CURMUDGUCATION: Music and the Death of Shared Spaces

CURMUDGUCATION: Music and the Death of Shared Spaces

Music and the Death of Shared Spaces

I play in a town band (or at least, I do in years without pandemics) that has been around since 1856. I've dug into the history (actually wrote a book about it) which has just extended my lifelong interest in popular music and culture, and if you trace all of that history, I think you can see how we ended up where we are, both politically and in the education world.

As the 19th century turned into the 20th, music was almost exclusively a rare, shared experience. You could only listen to music that was live. If you had a piano and someone who could play it, maybe you could listen at home (a hit song was one that sold lots of sheet music), but for anything more complex, you had to wait for a band or orchestra performance. As an audience member you had zero control of what you listened to, nor could you pick the where or when. 

Pre-1920, the majority of Americans lived in small towns, so entertainment resources were limited. The period of 1880-1920 was the peak for town bands--if you wanted live music, you got some folks together and sis it yourself. There were parallels. In our area, for instance, there was a single amusement park, a destination park owned and run by the trolley company. On major holidays, everyone was there--all the towns, all the members of the family. Opportunities were few, and technology didn't favor personally choosing, so everyone shared the few chances over which they had little control or choice.

In the 1920s, things change. Our local amusement park died, killed by the automobile, a piece of technology that let people decide when and where they wanted to go. Meanwhile, recorded music finally become commercially viable. Suddenly, you can buy a pressed recording of a song that you like and listen to it any time you want in the comfort of your own home. 

The next few decades gave us improved record technology and better automobiles, which expanded personal control and choice. They also saw the rise of radio, CONTINUE READING: CURMUDGUCATION: Music and the Death of Shared Spaces

John Thompson: COVID and Schools in Oklahoma | Diane Ravitch's blog

John Thompson: COVID and Schools in Oklahoma | Diane Ravitch's blog

John Thompson: COVID and Schools in Oklahoma

John Thompson, historian and retired teacher in Oklahoma, is concerned about the lackadaisical responses of elected officials in his state and reliance on Big Data, not science.

The headlines could not be clearer; we’re headed for a disastrous surge in COVID-19. But many of the same public health experts who previously called for shutdowns and, recently, some top journalists are pushing the position that we should continue to reopen schools, even as they warn that community transmission of the virus continues. I am becoming more worried that some of those data-driven public health experts, who I respect, are stepping out of their lanes and giving advice to institutions, urban schools, that they may not understand, and the result could be disastrous.

The motivation is the sincere concern for children, especially the most vulnerable, who suffer from school closures.  A common meme in this debate, however, involves noneducators describing their children’s CONTINUE READING: John Thompson: COVID and Schools in Oklahoma | Diane Ravitch's blog

Black Lives Matter / United Federation of Teachers Resolution | JD2718

Black Lives Matter / United Federation of Teachers Resolution | JD2718

Black Lives Matter / United Federation of Teachers Resolution

Thanks to Arthur Goldstein for sharing this in advance. 

Delegates and Chapter Leaders should always, where feasible, receive resolutions, memoranda, etc in advance of a vote. I’m not sure why this does not always happen. Perhaps our leaders are used to dealing with members of their political caucus, Unity, whose members always vote as they are told, and don’t need to see the documents. But perhaps the resolutions for tomorrow’s Delegate Assembly will be sent out early enough in advance (this afternoon or evening?) for us to have a chance to read them before being asked to vote.

In any case, this is a good resolution. I will support it. I am especially interested in the five points at the end:

1. End Zero Tolerance discipline in schools
2. Mandate Black and Ethnic Studies in schools
3. Hire more Black educators
4. Fund more counselors, social workers, and mental health specialists
5. Fully integrate our schools with proper and equitable funding for librarians, PSAL sports, and access to technology.

Each of them addresses something that is really necessary today. I am glad to see #3 – not enough of us are aware how Bloomberg/Klein’s policies targeted Black educators, and shifted hiring away from Black educators. My school is working on #2 right now. And frankly, I would put #4 higher on the list. And am I reading 5 correctly, it calls, among other things, for integrating our schools? Wow, completely needed.

