and Future Goals

Sara Lopez stands as a beacon of hope and inspiration, not only for her students but for anyone who values the power of education. Her journey from a student to an educator at Aspire schools is a testament to her resilience, dedication, and the unwavering support of her community. As she continues her career in education, Sara’s story serves as a powerful reminder of the impact a passionate and committed teacher can have on the lives of students and the broader community.

I’m just one piece in the larger puzzle of education, but I hope to leave a legacy of empowerment and positivity,” concludes Sara.

Introducing Aspire’s 2022 Shining Stars!

The Aspire Shining Stars award recognizes outstanding seniors across our high schools in the Central Valley, Bay Area, and Los Angeles regions.

We are happy to announce that each award winner will receive a scholarship award to put towards their post-secondary education. This scholarship was made possible through the generosity of Richard and Theresa Crocker, to whom we are very thankful!

Our 2022 Shining Stars have demonstrated the Aspire vision of College for Certain. Learn more about their current goals and aspirations below.

To our 2022 Aspire Shining Stars, congratulations on all of your high school achievements and we wish you all the best in your post-secondary success ahead!

Oakland charters join chorus calling on California to change how it funds schools

With higher absence rates due to COVID, some school leaders say it’s time to stop tying attendance to funding.

By Ashley McBride  | February 15, 2022
Original article found here.

With public schools across California getting ready to finalize their budgets for the 2022-2023 school year over the next few months, some local charter schools are sounding the alarm on state funding policies that could result in hundreds of thousands of dollars lost next year.

Leaders at Aspire Public Schools and other charter organizations with schools in Oakland started a petition in December to call attention to how the state’s education finance laws could severely reduce funding for charter schools next year, because of COVID-related absences this year.

Public schools in California, including charters, receive state funding based on in-person daily attendance averages. When planning budgets for the following school year, district officials typically use projections based on the current year’s average daily attendance (ADA).

Oakland has 43 charter schools that enroll about 17,000 students. Individuals and groups who want to start charter schools here have to get approval from Oakland Unified School District, and any changes made to their charter after that must also be approved by OUSD, but otherwise charter schools are run by their own boards and charter management organizations.

Assembly Bill 167, passed by the state legislature in 2021, allowed traditional public schools in districts like OUSD to use attendance numbers from the 2019-2020 school year (prior to pandemic shutdowns) to establish funding levels for 2020-2021 and the 2021-2022 school year, so that they wouldn’t lose funding during prolonged periods of distance learning. After that, schools will have to use current attendance numbers.

But public charter schools were not given that option, meaning lower attendance during the pandemic will impact their school budgets next year. Charter leaders and advocates feel the law is penalizing students and schools for trying to stay safe and follow quarantine policies.

The petition, which has about 1,700 signatures from mainly charter school families and supporters, is calling on state legislators to come up with a solution that will allow schools to maintain their current levels of funding for another year.

“We’re all going through a pandemic right now—still, almost two years later—and we need our systems and our financial structure to be more responsive to the state we’re all still in,” said Jay Stack, the principal at Aspire Berkley Maynard Academy, a K-8 school in North Oakland. “I understand they want to make sure kids are in school learning and schools are doing everything they can, but it’s not responsive to the fact that COVID is the reason kids are not in school full time right now.”

Charter schools aren’t the only ones hurting. Despite being allowed to use attendance numbers from 2019-2020, OUSD cut roughly $40 million from its budget last month to address its longstanding deficit and anticipated reductions in state funding over the next several years, and to make room in the budget to raise teacher and staff salaries. Attendance rates prior to the pandemic in OUSD were around 94% each year. But this year, from August through January, attendance rates are averaging around 87%.

State law is becoming a focal point for both district and charter schools

While charter school and public school supporters can often be on opposing sides of local education debates, the need to re-examine California’s attendance-driven funding model for schools is one they can agree on, and some of the solutions being proposed by school and state leaders that have been gaining momentum could benefit all public schools.

Senator Anthony Portantino in southern California introduced a bill last month that would tie school funding to enrollment in addition to attendance, beginning in 2023. State schools Superintendent Tony Thurmond expressed his support for Senate Bill 830 last week.

