i'm kristen's e. you're watching getting the news that california is redesigning for public schools. math program, and what this anstudents. we will also talk about what you can do to keep your kids engaged as we reach summer vacation and prepare for a full semester on campus in the fall. but first, covid 19 and vaccines make headlines. joining us now is a physician at lifelong medical care in the east bay. thank you for joining us.

>> i am happy to be here, thank you. >> advisory committee from the cdc is now saying it is investigating reports that a small number of young adults have developed inflammatory heart disease after getting a vaccine. what we know about these cases? >> right now we do know there are reports coming out, but there is no connection that these cases have been directly caused by the vaccine. right now we are waiting and watching as the investigations happen so we can get new information. but much like where we had the pause on the johnson & johnson vaccine, they are always going to put safety first and they said pause, let's investigate, let's take about a week or so and look into it further. we are going to see what they are going to say, right now they haven't made that directly that they found among the few cases they have

>> kn you ld erat but how old e the adults, do have other conditions that may be complicating things? >> that is the information we don't have. we don't want to jump the gun. right now what we do know is that it is still considered safe to get the vaccine in this younger population. those reports that are coming out, we haven't confirmed that is due to the vaccine. >> in those cases, what are the outcome so far >> so far we don't have any of the specific details but we will have more information since the news just came out in the last 24 hours. >> to clarify, which types of vaccines were these? >> the only vaccines we are offering for the under 18 age group is the pfizer vaccine. that is the only one approved for that under 18 age group thus far.

so we opened up vaccines to that 12 to 15-year-old contingent in the past week. >> got it. looking at the numbers, could that still be in the range of probabilities of normal occurrence? >> yes. absolutely. >> no need to alarm anyone, if you have a youngster, not a youngster but a teen in that group you can be fined to get a vaccine if you are planning on it. >> more than fine. we are absolutely recommending vaccines in this age group. especially since schools are opening the last thing we want is for your child not to be protected and for you to be more vulnerable if your child does pick up something from sports or school. 100% for our 12 to 18 age group we want every single person to be vaccinated. >> that makes sense. the over 16's have been getting vaccinated for five weeks.

12 to 15 they have been doing it for a week and a half and the under 12 not yet. are we still looking at late summer or early fall for that age group? >> i have seen reports saying johnson & johnson may be opening up that age group, that they have studies they are doing currently. we are looking maybe in a few months we will be going for the under 12 age group. right now, certainly, if you have a 12-year-old, 13 or 14- year-old at home, i know we have young ones in our family, as soon as opened to that age group, i had my nephew first in line getting vaccinated. i know a lot of my friends and colleagues who are in the medical profession and not in the medical profession, are just waiting for that age group to open up to make sure their kids are protected. >> we have of you are asking if any of those kids with the 'tknow, right? the outcome is not known.

i just want to clarify that. you wrote a powerful op-ed in a chronicle, i am a doctor treating anti-vaccine is in california where my family is dying in india. first, my condolences to you for the loss of your uncle. heartbreaking. but can you talk about this tale of two countries, this juxtaposition of desperation for the vaccine on one side and disdain for you are seeing it? >> unfortunately i think a lot of what has been happening in our own country has to do with a lot of misinformation. and we need to do some work to gain back that public trust. we are trying our best to do that as we answer questions, but certainly, yes i'm talking to a lot of people who are afraid of vaccine side effects, are afraid of getting the vaccine. and we are doing our best to reassure folks, especially because this virus isn't gone. it hasn't been eradicated, it is still here.

it is around the globe. thing we know is we are connected by airplane, trains and automobile. just because we have gotten it under control in one corner of the world, that can mean nothing for the other corner of the world. i use this metaphor when i'm talking to -- i just had a panel with some oakland unified parents i said the way to explain it to our kids, there aren't a lot of kids who love needles, a way to explain it to our kids is, yes, we are getting the virus under control, but the reality is, we are giving the virus a chance to find new ways to attack us. so, if we don't all get vaccinated in every corner of the world, the virus has a chance to have variants, find new ways to attack us. we need to look at it as, if i am not protected or if i am protected but my neighbor is or is not, that is going to affect us.

so we all to be protected from this virus. >> the community is both local and global. i think your messages, even though the case numbers are the lowest in the u.s., in the last 11 months, we should not feel safe until everyone else is vaccinated. >> i read that sf general had its first sort of zero covid case for the first time since last march. that is really reassuring. but at the same time, the last thing we want to do is have vaccines piling up here in the states while people are dying in india and brazil, south africa. and we don't want our vaccines to expire while people are getting vaccinated. >> the point is, that's not just altruism, it's self- preservation. because as you said, the virus changes and we are giving variants more opportunities. i want to talk about something calling out of china. they're calling for high risk groups to take third doses.