Black Lives Matter resolution

WHEREAS, the United Federation of Teachers reaffirms Black Lives Matter, and

WHEREAS, the statement Black Lives Matter means that until people of African descent are treated CONTINUE READING: Black Lives Matter / United Federation of Teachers Resolution | JD2718

How Will Biden Approach School Reopenings? - The New York Times

How Will Biden Approach School Reopenings? - The New York Times

How Will Biden Approach School Reopenings?

Answer: Schools over restaurants, for now.

This is the Coronavirus Schools Briefing, a guide to the seismic changes in U.S. education that are taking place during the pandemic. Sign up here to get this newsletter in your inbox.

Several months into the 2020-2021 school year, things are bad and getting worse. Most American children are not in classrooms, with many suffering ill effects. The country seems doomed to face increasing coronavirus cases, hospitalizations and deaths. There seems to be little chance of improved conditions for the rest of the year.

So what will President-elect Joe Biden do about it when he takes office on Jan. 20?

The incoming president’s coronavirus task force has said it would prioritize open schools over open businesses like restaurants, bars and gyms.

“I would consider school an essential service,” Dr. Celine Gounder, a member of the task force, told our colleague Apoorva Mandavilli. “Those other things are not essential services.”

Biden has promised money — lots of money — to help schools function safely. He has backed plans to send at least $88 billion to local and state governments, which would pay for protective equipment, ventilation, smaller classes and other expenses.

“Schools, they need a lot of money to open,” he said during the last presidential debate.

Biden has also said his administration would create national guidelines for school reopenings. It would also provide advice about remote learning and distance learning, and conduct research into how the coronavirus affects children. Systemically, it would work to close gaps “in learning, mental health, social and emotional well-being, and systemic racial and socioeconomic disparities in education that the pandemic has exacerbated.”

President Trump, by contrast, pushed to keep schools open and threatened to restrict federal funding from noncompliant districts, but did not offer significant funds or guidelines to help meet that goal. Trump’s Education Department, reported our colleague Erica Green, “has all but absolved itself of tracking the virus’s impact and offering solutions.” CONTINUE READING: How Will Biden Approach School Reopenings? - The New York Times

Shanker Blog: One Page Summaries of Your State's School Finance System | National Education Policy Center

Shanker Blog: One Page Summaries of Your State's School Finance System | National Education Policy Center

Shanker Blog: One Page Summaries of Your State's School Finance System

For the past few years, the Shanker Institute has been collaborating with Bruce Baker and Mark Weber of Rutgers University to publish the School Finance Indicators Database (SFID), a collection of finance and resource allocation measures for policymakers, journalists, parents, and the public. 

The State Indicators Database (SID), the primary product of the SFID, is freely available to the public, but it includes about 125 variables. So, even if you know exactly the types of measures you are looking for, compiling the data for a state or a group of states might present a challenge. While we have tried to make the data accessible for non-researchers, we realize that it can still be difficult for a lot of people. 

We have therefore just published 51 state school finance profiles (with help from ASI fellow Lauren Schneider), which pull together a digestible amount of information into one place for each state (and D.C.). You can download the profiles individually or as a group.

As with our annual report, the profiles present SID data for three "core" measures, which together offer an effective overview of the fairness and sufficiency of each state's finance system: 

1. Effort: how much of a state’s total resources or capacity are spent directly on public K-12 education;
2. Adequacy: whether states provide districts with resources sufficient to meet common outcome goals;
3. Progressivity: whether states allocate more resources to districts serving larger proportions of disadvantaged students. CONTINUE READING: Shanker Blog: One Page Summaries of Your State's School Finance System | National Education Policy Center

Teacher Tom: How to Begin Fighting a Viral Pandemic With Viral Learning

Teacher Tom: How to Begin Fighting a Viral Pandemic With Viral Learning

How to Begin Fighting a Viral Pandemic With Viral Learning

First there is denial, then anger, then comes the bargaining, depression, and acceptance. That is the progression of grief. Most of us who have made our careers in early childhood education are somewhere along this path right now, a journey that began abruptly in March as the reality of the pandemic finally caused us to take action.

I know this has been true for me. At first, I welcomed the closures as an accidental holiday, but as it dragged on I found myself angry: at the virus, at my government, at suggestions that we would be plopping young children in front of computer screens. I then spent time casting about for middle ground that I could live with, writing posts here and making videos with suggestions and ideas for how we could continue giving children hands-on, face-to-face opportunities while somehow keeping them safe. I didn't identify the depression when I was in the midst of it, but rather, as is often the case, only after the "black dog" began to release its fangs. 

