Paid Lunch Equity: Guidance for School Year 20–21 - School Nutrition (CA Dept of Education)

Paid Lunch Equity: Guidance for School Year 20–21 - School Nutrition (CA Dept of Education)

Paid Lunch Equity: Guidance for School Year 20–21

Nutrition Services Division Management Bulletin

Purpose: Policy, Action Required, Beneficial Information

To: All School Nutrition Program Sponsors

Attention: Food Service Directors, School Business Officials

Number: SNP-10-2020

Date: February 2020

Reference: Healthy, Hunger-Free Kids Act of 2010, Section 205; Title 7, Code of Federal Regulations (7 CFR), Section 210.14(e);  U.S. Department of Agriculture (USDA) 2017 Eligibility Manual for School Meals; and USDA Policy Memorandum SP 07-2020.

Subject: Paid Lunch Equity: Guidance for School Year 2020–21

This management bulletin provides school food authorities (SFA) with information from the USDA Policy Memorandum SP 07-2020 regarding guidance for the Paid Lunch Equity (PLE) requirements in Section 205 of the Healthy, Hunger‑Free Kids Act of 2010 for School Year (SY) 2020–21.

In Section 747 of Division B of the Consolidated Appropriations Act, 2019 (Public Law 116-94 [the Act]), Congress provides that only SFAs that had a negative balance in the nonprofit school food service account as of December 31, 2019, shall be required to establish prices for paid lunches according to PLE regulations.

This management bulletin provides notice that any SFA with a positive or zero balance in its nonprofit school food service account as of December 31, 2019, is exempt from PLE pricing requirements found at 7 CFR, Section 210.14(e), for SY 2020–21. However, SFAs must submit an exemption request to the California Department of Education (CDE) at the beginning of, or prior to, the start of SY 2020–21. Exemption requests must contain documentation that demonstrates the SFA had a positive or zero balance in its nonprofit school food service account as of December 31, 2019. SFAs that are exempt from PLE requirements in SY 2020–21 are able to set paid lunch prices at the price the SFA determines to be appropriate and may reduce their paid lunch prices. Since this exemption currently only applies to SY 2020–21, SFAs should consider the effect reducing prices might have if they are not exempt from PLE requirements in SY 2021–22.

Background

The USDA Food and Nutrition Service provides annual guidance and a PLE calculator tool to ensure compliance with PLE pricing requirements. Due to the complexity of PLE pricing requirements, the CDE strongly encourages SFAs to read the USDA PLE policy memos, use the USDA PLE calculation tools to comply with pricing requirements, and view the PLE training video. For further background information on PLE and to view the PLE training video, please refer to the CDE Cafeteria Fund Guidance web page at https://www.cde.ca.gov/ls/nu/sn/cafefundguide.asp.

USDA PLE policy memos are available on the USDA School Meals Policy Memos web page at http://www.fns.usda.gov/school-meals/policy.

Filing a Paid Lunch Equity Exemption for School Year 2020–21

To file a PLE exemption, an SFA must submit an email to snpcafefundquestions@cde.ca.gov at the beginning of, or prior to, the start of

SY 2020–21 with the subject line, PLE Exemption for SY 2020–21 and must include the following:

1. SFA name and the Child Nutrition Information and Payment System identification number.
2. A record of a positive or zero balance in the nonprofit school food service account as of December 31, 2019.
   This documentation may include any financial statement or accounting report for the period ending December 31, 2019 (e.g., trial balance, income statement, or cash flow statement). Attach the document(s) and identify the balance on December 31, 2019. Provide a brief explanation describing the positive balance in the nonprofit food service account for the period ending December 31, 2019.
3. Name, title, phone number, and email address of the person submitting the PLE exemption request.
4. Statement from the SFA that they agree to cover costs with allowable nonfederal funds if the balance is in the negative for SY 2020–21.

Upon verification of a positive or zero account balance in the SFA’s nonprofit school food service account, the CDE will send a confirmation email to the SFA for the PLE exemption for SY 2020–21.

Contact Information

If you have any questions regarding this subject, please contact the CDE Nutrition Services Division Resource Management Unit by email at snpcafefundquestions@cde.ca.gov.