“This is a system that creates an incredible lack of equity for many California schools,” Thurmond said about the attendance model. “Schools that have the kind of circumstances that drive higher rates of absenteeism find that they lose the kind of revenue they need to actually address the issues that cause chronic absenteeism.”

Thurmond added that if SB 830 passes, Oakland Unified could receive an additional $24 million or more. The bill would enable districts with low attendance numbers to receive supplemental funding based on enrollment, which is higher than attendance. Schools would have to use at least half of that extra funding to address chronic absenteeism and truancy.

Governor Gavin Newsom has proposed allowing districts to average their attendance numbers over three years instead of just one, to avoid drastic funding changes from year to year.

With the pandemic ongoing, student absences at both charter and district schools have been significantly higher this year because of students getting COVID and staying home, policies that require entire classes to quarantine for 10 days after there has been a positive case, and families keeping children home out of fear of them catching the virus. That means schools are expecting serious hits to their budgets during a time when they’ve made extra investments in safety precautions and support for students.

Schools spent extra money this year on PPE and hiring more people to support students

The school year started off a bit rocky at Aspire Berkley Maynard Academy, as Stack and his  assistant principal had to cover classes at the beginning of the year because of staff absences, and school leaders had to figure out how to implement quarantine rules. At the same time, the school had hired literacy coaches to support students who had been learning from home for more than a year, spent money to support students’ emotional well-being and mental health, and bought loads of personal protective equipment to keep students safe. Between September and December, things began to run more smoothly, Stack said.

Then, the omicron surge landed in the Bay Area.

“Coming back to school after winter break, every day is like, ‘How many people are going to be out, and how can we leverage who is at the school to make sure the kids are safe and supervised?’” Stack said.

On a recent Friday in January, 467 students were at school out of about 540 total students, or an attendance rate of about 86%. Attendance rates for previous years hovered around 94 to 96% at the North Oakland school, but this year it’s around 90% so far. That could lead to a loss of about $415,000 next year, Stack said.

Berkley Maynard Academy’s revenues for this year were about $8 million, including roughly $5.8 million in ADA funding. The hires and investments that the school made at the beginning of the year to help students transition back to in-person learning could be at risk with next year’s anticipated budget cuts.

“If they have to do staff cuts and I’m one of them, I think about how that would affect students,” said Monika Ellis, who works as a student support manager at Berkley Maynard Academy and has a daughter at the school. “They’ve already lost so much.”

Aspire Public Schools is a charter network with campuses in Oakland, East Palo Alto, the Central Valley, and southern California. Among the Bay Area schools, attendance this year through December was around 89%. In January, Aspire schools in the Bay Area had attendance rates between 63% and 80%.

KIPP Public Schools, another charter network with schools in Oakland, has also signed onto the petition. At KIPP Bridge Academy, a K-8 school in West Oakland, attendance rates have seen similar declines.

“Right now we are down about 6% from what we would be projected at, and that’s like $200-$300,000,” said Andre Haughton, the principal of KIPP Bridge Academy’s upper school. “How can we continue to give the academic programs that our kids deserve and that they need with a loss like that? It’s difficult to wrap my head around.”

Rebuilding community: Simpler than it sounds, harder than it looks

Aspire CHA assistant principal and students
Students and teachers in class at Aspire Capitol Heights Academy in Sacramento, California. CREDIT: FILMTWIST CREATIVE AGENCY; PHOTO COURTESY ASPIRE PUBLIC SCHOOLS

Original  EdSource article found here. 

By Tony Solina, Area Superintendant, Central Valley Region

Headshot of Anthony SolinaIn March 2020, as schools closed their doors, we were forced to adapt to the sudden shift to our daily routines and learn other strategies to make distance learning work. Now, three months back into in-person learning, we see daily examples of a new learning curve: not being able to wait to use the restroom, forgetting to raise your hand before speaking and struggling to take turns on the playground.

These things remind me just how long we were away.

While these examples may seem small, it was clear to me that they are markers of a larger challenge. After 18 months away, the fabric of our community had begun to fray. We’d forgotten what it looked like to learn together and eroded part of the foundation of trust and care on which we built our students’ education. Especially after the devastating emotional and mental toll of the pandemic, it is almost unthinkable to imagine asking students to learn to read, play an instrument or solve algebra equations without first rebuilding a nurturing and safe environment.