What's left is acceptance. 

Yesterday, my good friend John Yiannoudis wrote a long piece about acceptance on his Facebook page (John wrote in Greek and here I've taken the liberty of smoothing out the automatic translation):

We can sit and mourn over the spilled milk, but we can also ride the wave of changes, experimenting for a new condition that will fit the world of the 21st Century, and beyond . . . Let us not forget that a child born in 2015 will one day be 35 years old. He won't even remember what the world was like, just as I was born in 1969 and don't remember the world without an electric fridge . . . If we adults continue to mourn the evil that has found us for much longer, the children will first look on sadly and feel sorry as well, but then they will get bored and hate us very quickly.

I had to sit with this for some time and I came to realize that without putting it into words, I've actually been sitting with CONTINUE READING: Teacher Tom: How to Begin Fighting a Viral Pandemic With Viral Learning

Looking Back: On Raising the Academic Quality of Student Writing – radical eyes for equity

Looking Back: On Raising the Academic Quality of Student Writing – radical eyes for equity

Looking Back: On Raising the Academic Quality of Student Writing

My first-year writing seminars are grounded in two concepts—workshop structure (multiple drafts of essays combined with conferencing over long periods of time) and portfolio assessment (a portfolio of all course work is submitted for the final exam).

In that final portfolio, students submit final versions of all four essays, rank those essays in order of quality according to them, and submit a reflection that details the key lessons they have learned about writing as well as a few areas they need to continue improving.

This pandemic semester has added a significant and noticeable layer of stress to first-semester first-year students so I have adjusted the final weeks of the seminars this fall, ending in just a few days. One change has been to replace the usual Essay 4 assignment (an open assignment in which students submit a proposal for the type of essay and topic before submitting a first full draft) with the end-of-course reflection usually required in the final portfolio.

In class yesterday, we began brainstorming what key lessons my students have learned and what they see as areas still needing improvement. Over this past weekend, as well, I sent out an email that framed the organization of the semester, outlining how the essay assignments have been scaffolded in order to prepare these students to be academic writers (student writers) in the CONTINUE READING: Looking Back: On Raising the Academic Quality of Student Writing – radical eyes for equity

Education Secretary Pick: From Betsy DeVos to Union Boss? | Politics | US News

Education Secretary Pick: From Betsy DeVos to Union Boss? | Politics | US News

Education Secretary Pick: From Betsy DeVos to Union Boss?

After more than a decade of playing defense, two prominent labor leaders stand poised to potentially be nominated education secretary.

THE REASON president-elect Joe Biden has for nominating as his education secretary the president or former president of one of the national teachers unions is as easy to understand as the reason he has for not doing that.

The next education secretary will have a monumental task at hand in getting more than 50 million children back in schools for in-person learning during a pandemic, and Biden needs someone with experience organizing and rallying millions, someone who already knows the mechanisms of Washington and the major players in Congress, as well as the state education chiefs and big-city superintendents.

[ 

READ: 

Virus Infection Rate Among Children Surges ]

Yet in a hyper-partisan political landscape, choosing a union boss risks sowing further division in the wake of the most divisive education secretary in the history of the Education Department – this from a president-elect who ran on the promise of restoring the soul of the nation and unifying the country and who won in part thanks to the teachers unions' powerful fundraising and get-out-the-vote efforts

Betsy DeVos, Education Standards and Teachers: Editorial Cartoons on Education

https://www.usnews.com/news/cartoons/2018/11/28/betsy-devos-education-standards-and-teachers-editorial-cartoons-on-education?src=usn_tw

As Biden ruminates over a deep field of contenders, two names continue resurfacing within education policy circles as legitimate front-runners: Lily Eskelsen García, who served as president of the 3 million-member National Education Association for nearly a decade before she stepped down earlier this year, and Randi Weingarten, the current president of the 1.7 million-member American Federation of Teachers.

Both are political powerhouses in their own right, having steered their respective unions through a tumultuous time in K-12 education, including a brutal campaign by GOP governors to curb workers' rights and some detrimental Supreme Court decisions that resulted in dwindling membership and dues. And while staving off the Trump administration's pursuit of school choice and Education Secretary Betsy DeVos' blistering criticism, which they returned in equal measure, they also managed to harness the power of their members to launch one of the most effective and successful educator movements of the 21st century – one that motivated millions of teachers to strike and hold sick-outs and walk-outs in dozens of cities and states across the country to demand better pay and more funding for nurses, social workers and librarians.