Questions:   Nutrition Services Division | 800-952-5609

Paid Lunch Equity: Guidance for School Year 20–21 - School Nutrition (CA Dept of Education)

Yong Zhao: What If Schools Are Closed for More than a Year Due to the New Coronavirus (COVID-19)? - Education in the Age of Globalization

Education in the Age of Globalization » Blog Archive » What If Schools Are Closed for More than a Year Due to the New Coronavirus (COVID-19)?

What If Schools Are Closed for More than a Year Due to the New Coronavirus (COVID-19)?

The outbreak of the new Coronavirus (COVID-19) has already forced schools and universities to close in China. It has also resulted in increased difficulties for international students to travel to attend their educational institutions as well as stoppage of on the ground operations of supplementary education (tutoring) services. Korea, Japan, Iran, Iraq, Italy are closing schools in the infected area and more countries are considering or preparing the closure of schools. And the situation seems to worsen globally, likely to affect more people and more schools.

This unfortunate event gives us an unwelcome opportunity to rethink education. At the invitation of the ECNU Review of Education, a journal published by Sage, I am collecting thoughtful imaginations about what education would be like if all schools are closed for more than a year. The journal will publish a summary of the contributions with proper attribution.

Please share your thoughts using the comments box below. Make sure to include information about you and how you want to be referenced. Thank you.

What would happen to our global and local educational systems, if the Coronavirus outbreak lasted for a year?

Education in the Age of Globalization » Blog Archive » What If Schools Are Closed for More than a Year Due to the New Coronavirus (COVID-19)?

Rep. Mark Pocan Questions Betsy DeVos on the Charter Schools Program - Network For Public Education

Rep. Mark Pocan Questions Betsy DeVos on the Charter Schools Program - Network For Public Education

Rep. Mark Pocan Questions Betsy DeVos on the Charter Schools Program

Rep. Mark Pocan Questions Betsy DeVos on the Charter Schools Program - Network For Public Education

Project-Based Learning, #4 | The Merrow Report

Project-Based Learning, #4 | The Merrow Report

Project-Based Learning, #4

I am convinced that the very best schools ask the right question, “How Is Each Child Intelligent?”  Moreover, the educators in these schools follow through by allowing students more control over what they are learning. 

Very often, this means project-based learning, where teams of students work together to create–not spit back–knowledge. You can find the first three parts of this series here, here, and here.

In these schools, it is the students–not the teachers–who are the workers, and the work they are doing is meaningful. What they actually do–their ‘product’–depends upon their ages and stages, but the concept doesn’t change. 

And what about the teachers?  In these schools, they are conductors, directors, supervisors, guides or docents. This observation flies in the face of conventional wisdom, which holds that teachers are workers whose job is to produce capable students. That antiquated thinking is further bastardized when ‘capable’ is defined by test scores, until we end up believing, “The work of teachers is to raise student test scores.”   No, no, and no!

Here are two examples of outstanding project-based teaching and learning that I came to know first-hand when I was reporting: A 12th grade science class in a public high school in Philadelphia, and a journalism class at Palo Alto (CA) High School.

The Philadelphia 12th graders were serious workers. Their 2-part assignment was CONTINUE READING: Project-Based Learning, #4 | The Merrow Report

Bloomberg’s Autocracy In Flower: What His Political Spending Tells Us About His Candidacy – Los Angeles Education Examiner

Bloomberg’s Autocracy In Flower: What His Political Spending Tells Us About His Candidacy – Los Angeles Education Examiner

Bloomberg’s Autocracy In Flower: What His Political Spending Tells Us About His Candidacy

Donations to IECs are not capped and their funds are not, by law, under control of the candidate themselves. Consequently the enormous heaps of resources controlled by IECs fund the negative, nasty, dirty campaigning which has become standard operating procedure in LAUSD board races in this era of Public School Choice and school privatization.

Because funds are not controlled by the candidate, the disconnect provides the candidate plausible deniability regarding communications up to and including slanderous, unethical and misleading broadsides. Spending in such races tends to be very lopsided and indeed in Board District 3 and BD5 IEC spending favors charter-supported candidates 3x-6x : 1

Bloomberg’s donations do follow a clear pattern in the state of California consistent with the bread crumb donation to PLAS’ Franklin.