As superintendent of Aspire Public Schools’ Central Valley region, this was both overwhelming and energizing. I knew it would help us to focus on what really matters in our schools and that it would require immediate attention to rebuild the community that is so central to what our staff, scholars and families love about our schools.

Creating this culture is simpler than we often make it out to be. We believe learning doesn’t occur until all students feel included, loved and safe. That means we make community building and the social-emotional care of our students a priority. We treat social-emotional learning with the same focus and attention as math and history, leveraging a dedicated curriculum that we apply inside classrooms and in conversations among staff and with families. And we encourage our teachers to take time — real time, during the school day — to get to know students and listen intently to their needs and challenges. When you make it clear that relationships, belonging and wellness matter, then you build a culture that centers on community. School is not merely in the physical buildings where we learn, but it’s also in the relationships we build among adults and scholars.

And yet, simple as it may be, it takes a lot of work and investment from every person who interacts with our students to make it a reality. We have created structures across our school, within classrooms, and in partnership with parents that reinforce this value.

Our advisory classes focus on social-emotional wellness and social justice, giving students a dedicated space to honor their identities and create community. Morning-meeting circles establish a warm environment to start the day. We carve out dedicated time for teachers to collaborate, building bonds and lines of communication to more holistically support students. And we engage students and families in their learning, leaving our doors open for parents to observe classes and instituting innovative engagement models. Our student-led conferences and Saturday Schools provide students with an active role in communicating their progress and give parents a window into their students’ day-to-day learning. While these practices predate the pandemic, they have emerged post-pandemic as more essential than ever.

All of these strategies require both the simple commitment to making our community a priority and the dedicated time and effort of every team member. And I’m beginning to see the impact of our hard work. Our community is slowly stitching itself back together, in many ways stronger than it was before.

Do we have it all figured out? Of course not. But the rhythm of our days is becoming more consistent and the feelings of our community — joy, stability, belonging — are filling our hallways and classrooms again.

As schools across our country have fought our way through another confusing fall, I encourage my fellow school leaders to take a good look at the health of your school community. We are all being pulled in many directions, from urgent concerns about Covid-19 — contact tracing, independent study, staffing shortages — to the daunting challenges of learning loss. But underneath all that is the foundation we build for learning and the community we create for our students, teachers, and families.

Pay close attention to that community, make it a priority and invest in it appropriately, and I truly believe that is how we will get back on course to provide the learning and opportunities that every student deserves.

•••

Stockton native Anthony Solina is a lifelong educator and the current Central Valley superintendent for Aspire Public Schools,
a charter management organization with 36 schools in the Central Valley, Bay Area and Los Angeles.
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.

Aspire Public Schools Welcomes New Trustee

FOR IMMEDIATE RELEASE:                               
September 17, 2021

ASPIRE PUBLIC SCHOOLS WELCOMES NEW TRUSTEE

Well-known author and activist joins
Aspire Board of Directors

Oakland, Calif. – Today, Aspire Public Schools announced that Julissa Arce will join the Aspire Board of Directors effective immediately and serve a four-year term. 

“We are delighted to welcome such an impactful leader to the Aspire Board of Directors,” said Aspire’s Chief Executive Officer Mala Batra. “Julissa shares with Aspire our deep commitment to anti-racism and celebrating the unique cultures and values of the communities in which we have the privilege of serving.”

A best-selling author and leading voice in the fight for social justice, immigrant rights, and education equity, Julissa has written several influential books about immigration and immigrant rights. Julissa was named one of the 25 Most Powerful Women of 2017 by People en Español, and the 2019 Woman of the Year by the City of Los Angeles. She co-founded the Ascend Educational Fund, a college scholarship and mentorship program for immigrant students in New York City, and serves on the board of directors of the National Immigration Law Center. 

“I have always been committed to providing opportunities for young people to find success and achieve their dreams,” said Arce. “Aspire has made a difference in the lives of tens of thousands of children and families across California and I am excited to help this work continue so California’s children have safe spaces to learn, explore and grow.”