[ 

MORE: 

Teacher Deaths Reignite Virus Fears ]

Now, after more than a decade of playing defense, Eskelsen García and Weingarten stand poised CONTINUE READING: Education Secretary Pick: From Betsy DeVos to Union Boss? | Politics | US News

Dr. Biden is “Ready to Get to Work” for Community Colleges

Dr. Biden is “Ready to Get to Work” for Community Colleges

Dr. Jill Biden is “Ready to Get to Work” on Behalf of Community Colleges

Dr. Jill Biden, a lifelong educator and soon-to-be first lady, spoke to college students via video conference on Monday, offering advice on how to adapt to a changing workforce amid the ongoing coronavirus pandemic. 

---

What You Need To Know

• Dr. Jill Biden delivered the opening address at the College Promise Careers Institute Monday


• During the event, Dr. Biden promised to be an ally to educators


• Biden touted the work of the College Promise Campaign, "a non-partisan initiative that builds public support for funding the first two years of hardworking students’ educations — starting in America’s community colleges"


• The future first lady promised to work with Washington lawmakers and business leaders to ensure that Americans have access to affordable community college

---

Dr. Biden delivered the opening address at the College Promise Careers Institute, a conference where the “nation's leading practitioners, educators, employers, and thought leaders (...) tackle the most complex challenges American workers face — from the rise of artificial intelligence to the role free college plays in maintaining a competitive edge.” 

Biden thanked those who supported her husband, Joe Biden, during his bid for president, promising to be an ally to educators in the White House. 

“You aren’t alone, and neither are the millions of students just like you, who want nothing more than to work hard and make a good life for themselves,” Dr. Biden began. “I'm grateful and excited, and most of all, I'm ready to get to work with you.” 

Biden went on to tout the work of the College Promise Campaign, which she helped launch nearly five years ago with a simple goal in mind: “Every hardworking student should have the chance to go to community college tuition free.”

According to the Biden Foundation website, the College Promise Campaign is "a non-partisan initiative that builds public support for funding the first two years of hardworking students’ educations — starting in America’s CONTINUE READING: Dr. Biden is “Ready to Get to Work” for Community Colleges

Laura Chapman Reviews the Biden Transition Team for Education | Diane Ravitch's blog

Laura Chapman Reviews the Biden Transition Team for Education | Diane Ravitch's blog

Laura Chapman Reviews the Biden Transition Team for Education

The Biden campaign released the names of those who will serve on transition teams. Our reader, retired arts educator Laura Chapman, reviewed the members of the education transition team. According to the campaign (cited in Valerie Strauss’s article), the transition team will identify DeVos regulations that should be reversed, but the team will not set policy or staff. Chapman, like many readers of this blog, believes that President Obama’s Race to the Top was profoundly wrong because of its overemphasis on standardized testing (a fact acknowledged even by President Obama) and its advocacy for charter schools and evaluation of teachers by the test scores of their students. Biden promised a new vision and fresh policies for K-12 education, not more of the same failed policies.

Chapman writes:

Biden-Harris Transition teams are selected to review specific agencies. Volunteers are listed only by their “most recent employment.” Those serving in education CONTINUE READING: Laura Chapman Reviews the Biden Transition Team for Education | Diane Ravitch's blog

It’s Easy To Mistake Engagement for Learning: Here’s How I Learned the Difference (Precious Boyle) | Larry Cuban on School Reform and Classroom Practice

It’s Easy To Mistake Engagement for Learning: Here’s How I Learned the Difference (Precious Boyle) | Larry Cuban on School Reform and Classroom Practice

It’s Easy To Mistake Engagement for Learning: Here’s How I Learned the Difference (Precious Boyle)

“Precious Boyle is the senior director of program strategy at Leading Educators, and has served as a teacher, teacher-leader, dean, and principal.”

This appeared in Leading Educators, Oct 27, 2020,

As a middle school social studies teacher, I took a lot of pride in coming up with ways to keep my students engaged. Like many teachers, I took those days when I could tell students were enjoying my class as a sign that my hard work and stress were worth it.