Another major recipient of Bloomberg’s largesse associated with PLAS is Marshall Tuck who twice lost the race for the state’s superintendency. Villaraigosa, the instigator of PLAS as mentioned above, was prodigiously propped up by more than $3.5m. As were other “strong-mayor” or executive ideologues like Sacramento’s Kevin Johnson, the former husband of Michelle Rhee, poster child for school turnaround orthodoxy.

For over two decades Bloomberg has funded leaders and education initiatives that support his brand of high technological intervention.

School privatization leaders and ideology (PLAS, CCSA), charter-sympathetic school board candidates in LA (current school board members Kelly Gonez and Nick Melvoin) and particularly in Oakland (Martinez, Neighbors, Hodge); and candidates admiring of “strong” (plutocratic/non-CONTINUE READING: Bloomberg’s Autocracy In Flower: What His Political Spending Tells Us About His Candidacy – Los Angeles Education Examiner

Big Education Ape: New York Mayor Michael Bloomberg donates another $350,000 to LAUSD race - LA Daily News -

https://bigeducationape.blogspot.com/2013/04/new-york-mayor-michael-bloomberg.html

Human Capital Futures: Racial Capitalism on Blockchain – A Presentation Given at the Unitarian Society of Germantown – Wrench in the Gears

Human Capital Futures: Racial Capitalism on Blockchain – A Presentation Given at the Unitarian Society of Germantown – Wrench in the Gears

Human Capital Futures: Racial Capitalism on Blockchain – A Presentation Given at the Unitarian Society of Germantown

I was grateful to be invited to participate in a day-long conversation about race and technology last week at the Unitarian Society of Germantown in Philadelphia. The morning’s discussion was centered on Clyde Ford’s wonderful memoir Think Black, which touches on family, corporate culture, race, and social engineering. Ford’s father was the first Black software engineer at IBM, and Clyde followed him into the business. You can watch a presentation he gave on the book for C-SPAN here.

My role later that day was to paint a picture of next-gen tools of enslavement, the ones finance and technology interests have been refining for quite some time. As my host noted, my talk was meant to help folks recognize the digital slave ship when it comes on shore, because it might not look dangerous at first glance.

Faith-based communities will play a significant role in privatized social-service delivery. The plan is hook them into performance based contracting that requires them to data-mine the people they serve. I am trying to get out in front of this and tell people, especially white liberals, that we all have an obligation to intervene in the structures of racial capitalism. When foundations and politicians knock on the door with “pay for success” plans, people of faith must tell them in no uncertain terms that justice will never be served putting people on Blockchain.

What is needed is an abolition movement to stop digital identity systems CONTINUE READING: Human Capital Futures: Racial Capitalism on Blockchain – A Presentation Given at the Unitarian Society of Germantown – Wrench in the Gears

NEA President: Public Schools are the Cornerstone of our Communities

NEA President: Public Schools are the Cornerstone of our Communities

NEA President: Public Schools are the Cornerstone of our Communities

On Wednesday, the Learning First Alliance brought together a panel of educators and parents to discuss the pursuit of excellence in America’s public schools and how lawmakers and communities can support public education. The panel, “Faces of Success,” was moderated by Lily Eskelsen García, president of the National Education Association. The event was part of Public Schools Week 2020, Feb. 24-28, 2020.

“America’s public schools educate the vast majority of our students in the United States, regardless of ability, race, wealth, language, religion, zip code or country of origin,” said Eskelsen García. “Public schools are the cornerstone of our communities. We’re asking our federal lawmakers, state officials and community leaders to recognize the important roles that public schools play in securing our students’ and our nation’s future and asking them to give public schools their full support.”