About Aspire Public Schools
Aspire Public Schools operates 36 community-based public charter schools educating over 15,500 students in communities across California. Founded in 1998, Aspire is one of the nation’s largest open-enrollment public charter school systems serving predominantly students of color from low-income communities. Delivering a rigorous education to students in grades TK-12, College for Certain is the focus for every age group. Teachers and families partner closely to ensure scholars are prepared to succeed in college, career and life. Currently in its 21st academic year, Aspire is one of the nation’s first charter school networks. Visit Aspire Public Schools at www.aspirepublicschools.org.

Breaking barriers, building learning communities with Lena Anthony

By Marilu Aguilar-Moreno
from Aspire’s Talent Team

A new academic year is in full swing and teammate spotlights are back with stories about the amazing people that bring our core values to life. To kick us off, Lena Anthony, Director of the Aspire Teacher Residency Program (ATR) for the Bay Area at  Alder GSE. 

Although she grew up in a family with many educators, Ms. Anthony didn’t immediately choose to be one herself. Her sights were set on becoming a lawyer, but the meaningful moments as a classroom volunteer led her to a dual master’s program at UCLA, where she studied African American Studies and earned her teaching credential. 

After a series of calculated risks, Ms. Anthony found herself in the Bay Area (Oakland, CA), where she joined the leadership team at Aspire College Academy in 2016 as a principal resident. She later became an assistant principal, and in that role, Ms. Anthony led the vision to develop a comprehensive behavioral health program along with a team of school leaders and mental health counselors. The program flourished shortly after its implementation due to finely tuned data protocols that captured root causes of behavior, as well as professional development that equipped teachers and staff with trauma-informed tools to meet students where they were. She credited her team at ACA for the success of the behavioral health program. She said, “We did a great job. Our teachers were amazing. There were hard days, and it took a lot of team collaboration to overcome those.”

Ms. Anthony graciously reflected on her career journey, her learnings along the way, and what keeps her grounded as a leader and mentor. 

Lena Anthony - headshot

Can you walk me through your career trajectory? How did you become an educator?
I actually majored in pre-law and was on track to be a lawyer. I was working at a law office and had applied to law school, but at the same time, I was still volunteering at school sites. Many people in my family are educators, so growing up, I was working in their classrooms and I just felt safe. I had fun and enjoyed it so much that I started volunteering at The Accelerated School in Los Angeles, teaching an Ethnic Studies class after school and I loved being with kids as they understood their culture and identity. Realizing this was something I wanted to do, I waived my law school options to attend a dual master’s program at UCLA. I then worked at LA Unified as a teacher to start out and then moved to San Fernando Valley, where I worked as a  literacy coach, supporting teachers with instructional delivery. 

After that, I took a leap of faith and left the school district to travel all over the country as a consultant and instructional coach – I did that for about six years and I loved it. The goals were to ensure that students were engaged and to support teachers in designing lessons anchored in core standards. Six years of traveling began to take a toll, so I took another leap of faith and moved to Oakland for a principal residency at Aspire. While it wasn’t my dream to become a principal, it was important to me to understand what it meant to run a school. Because I always wanted to support new teachers within a teacher preparation program, I needed to understand the systems and structures from a school leader’s perspective. Once I felt prepared, I stepped into my current director role at Alder, but the weird thing is that I started in the midst of the pandemic. 

Of course! What systems/structures have helped you manage or adapt to the “new normal”?
I think my background in administration has enabled me to be a strong director. As an assistant principal, I understood the power of relationships and defining clear expectations to support new teachers. With the ongoing pandemic, it’s not just about checking boxes, it’s about taking the time to cultivate relationships, getting to know our new teachers, and identifying what barriers and challenges might contribute to turnover. Reflecting on my previous experience has helped me frame how I am setting up support systems for my residents to succeed. This is the first class that did pretty much all of their teachings online, and operating from an asset-based perspective helped knock down a lot of the barriers brought about by the pandemic. For example, where the residents might feel uncomfortable with building out a balanced student community in the classroom, they may have stronger expertise in planning and implementing engaging instruction online. 