When planning, I would ask myself a simple question: “How would I want to learn about this if I were 11 or 12?” Of course, I spent time establishing routines for how class began, and paid attention to how students were responding so I could shift to my backup plan if necessary. But that central question generally led me to spending lots of time teaching with games and other activities that were fun for kids.

Then a classroom observation changed my life.

I had planned what I thought was a brilliant lesson that would feed my love for scrapbooking and get students to connect their learning about the early civilizations. I set up each table as a different cultural component of a civilization: government, geography, religion, economics, and education. There were magazines, research materials, colored pencils, scrapbooking paper, and CONTINUE READING: It’s Easy To Mistake Engagement for Learning: Here’s How I Learned the Difference (Precious Boyle) | Larry Cuban on School Reform and Classroom Practice

McKeesport Schools Are Hiding At Least Six More COVID Cases at the High School & Twin Rivers | gadflyonthewallblog

McKeesport Schools Are Hiding At Least Six More COVID Cases at the High School & Twin Rivers | gadflyonthewallblog

McKeesport Schools Are Hiding At Least Six More COVID Cases at the High School & Twin Rivers

At least six more cases of COVID-19 have been identified at McKeesport Area School District, but you wouldn’t know it from administrators.

The information at the Western Pennsylvania district is being kept quiet instead of being released to the public.

So at the high school, two students tested positive, and at Twin Rivers Elementary, three staff and one student were identified as having the virus last week, according to a reliable source close to the school board.

Of those, two of the three Twin Rivers staff are awaiting confirmation of their test results from Allegheny County Health Department. The rest have all been tested and their results confirmed.

However, there are a few additional potential cases that remain to be investigated, according to the same source.

The district used to send out telephone, email and conventional mail alerts when CONTINUE READING: McKeesport Schools Are Hiding At Least Six More COVID Cases at the High School & Twin Rivers | gadflyonthewallblog

IT’S CALLED EDUCATION, NOT PROPERTY MANAGEMENT – Dad Gone Wild

IT’S CALLED EDUCATION, NOT PROPERTY MANAGEMENT – Dad Gone Wild

IT’S CALLED EDUCATION, NOT PROPERTY MANAGEMENT

“Uncertainty is an uncomfortable position. But certainty is an absurd one.”

― Voltaire

Last Thursday I had the pleasure to attend, along with my 10-year-old son, an event honoring former Overton High School athletic standout Mookie Betts. Betts, for those unfamiliar with him, is what is often referred to as a generational athlete. He is in a class with the likes of Tom Brady and LeBron James.

Since breaking into the Majors in 2015, he has won 5 Gold Gloves and 4 Silver Slugger Awards. He’s been on 2 World Series Champion teams – the Boston Red Sox and Los Angeles Dodgers. He’s been named league MVP once and been a runner up twice. In 2018, Betts also became the first player in history to win the MVP, Silver Slugger, Gold Glove, a batting title, and World Series in the same season. His gravity-defying leaps in the outfield and the excitement he brings to the base path have electrified the game at a time when it has fallen out of favor, eclipsed in popularity by football and basketball.

Whatever Betts has accomplished on the diamond is dwarfed by his contributions as a man. Stories abound about his buying strangers groceries in the midst of the pandemic and handing out food to the homeless after Game 2 of his first World Series. Writer Wayne G. McDonnell says it best, “Betts possesses a philanthropic heart, a keen self-awareness, and the conscience of an activist passionately working for societal change while being a world-class athlete.” Betts does all of this with a unique sense of humility and grace.

If that is not enough, Betts is apparently so loyal to his alma mater that even as he reaches the heights of superstardom, he is rarely too busy to join Overton’s current crop of ballplayers on the practice field. I was struck by this quote from an article in the Tennessean on last week’s event. It CONTINUE READING: IT’S CALLED EDUCATION, NOT PROPERTY MANAGEMENT – Dad Gone Wild

California's State Meal Mandate - School Nutrition (CA Dept of Education)

California's State Meal Mandate - School Nutrition (CA Dept of Education)

California's State Meal Mandate

Nutrition Services Division Management Bulletin

Purpose: Policy, Beneficial Information

To: National School Lunch and School Breakfast Program Sponsors

Attention: Superintendents, Food Service Directors, Chief Business Officials, and Personnel Officers

Number: SNP-11-2020

Date: November 2020

Reference: California Education Code (EC) sections 43503, 47612.5, 47613.5, 49531, 49550, 49557; Title 7, Code of Federal Regulations (7 CFR), sections 220.8 and 210.10

Supersedes: Management Bulletin (MB) NSD-SNP-01-2009

Subject: Calfornia's State Meal Mandate

---

The purpose of this MB is to provide guidance on California’s state meal mandate. 