Eskelsen García began by asking the panelists to identify some of the best ways we can support students and educators in their schools. Here’s how they responded. (Answers edited for brevity)

ElizaBeth Branham, president of National School Boards Association, said we need to do a better job of telling our story, like during Public Schools Week, so we can advocate for the resources we need. We need to be working together for full funding of IDEA, for example, and finding ways to address the teacher shortage. “It’s CONTINUE READING: NEA President: Public Schools are the Cornerstone of our Communities

NYC Public School Parents: City Council Hearings on Friday, Feb. 28 to feature testimony from elected and education leaders on need to lower class size in NYC public schools

NYC Public School Parents: City Council Hearings on Friday, Feb. 28 to feature testimony from elected and education leaders on need to lower class size in NYC public schools

City Council Hearings on Friday, Feb. 28 to feature testimony from elected and education leaders on need to lower class size in NYC public schools

Media Advisory

FOR IMMEDIATE RELEASE

February 27, 2020

CONTACT:  Leonie Haimson, leoniehaimson@gmail.com; 917-435-9329 

City Council Hearings on Friday, Feb. 28 to feature testimony from elected and education leaders on need to lower class size in NYC public schools

NEW YORK, NY- On Friday, February 28 at 10 AM the NYC Council Education Committee will hold oversight hearings on the class sizes in NYC public schools, which are 10-30% larger on average than in the rest of the state.  This is despite rigorous research showing class size is a key factor in providing equity and a quality education for all students, but particularly disadvantaged children and students of color who make up the majority of students attending NYC public schools.

Among those providing testimony will be representatives from the NYC Department of Education, Board of Regents member Kathleen Cashin, State Senator Robert Jackson, Professors of Education from NYU and Brooklyn College, retired teachers, program providers to NYC schools, high school students, advocates and parent leaders.  A statement will also be read on behalf of education historian and advocate Diane Ravitch.

What: City Council Education Committee oversight hearings on class size  

Where:  Committee room, City Hall

When: Friday, February 28, 2020 at 10 AM

NYC Public School Parents: City Council Hearings on Friday, Feb. 28 to feature testimony from elected and education leaders on need to lower class size in NYC public schools

On Private Schools and Discrimination: Response to Hechinger Report Editorial Note – School Finance 101

On Private Schools and Discrimination: Response to Hechinger Report Editorial Note – School Finance 101

On Private Schools and Discrimination: Response to Hechinger Report Editorial Note

Original Op Ed

Preston C. Green III

I am writing this post to alert my fellow professors about a situation I recently encountered after publishing a piece with the Hechinger Institute. This organization approached Bruce Baker and me to write an op-ed explaining the possible consequences of the Espinoza v. Montana State Department of Revenue case. In this case, the Supreme Court is considering whether states can prohibit parochial schools from participating in a tax-credit scholarship program. It is generally expected that the Court will hold that states cannot act in this manner.

In this op-ed, we explained that states might respond to this potential decision by placing curricular restrictions on participating schools or even refusing to fund private education altogether. We even posited that states might respond to the Court’s expected decision by dramatically reducing their investment in charter schools.

We did not get much pushback for these points in the op-ed. However, Corey DeAngelis, adjunct scholar of the Cato Institute’s Center for Educational Freedom and the Director of School Choice at the Reason Foundation, claimed on Twitter that we were wrong to suggest that parochial school participants in school voucher programs might even consider discrimination on the basis of race. He supported this assertion by citing a Supreme Court case, Runyon v. McCrary. DeAngelis posted a screenshot of the purported holding, which he got from Wikipedia. According to this summation, Runyon held that “[f]ederal law prohibits private schools from discriminating on the basis of race.” On the basis of this “evidence,” DeAngelis demanded that Hechinger correct this alleged error.

I responded on Twitter by posting a screenshot of the pertinent part of the actual case, which included the following statement (italics added):

It is worth noting at the outset some of the questions that these cases do not present. They do CONTINUE READING: On Private Schools and Discrimination: Response to Hechinger Report Editorial Note – School Finance 101

Standards in K-12 Education: A Reader – radical eyes for equity

Standards in K-12 Education: A Reader – radical eyes for equity

Standards in K-12 Education: A Reader

Recently, Gerald Coles confronted the newest round of the Reading War that once again centers phonics instruction. One of Coles’s points is how keeping the education reform gaze on an instructional practice (phonics) allows reform to ignore the more substantial and causal elements surrounding teaching and learning—socio-economic, racial, and gender inequities.

The now four-decades long venture into accountability grounded in standards and high-stakes testing has revealed one paradoxical and often ignored fact: The problems with teaching and learning have almost nothing to do with the presence or quality of high-stakes standards.

Currently, we are seeing a wave of acknowledgements that Common Core now has fallen into that pattern of failure.