I want to pivot a bit. What change do you want to see in education and how is Aspire addressing those needs?
I definitely feel like Aspire is on the right track with the equity focus. As schools transitioned to distance learning, a lot of systemic inequities revealed themselves. Access is a big focus for me. I hope that the education system shifts to a better understanding of what students have or don’t have access to be successful – it’s about race and it’s also about socioeconomic status. It’s important to consider intersectional experiences when building structures to support students’ needs. I’ve been in education for 21 years and I believe Aspire is the closest thing I’ve seen to where they’re putting action to the word and I want to see us maintain conversations, continue building out resources, and remaining transparent with families, especially when the intensity of the work sets in.

Decorative quote pulled from blog post.

Speaking of intense work, how do you stay grounded and make sure that you’re well?
I’m working on that. I’ve been trying to get out of perfectionism because I’ve held myself to that, and at times I’ve held my team to that, which contributed to burnout. I’ve heard of this term, connected care, which defines the impact we have on others when we take care of ourselves, and that got me to think about self-care more intentionally. Being an administrator at ACA, I had to adjust to being okay with not having all the answers and to seek my own support systems because I was good at encouraging my staff and teammates to take care of themselves, but I wasn’t doing the same.

For example, if you’re in an airplane and need your oxygen mask, how can you help others, if you don’t have your mask on first? So, having therapy supports, setting reasonable boundaries, and finding the time to rest have helped me navigate. You still have to think about impact, however. Your boundary can’t be to shut down at 3 pm if everyone else is still operating until 5 o’clock. You really have to set a tone of clear expectations, while keeping impact top of mind and follow through. 

Lena Anthony said that she looks forward to upholding the legacy of the Aspire Teacher Residency program and ensuring that Aspire schools are able to cultivate effective educators who want to serve our schools and communities and who are prepared and supported to implement high expectations, equitable practices, and culturally responsive pedagogy. She elaborated, “I want ATR to flourish as a pipeline for teachers, especially teachers of color that represent our communities, so that they can remain in our schools long-term. I know that it takes consistency in wrapping around the whole adult and that will remain my priority every year in this role as a Director.” 

View opportunities to learn more about Aspire and career pathways available by visiting our Join page.

Aspire Public Schools Welcomes New Trustees

FOR IMMEDIATE RELEASE:                              
July 7, 2021

ASPIRE PUBLIC SCHOOLS WELCOMES NEW TRUSTEES

Two esteemed education advocates join
Aspire Board of Directors

Oakland, Calif. – Today,  Aspire Public Schools announced that Christina Laster and Dr. Lorea Martínez will join the Aspire Board of Directors immediately and serve a 4-year term.

“We are thrilled to welcome two bold female education advocates to the Aspire Board of Directors,” said Aspire’s Chief Executive Officer Mala Batra. “Christina and Dr. Martínez demonstrate deep commitments to equity and anti-racism – qualities they reflect personally and professionally – and that are core to our mission. Their talents, experiences and perspectives will help guide Aspire as we deepen our diversity, equity, and inclusion work that prepares every student to earn a college degree.”

This year, Aspire underwent a reimagining of our Board recruitment and nomination process. In doing so, we are now better able to diversify our pool of Board candidates across multiple metrics (geography, race, gender, experience and expertise) working in partnership with our Aspire teammates and current Board members. The process resulted in Aspire’s ability to bring on two exceptional new Board members.

A current charter parent and grandparent and the Director of Policy and Legislation with the National Parents Union (NPU), Christina is dedicated to equipping parents, families, and communities of color to meaningfully advocate for lasting change in our schools. Christina shares, “I am an African American grandmother and an advocate for school choice because it’s what I needed for my own kids and grandbabies in order for them to access a high-quality education. I believe in the power and promise of the school communities Aspire is nurturing. I’m excited to join this Board and support Aspire’s efforts to improve learning outcomes for Black and brown students.” 

Dr. Martínez started her career as a special education teacher and administrator, becoming the first Program Specialist for Aspire’s Bay Area schools. She is now the founder of HEART in Mind, a company dedicated to helping schools and organizations integrate Social Emotional Learning (SEL) in their practices to remove barriers to learning. “Now more than ever, we must support schools to develop an anti-racist and equity lens in their SEL efforts to support the whole child. Aspire is already committed to meaningfully increasing equitable practices that cultivate a sense of belonging and safety in their school communities, and I’m eager for this opportunity to support their efforts.”