EC Section 49550 requires school districts and county offices of education (COE) to provide nutritionally adequate meals to pupils who are eligible for free and reduced-price (F/RP) meals every school day.ECSection 47613.5 extends this requirement to charter schools. Charter schools offering nonclassroom-based instruction must also offer at least one nutritionally adequate meal for eligible pupils on any school day that the pupil is scheduled for educational activities lasting two or more hours at a school site, resource center, meeting space, or other satellite facility operated by the charter school.

EC Section 49550(c) defines “school day” as any day that pupils in kindergarten or grades 1 to 12, inclusive, are attending school for purposes of classroom instruction, including, but not limited to, pupil attendance at minimum days, state-funded preschool, transitional kindergarten, summer school including incoming kindergarten pupils, extended school year days, and Saturday school sessions.

A nutritionally adequate meal (breakfast and lunch) must meet the federal meal pattern requirements and is defined in EC Section 49531 as the following:

A nutritionally adequate breakfast is one that qualifies for reimbursement under the most current meal pattern requirement for the federal School Breakfast Program, as defined in 7CFR, Section 220.8. A nutritionally adequate lunch is one that qualifies for reimbursement under the most current meal pattern for the federal National School Lunch Program, as defined in 7CFR, Section 210.10.

Senate Bill 98 (Statutes of 2020) established EC Section 43503 that adds distance learning as an instructional model and requires school districts, COEs, and charter schools to provide nutritionally adequate meals for eligible pupils during schooldays in which those pupils participate in distance learning. 

Distance learning means instruction in which the pupil and instructor are in different locations and pupils are under the general supervision of a certified employee of the local educational agency. Distance learning may include, but is not limited to, all of the following:

• Interaction, instructions, and check-ins between teachers and pupils through the use of a computer or communications technology
• Video or audio instruction in which the primary mode of communication between the pupil and certified employee is online interaction, instructional television, video, telecourses, or other instruction that relies on computer or communications technology
• The use of print materials incorporating assignments that are the subject of written or oral feedback

Nonclassroom-based charter schools do not provide distance learning as defined in EC Section 43500(a). As a result, this new requirement does not apply to nonclassroom-based charter schools that were defined as such pursuant to EC Section 47612.5 as of Fiscal Year 2019–20 unless their students are scheduled for in-person educational activities that are scheduled to last for two hours or longer.

School districts, COEs, and charter schools operating a distance learning model are not required to serve meals from every school site. However, they must ensure that students eligible for F/RP meals have access to a nutritionally adequate meal during each school day.

The state meal mandate for distance learning instructional models is contingent upon the California Department of Education (CDE) receiving an approved waiver to allow noncongregate feeding and meal service time flexibility from the U.S. Department of Agriculture (USDA) for each day of the scheduled school year. On October 9, 2020, the USDA extended nationwide waivers to allow noncongregate feeding and meal service time flexibility through June 30, 2021.

Frequently Asked Questions

Expand All | Collapse All

1. If another entity has a neighboring community site nearby that is offering free summer meals, can we send students there to meet the state meal mandate?

2. We provide bulk meal distribution one day a week, but some students are learning on campus a few days a week. Does the bulk meal distribution satisfy the state meal mandate?

3. What is the minimum amount of time that a student has to be in school in order for the state meal mandate to apply?

4. Under what circumstances does the state meal mandate apply to nonclassroom-based charter schools?

5. Does the state meal mandate still apply if a school district, COE, or charter school does not receive any federal or state child nutrition funds?

Contact Information

If you have any questions regarding the subject, please contact your county’s School Nutrition Program (SNP) Specialist. A list of SNP Specialists is available in the Download Forms section of the Child Nutrition Information and Payment System, Form ID Caseload. You can also contact the SNP Unit Office Technician, by phone at 916-322-3005 or 800-952-5609, Option 2, to be directed to your SNP Specialist.

Questions:   Nutrition Services Division | 800-952-5609

California's State Meal Mandate - School Nutrition (CA Dept of Education)