they are saying it receives after six months. are we sang that here? >> we are not saying that here currently. what we are saying is we still don't know the extent to which the vaccine is protecting those who are immune compromised. so we definitely encourage all of our patients, our cancer patients, diabetic patients, to get the vaccine. their immune response to the vaccine is going to be different with someone whose immune system works without that compromise, right? so right now we don't know the extent to which folks are protected. that is why, there are a lot of us who don't necessarily think the honor code way of now indoors as long as you are vaccinated go ahead and go mask free indoors and it's sort of an honor code system, it does put people who are compromised at risk. and we don't know the extent

the risk. >> i was just going to ask you about that, right, looking at the map of the u.s., california is one of four states remaining the has indoor mask requirements for everyone. about 30 states have no mask restrictions whatsoever. who is doing the right thing? >> well, i think there are a lot of people who have different priorities. i think public health officials have different priorities folks whose priority is to open things up and get the economy started. often times those can be in opposition. i think in terms of protecting our most vulnerable, i think we should always go with the side of caution, especially when we are protecting vulnerable populations where we are not, like you said, new information coming out of china where they are recommending the third

dose. we are not there yet, but we are not sure. so when there is a gray area or doubt, protecting the most vulnerable should be the priority. >> the utmost respect for you as you treat covid patients and take care of people even as your families dealing with loss in india. thank you so much the information, we really appreciate it. >> thank you so

in the fall of next year. we're talking about 2022. that's because california's currently redesigning the math curriculum for public schools, you may have seen headlines such as this one from the wall street

journal this week, saying, quote joining us today is one of the authors of the new plan. education professor, thank you so much. good to have you on. >> thank you for having me on. i am looking forward to clearing up all of these misconceptions. >> we have about eight minutes. what is wrong with the way math is being taught? >> what is wrong is most people will tell you that people are very bored in math classrooms and it's taught and people are not engaged and they are not working complicated and enriching problems. one of our biggest messages is let's change that. let's teach engaging content in meaningful ways for students.

have them work on exciting math problems. >> so far you won't encounter arguments with that but the the systemic racism in math. critics have jumped onto that saying injects race into math. >> what i say is math is the most inequitable subject of all school subjects. if you look at who goes forward in mathematics, you can predict that either gender, racial background. . . that situation. we have had that for a long time in mathematics. is part of the way the school system is set up. and we want to change that. we want math to be a subject everyone enjoys and is given access to. >> part of what you are changing up is the tracking mentality. people who have caught bits and pieces have heard this plan accelerated math in middle school. no algebra until ninth grade. everyone together for 10th

grade. no calculus in 12th grade. are those true? >> no no, not really. what we are trying to highlight is the current system which is track is very inequitable and vl not very effective. so the system we have at the moment is, in many districts, in sixth grade about half the students go on one pathway and half the other. those who don't go on the higher pathway will never get the chance to go to calculus in high school. options will be closed off from going into stem. we don't know what six graders can do. what we are saying is we need to change the system. yes, we know students are different levels and we are not trying to say -- we are definitely not saying everyone should learn the king same content at the same pace. what we are saying is there are more flexible ways of having kids go at different paces and, we really want to

recommend those to people. >> in fact we have a graphic of some of those flexible ways and different paths that we can show people as you walk us through it. this is for high school. talk us through, walk us through what you're proposing. >> so this is showing one way that students may be going through high school. everybody has to take the content of algebra and geometry. one of the biggest messages of our framework is, let's not teach that a separate courses. let's teach it as integrated mathematics as the rest of the world us. after those years of taking what is algebra and geometry, what we are saying is, there are many, many options now for students. another big message about framework is, students in california can actually take data science instead of algebra two if they want to. the whole uc system, the high schools across california. we are trying to put out a much more flexible option in high

school that maybe you take data science and calculus or maybe you want to on the algebra calculus pathway. for many students, data science is a much more engaging option they are actually analyzing data from their world. and they are asking really important questions that help their community. we are very excited about this new data science pathway. >> i think that makes a lot of sense. statistics are very useful. i took calculus in 12th grade knowing i would never pursue an engineering pass. quite frankly i didn't understand it but i knew colleges were looking for that. unless you have the buy-in from colleges, this is not going to work. >> we do have the buy-in of colleges. that is what is really exciting. particularly in california which is leading the way in this. as i mentioned the uc and csu system have communicated, we value students who take a statistics and data science.