About Aspire Public Schools
Aspire Public Schools operates 36 community-based public charter schools educating over 15,500 students in underserved communities across California. Founded in 1998, Aspire is one of the nation’s largest open-enrollment public charter school systems serving predominantly students of color from low-income communities. Delivering a rigorous education to students in grades TK-12, College for Certain is the focus for every age group. Teachers and families partner closely to ensure scholars are prepared to succeed in college, career and life. Currently in its 21st academic year, Aspire is one of the nation’s first charter school systems. Visit Aspire Public Schools at www.aspirepublicschools.org.

Open Letter from ERES Parents to OUSD

Open Letter from ERES Parents to OUSD

Dear OUSD Board,

Last week, Aspire ERES Academy closed its doors for the final time. We — as parent representatives of the entire ERES community — want to share what the experience has been like for our families.

After more than a decade of denying our families access to a facility that would meet our school’s needs, in February 2021, you voted to deny ERES’ ability to grow to meet community demand and become financially sustainable. You knew your decision would force our high-quality school to close, and yet you ignored pleas from family members, the Fruitvale community and elected officials to help the school stay open. In these final days, we want you to know how your decision has impacted us.

Confusion. Sadness. Rage. These are a few of the emotions we’ve been dealing with from our children; and as parents, we feel them too. Our children are experiencing a trauma — losing ties to people with whom they have built deep trust. This rupture of our children’s safety net has caused them to develop anxiety about their school experience. At their new schools, will they receive the wraparound services that were available at ERES? Will they feel safe at school and find an adult they can trust? Will they make new friends? Will they experience bullying? Will the special education supports adequately address our diverse learners’ needs? Despite significant research about our school options, you never know what a school is like until you’ve spent time there.

It’s not just emotional challenges — it’s logistical ones too. In many cases, those of us with multiple children were unable to secure seats for each of them at the same high-quality school. With work schedules and other family commitments, navigating multiple school schedules will become nearly impossible, creating potentially unsafe situations where our young children must wait to be picked up or navigate public transportation on their own. OUSD made too few accommodations in their enrollment and transfer process to assist us in securing seats that worked for our families.

Your motivations for this decision are clear — you were concerned about the district’s finances while ignoring what’s best for Oakland’s families. By effectively closing ERES Academy, you tried to force our children into attendance at lower-performing district schools. But you miscalculated the decision-making power of our families. Fewer than one in five students from ERES will attend district schools next school year. The majority of us found other charter schools or have chosen to make the sacrifice to attend private schools or leave the district. What did you gain from ignoring parents’ voices to advance your anti-charter agenda?

This experience has enlightened our families about how power is held and how decisions are made. It was clear that our voices were never truly listened to, but that won’t be true forever. Even though ERES is closing, we’re paying more attention than ever and we are ready to fight for our communities to demand accountability from this board. And if that accountability doesn’t come immediately, we’re ready to organize at election time.

Aspire ERES Academy has been a pillar of the Fruitvale and it’s difficult to believe that it will no longer exist in just a few days. Our deep sadness over our school closing is coupled with an even deeper conviction that no other Oakland family should experience what ours did this last year. We will continue to stand up for Oakland’s children to ensure each of them has access to the high-quality education they deserve. We’re ready to do that in partnership with the OUSD board, or in spite of it.

Signed,

Reyna Morales, ERES parent to two rising 6th-grade students
Lucy Paredes, ERES parent to rising 3rd, 4th, and 6th-grade students
Francisco Rodriguez, ERES parent to rising 3rd, 4th and 6th-grade students
Maria Sanchez, ERES parent to a rising 3rd-grade student
Monica Torres, ERES parent to rising 2nd and 6th-grade students

Estimado Consejo de OUSD,

La última semana Aspire ERES Academy cerró sus puertas por última vez. Nosotros, como padres representantes de la comunidad ERES, queremos compartir cómo ha sido la experiencia para nuestras familias..