The research base on standards has been consistent in showing that the accountability process fails; see below:

• Common Core Has Not Worked, Tom Loveless (2020) CONTINUE READING: Standards in K-12 Education: A Reader – radical eyes for equity

The Coronavirus Could Be A Big Moneymaker for EdTech Companies | gadflyonthewallblog

The Coronavirus Could Be A Big Moneymaker for EdTech Companies | gadflyonthewallblog

The Coronavirus Could Be A Big Moneymaker for EdTech Companies

There is a special place in Hell for people who cash in on tragedy.

But that place is reserved for the super rich – and that’s all that matters in Donald Trump’s America.

Federal officials are urging schools to prepare for possible disruptions due to the coronavirus – a disease that originated in China last month and has affected more than 77,000 people worldwide (of which more than 2,600 have died).

Only 14 people have been infected in the U.S., and the Center for Disease Control (CDC) writes on its Website that the “immediate health risk from COVID-19 is considered low” for the average American – especially those who have not traveled recently to Wuhan, the surrounding Hubei Province or elsewhere in mainland China.

However, this is certainly scary news for anyone – especially parents, teachers and students.

In fact, federal officials singled out schools at a press conference on Tuesday about possible responses to the disease if it gets worse on these shores.

Nancy Messonnier, a director at the CDC, said:

“You should ask your children’s schools about their plans for school dismissals or school closures. Ask about plans for teleschool.” CONTINUE READING: The Coronavirus Could Be A Big Moneymaker for EdTech Companies | gadflyonthewallblog

Whatever Happened to Behavioral Objectives? (Second Time Around) | Larry Cuban on School Reform and Classroom Practice

Whatever Happened to Behavioral Objectives? (Second Time Around) | Larry Cuban on School Reform and Classroom Practice

Whatever Happened to Behavioral Objectives? (Second Time Around)

With much interest on the part of school reformers, district administrators, and boards of education in “competency-based learning” or “outcome-based education” (also Common Core curriculum standards), wannabe reformers and school people should  consider  that these “innovations” depend heavily upon the introduction of behavioral objects a century ago.

The links between the past and present are ever-present, especially when it comes to behavioral objectives. I published this post nearly three years ago and in that time, both “competency-based learning” and Common Core standards–using behavioral objectives–have emerged as popular reforms of schooling both in urban and suburban district schools including charters.

At the end of this post, I include comments from Laura Chapman, a veteran teacher, on the original post.

Whateverhappened to behavioral objectives? Not much. They are still around but often go by an alias.

Introduced in the early 20th century, behavioral objectives are like  wallpaper in a favorite room that is stripped and then re-papered with wallpaper of a different hue but closely resembling the discarded debris. In short, the phrase has different names today (e.g., performance objectives,  learner outcomes, competencies-based outcomes) but remains common across the educational domain as well as in business, medicine, and other professional work. They are now a permanent fixture of organizations but not called “behavioral objectives.”

Where Did the Idea Originate?

The efficiency-driven wing of early 20th century progressives, inspired by management innovator Frederick Taylor, educational psychologist Edward CONTINUE READING:  Whatever Happened to Behavioral Objectives? (Second Time Around) | Larry Cuban on School Reform and Classroom Practice

NYC Public School Parents: Bloomberg's education record; important for voters to know!

NYC Public School Parents: Bloomberg's education record; important for voters to know!

Bloomberg's education record; important for voters to know!

The Indypendent just published a piece I wrote, called Michael Bloomberg's Disastrous Public Education Legacy. For those of you who live outside NYC or don't send your kids to public schools, you may be unaware of how destructive and arrogant his policies really were.

If you are interested in learning more, you can check out this article on Bloomberg that Diane Ravitch and I co-authored in The Nation in 2013 when left office.  In 2010,  I  helped edit a whole book about the Bloomberg/Klein regime which you can find on Amazon or Lulu Press here.
Meanwhile, please watch this short video below by Darren Marelli, most of it shot at a press conference where community leaders and elected officials denounced Bloomberg's school closings in 2012.

NYC Public School Parents: Bloomberg's education record; important for voters to know!