you don't need to go on the calculus path. we will value you equally looking at applications. it is actually a myth they are looking for kids to, what we call, race towards calculus. we know the majority of kids who take calculus in high school actually retake it in college. there is something wrong with that, that we have this sort of race to calculus, students go fast, they don't get deep understanding. and then they have to retake it when they go to college. the framework is trying to address that. >> but if you don't have accelerated classes in middle school, for example, how do you account for the differentiated learning that may be required because kids are at different places in math? is that not assuming that all the teachers will be super capable and super able to kind of read everybody and give them what they need? >> that's a great question. that is hard. there are two different ways of

having students be able to be met where they are, if you like. one is that teachers are using much more open complex problems. students can take them to different levels. high achievers can take them to high levels. that is hard. it is a fantastic way to teach, many teachers teach in that way. another way is something that is very popular in silicon valley and other places, students are on their own pathway. they take assessments the tell you where they are and then they get content helpful for them. and when they finish that content they take some sort of assessment and can move onto the next content. so it doesn't have to be so lockstep. the district will decide that you are in different classes and you all move at the same pace through mathematics. we don't agree with that. we think there should be a lot of flexibility so that different kids are doing different work that is really

just at the right place for them. >> i mean i think the execution of that requires a lot of investment and work to get there. but, let's talk about ho can meet the needs of not just kids who are needing a little more time in math, because i get that idea. if you are told early on in getting the message you are no good at this you give up. how does this work just as well in ensuring the kids who are more into math earlier on also are served to their full potential and not just okay, but actually thrive? >> yeah, it certainly does. we have based these recommendations not just on people saying this was good for my student. but, years of research. and what that shows is when you give students these different approaches i have described, the higher achievers actually accelerate or than any other students. they have a fantastic time being able to do these rich problems. and so tracking and having kids go through the same pace turns

out, it's not good for the low achievers and we can all understand why, but it's also not good for the high achievers. they are often locked into this particular content. we want to make it more flexible, more open for all students. we know from research it does help all students, including high achievers. >> stanford education and designer, one of the designers of the new math curriculum, i know you're in the phase with more public hearings and people cin novewe e re weigh in. makig the comments the come in. we will make adjustments. >> thank you. >> i hope everybody wi

since the pandemic started. at

least that's the plan. how comparison make sure their kids are ready to enter the next grade. principal of mission dolores elementary school and author of the overly honest teacher. >> school has been tough for everybody. parents and teachers and students. what would you say to kids who don't want to bother with learning in the summer and want to hang out with friends. is that okay? but that is definitely okay. i think this summer, first and foremost is about relaxation and rest for parents and teachers and students. we have run such a marathon over the last 18 months and everybody definitely deserves a break. but we can balance that out with students not falling into the summer slide that happens, pandemic or not, usually every year. definitely time to hang out with friends and keep it going

with their minds. >> i love it because you put out a few tips on how to sneak in that learning during everyday regular activities. when you give us a few examples? >> i think one of the best things to do is hide yourself hide learning so it's disguised as fun. for example i am about advocating for students building their skills. get into the kitchen with your kids, bake some cookies. maybe make a family recipe and use that as time to go through fractions. to review how to read an analog clock. to have kids understand how time passes during an hour and things like that. it's a great way autonomous in the kitchen. you will get a great meal out of it and students will practice as in the meantime. >> what about the summer road trips? the hours in the car. any games to be played there? >> definitely. i taught language arts so i am

huge in building academic vocabulary. on my favorite games is synonym tag. pick an adjective and depending on how many people are playing, let's say i picked beautiful. the other players have to find a synonym for that word. you can do with antonyms as well. sometimes a student will call your bluff and say i don't the gets a real word. in which case out the dictionary and they can prove you wrong or right they gained another word in the process. >> what about screen time? it has been a huge issue. i know my own, it's like get off the screen you have been on it too long. can we use that to our advantage? >> definitely. there are some great platforms out there. con academy is one of my favorites. it's except will everybody. there also some apps that are free and both for purchase. you can negotiate screen time. you're going to do 30 minutes of your favorite videogame after you do 30 minutes of reading on learning allies are doing some math facts.

>> all very accessible. don't go away, we want to continue talking to meredith on facebook live, to get more ideas with regard to specific academic subjects. thank you so much. mission lore

goodbye. doctor about cova 19 and the early reports of the cdc investigating a small number of heart inflammation in teenagers who got the visor vaccine, no confirmation that it's actually connected with the vaccine, and she does fully recommend still getting that vaccine for anyone eligible. we also talked about the overhaul of the math curriculum

being proposed in helping kids get through the summer, sneaking that learning will be here every week. did three on here in our livestream. answer tonight, breaking news as we come on the air. word of an incident involving an aircraft and the nellis air force base in has say has. also tonight, the coronavirus in the u.s. new cases plunging to their lowest level in more than a year. but tonight, the concern ore reports of some adolescents and young people after their second shot. the cdc now revealing it is looking into a small number of reports of heart inflammation. tonight, dr. jha is here on that. and new research this evening on the india variant and whether it's believed the vaccines of the u.s. will be effective. the doctor on that tonight, as well. and new questions about that wuhan lab. growing calls for an independent investigation now after reports u.s. intelligence i