Después de más de una década de negar a nuestras familias el acceso a una instalación que satisfaría las necesidades de nuestra escuela, en febrero de 2021, votaron a favor de negar la capacidad de ERES de crecer para satisfacer la demanda de la comunidad y volverse financieramente sostenible. Sabían que su decisión obligaría a cerrar nuestra escuela de alta calidad y, sin embargo, ignoraron las súplicas de nuestras familias, la comunidad de Fruitvale y los funcionarios electos para ayudar a que la escuela permaneciera abierta. En estos últimos días, queremos que sepan cómo nos ha impactado su decisión.

Confusión. Tristeza. Furia. Estas son solo algunas de las emociones con las que hemos estado lidiando con nuestros hijos y, como padres, también las sentimos. Nuestros hijos están viviendo un trauma: están perdiendo los lazos con las personas con las que han construido una profunda confianza. Esta ruptura de su red de seguridad les ha hecho desarrollar ansiedad sobre su experiencia escolar. En sus nuevas escuelas, ¿recibirán los servicios integrales que estaban disponibles en ERES? ¿Se sentirán seguros en la escuela y encontrarán un adulto en quien puedan confiar? ¿Harán nuevos amigos? ¿Sufrirán acoso escolar? ¿Los apoyos de educación especial abordarán adecuadamente las diversas necesidades de nuestros estudiantes? A pesar de la investigación significativa sobre nuestras opciones escolares, nunca se sabe cómo es una escuela hasta que no ha pasado un tiempo allí.

No se trata solo de desafíos emocionales, también se incluyen las logísticas. En muchos casos, las familias con varios hijos no pudimos asegurar asientos para cada uno de ellos en la misma escuela de alta calidad. Con horarios de trabajo y otros compromisos familiares, navegar por múltiples horarios escolares será casi imposible, creando situaciones potencialmente inseguras en las que nuestros niños más pequeños tendrán que esperar a que los recojan o navegar por el transporte público por su cuenta. OUSD hizo muy pocas adaptaciones en su proceso de inscripción y transferencia para ayudarnos a asegurar asientos que funcionaron para nuestras familias.

Sus motivaciones para tomar esta decisión son claras: estaban preocupados por las finanzas del distrito mientras ignoraba lo que era mejor para las familias de Oakland. Al cerrar ERES Academy de manera efectiva, esperaba obligar a nuestros niños a asistir a las escuelas del distrito de bajo rendimiento. Pero calcularon mal el poder de decisión de nuestras familias. Menos de uno de cada cinco estudiantes de ERES asistirá a las escuelas del distrito el próximo año escolar. La mayoría de nosotros encontramos otras escuelas autónomas o hemos optado por hacer el sacrificio para asistir a escuelas privadas o dejar el distrito. ¿Qué ganaron al ignorar las voces de los padres para avanzar en su agenda anti-charter?

Esta experiencia ha iluminado a nuestras familias sobre cómo se ejerce el poder y cómo se toman las decisiones. Estaba claro que nuestras voces nunca fueron realmente escuchadas, pero eso no será cierto siempre. Aunque ERES está cerrando, estamos prestando más atención que nunca y estamos listos para luchar por nuestras comunidades para exigir responsabilidad de esta junta. Y si esa responsabilidad no llega de inmediato, estaremos listos para organizarnos para las próximas elecciones.

Aspire ERES Academy ha sido un pilar para la comunidad de Fruitvale y es difícil creer que ya no existirá en unos pocos días. Nuestra profunda tristeza por el cierre de nuestra escuela se combina con una convicción aún más profunda que ninguna otra familia de Oakland debería vivir lo que la nuestra vivió el año pasado. Continuaremos defendiendo a los niños de Oakland para asegurarnos de que cada uno de ellos tenga acceso a la educación de alta calidad que merecen. Estamos listos para hacerlo en sociedad con el distrito y el consejo de OUSD, o a pesar de ello.

Firmado,

Reyna Moralez, madre de ERES a dos estudiantes que avanzan al 6-grado
Lucy Paredes, madre de ERES a tres estudiantes que avanzan al 3, 4, y 6-grado
Francisco Rodriguez, padre de ERES a tres estudiantes que avanzan al 3, 4, y 6-grado
Maria Sanchez, madre de ERES a un estudiantes que avanzan al 3-grado
Monica Torres, madre de ERES a dos estudiantes que avanzan al 2 y 6-grado

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