Editorial : Yes on Prop. 13 – Los Angeles Education Examiner

Editorial : Yes on Prop. 13 – Los Angeles Education Examiner

Editorial : Yes on Prop. 13

Last week, we wrote about some confusion about what is, and isn’t, on the ballot in the ongoing spring primary ballot that closes next Tuesday.*** But let’s be clear: if you care about public education, you should vote yes on State Measure 13 or Prop 13.

As we noted last week, Prop 13 is a statewide bond measure that will raise $15 bllion to use for immediate costs, to fix crumbling schools, upgrade emergency response equipment and basically make the structures our students learn in more modern and safe.

It has nothing to do with the 1978 ballot proposition that capped property tax rates in California. It has nothing to do with the Schools and Communities First ballot proposition about tax loopholes that will be on the ballot this fall.

Most major newspapers, including the Los Angeles Times, have backed Measure 13 noting that our school campuses aren’t exactly in the best shape. However, the usual coalition of anti-tax groups and conservative newspapers are making the argument that Californians already pay too much for education and that the measure has “sneaky” language that changes the formula for how schools receive state funding and how new CONTINUE READING: Editorial : Yes on Prop. 13 – Los Angeles Education Examiner

Carl J. Petersen: LAUSD School Board Candidate Silke Bradford: An ‘F’ on Charter School Oversight (VOTE FOR PARENT PATRICIA CASTELLANOS) #UTLA #LAUSD

LAUSD School Board Candidate Silke Bradford: An ‘F’ on Charter School Oversight

LAUSD School Board Candidate Silke Bradford: An ‘F’ on Charter School Oversight

“Sexual abuse allegations are not something that can shut down a charter…under the law.”

- LAUSD Board District 7 candidate Silke Bradford

The North Valley Military Institute (NVMI) is one of the rare cases where a charter school’s renewal was rejected by the Los Angeles Unified School District’s board. The school then appealed this decision to the Los Angeles County Office of Education. The county staff also recommended that the renewal be denied, but they were overruled by the unelected Board of Education. As a result, they continue to operate on the campus of LAUSD’s Sun Valley High School.

Since LACOE overturned the rejection of the charter renewal the following have been revealed:

1. NVMI was illegally charging students to attend summer school. If parents could not afford the fees, the school would allow them or their students to work off the debt. In doing so, the school violated minimum wage and other labor laws.
2. While considering the appeal, the LACOE did not have a copy of the current, verified financial audit. This document is required under the law.
3. During the time that LACOE was considering the appeal, a lawsuit was pending against the school and the LAUSD alleging that an administrator who lived with NVMI’s Executive Director had sexually abused students.

As LAUSD School Board Member Scott Schmerelson notes, all of these should have disqualified NVMI from being renewed. The fact that it was CONTINUE READING: LAUSD School Board Candidate Silke Bradford: An ‘F’ on Charter School Oversight

Patricia Castellanos for School Board 

https://patriciacastellanos.com/ 

@Patricia4LAUSD

Career And Technical Education Deserves A Resurgence. Let’s Not Mess It Up.

Career And Technical Education Deserves A Resurgence. Let’s Not Mess It Up.

Career And Technical Education Deserves A Resurgence. Let’s Not Mess It Up.

Amidst all his slashing of the education budget, Donald Trump has proposed an enormous spending increase for one area—career and technical education.

The Trump budget includes an increase of $900 million in spending on CTE. Of that, $680 million would be directed through the Carl D. Perkins program, the main conduit for moving federal money into high school and post-high school CTE programs, the kinds of programs that produce workers to fill the skilled labor jobs that keep a country functioning. The program is long overdue for a boost; the last twenty years of education reform have emphasized college preparedness over blue-collar work. This may be the rare Trumpian budget item that survives Congress.

CTE has been allowed to languish in some school systems, but the district in which I taught is part of a consortium that has run a seven-district vocational-technical school (the old-fashioned name for CTE) for decades. It has been a vibrant and valuable part of the education system, an important choice within the system that has served many of students well. I taught those students for most of my career; I cannot overstate the value of a good CTE program.

But as with all educational ideas, it is possible to do CTE badly. As folks rush to grab up new CTE money, here are some of the basic CONTINUE READING: Career And Technical Education Deserves A Resurgence. Let’s Not Mess It Up.