The meme rightly shows a solid stone column with PUBLIC SCHOOLS at the bottom holding up INDUSTRY and INTEGRITY which holds up GOVERNMENT. The attack by REAGAN/CLINTON in 1990s of our public schools defunding them and FORCING our administrators to seek CORPORATE SPONSORSHIP------MOVING FORWARD today in RACE TO THE TOP------clearly shows our breakdown in GOVERNMENT due to loss of INTEGRITY in INDUSTRY.
Global banking 1% does this deliberately only unlike ROARING 20s ROBBER BARON few decades there is no intent of REBUILDING our strong several century's old PUBLIC SCHOOLS. We have seen these few decades all our public K-university going to build global education corporations.
During REAGAN/CLINTON there was massive protest from parents in communities across the US against this defunding and ESPECIALLY against corporate patronage.
'The budget includes $2.8 billion for operating expenses and $1.1 billion for capital investment. It also includes more than $350 million of support to City Schools'.
For those not knowing Baltimore City history and its public schools----today's MAYOR PUGH was Clinton-era MOVING FORWARD public funding for higher education to private global corporate trade schools. While Baltimore City K-12 was being starved of all funding with Federal funds misappropriated to private schools our Baltimore public universities were starved and low-functioning. MAYOR PUGH was dean of one of those corporate colleges. Flash forward to RACE TO THE TOP hyper-corporatization of all US public schools filled with corporate patronage, our students are totally ensconced in corporate lessons, corporations staffing our schools, corporations setting teaching agenda, and of course our school buildings growing with corporate advertisement.
Below we see the latest MEDIA PROPAGANDA about Baltimore City schools. We are led to believe our city budget spends more on youth and less on police-----but what we do not see is we now have police in all our schools as employees paid by what was once a public school employee providing education services.
REMEMBER, BALTIMORE IS FAR AHEAD IN INSTALLING US CITIES DEEMED FOREIGN ECONOMIC ZONE GLOBAL MILITARIZED AND PRIVATIZED POLICING.
Baltimore City preliminary budget spends more on education & youth over police
5:54 PM, Mar 29, 2017
6:43 AM, Mar 30, 2017
BALTIMORE, Md. - For the first time in a long time, the Baltimore City budget plan invests more in education and youth development than policing.
On Wednesday, Mayor Catherine Pugh released the preliminary fiscal 2018 budget plan.
The budget includes $2.8 billion for operating expenses and $1.1 billion for capital investment. It also includes more than $350 million of support to City Schools.
Currently, Baltimore City Schools faces a budget gap of $130 million. Earlier this week, Governor Larry Hogan pledged nearly $24 million in assistance and the City is expected to contribute more than $22 million in bridge funding and $90 million in total over the next three years.
“This is a milestone, historic moment. Our funding education and youth development exceeds the police department budget,” said Andrew Kleine, the budget director for the City of Baltimore.
Of the $3.9 billion budget plan, $512 million will fund City Schools and youth programs, which tops the $497 million set aside for police.
“Commitment to youth, absolutely a commitment to youth, transparency, and holding department heads accountable for their budgets,” said Baltimore City Mayor Catherine Pugh.
The City plan also includes a $5.5 million dollar base reduction to the police budget in addition to getting overtime spending under control.
“We've got nine days of Light City, which I'm really excited about but that's nine days of overtime by our police officers. When you think about Artscape and all these other events that's overtime for our police officers that takes someone out of a patrol into these particular areas and I think we have to look at that and couch it differently,” said Mayor Pugh.
Mayor Pugh did not specify what programs or services would be cut from the police budget. Most other city services will be funded at current levels.
The City was also able to close a $20 million dollar shortfall through increased property and income tax revenue and a new funding source. The City plans to relaunch the red light and speed camera program, which is estimated to generate nearly $8 million in revenue. The program is expected to be rolled out no earlier than June.
“Certainly we'll be grateful for the revenue but one of the things we look at, as Kleine has cautioned me on this, because as people get used to the cameras they will slow down, they will stop running red lights so it becomes also regressive. So, it's not something that we want to depend on, we really want to grow our city to increase our revenue,” Mayor Pugh said.
Another key factor in how the City balances its book is federal funding, and President Trump wants to make some cuts.
We don't want to list the names of all global corporations having moved into our public K-university these few decades of REAGAN/CLINTON attack on US public education filling our public K-university with the widespread corporate frauds and global banking frauds during ROBBER BARON fleecing of our Federal, state, and local government coffers-----here in Baltimore City even our public school buildings and real estate were handed to global investment firms under the guise of $1 BILLION SCHOOL BUILDING BONDS.
Of course global COMMONER CORE and global education testing met global TEACH FOR AMERICA private teachers now moving forward private police as public K-university employees.
What we want to do this week is remember what worked in our US public schools and remind today's 99% US WE THE PEOPLE and our immigrant citizens that there was broad consensus on left and right wing against this defunding, against the injection of corporations and even corporate advertising because we had tons of research and education development showing ALL THIS WAS BAD FOR OUR CHILDREN AS STUDENTS.
Here is the Bill 1090 being debated------it is Baltimore City by MAYOR PUGH-----pretending to be a PUBLIC EDUCATION funding bill-------Baltimore's education system is being completely captured by global neo-liberal corporate campus K-12======nothing public in Baltimore public schools............SUPPLEMENTAL EDUCATION SERVICES------means-----more and more and more outsourced global NGO education corporations to attach to our 'public' schools whose staff is being eliminated.
Below media sells this bill as a win for public K-12 when in fact all that SUPPLEMENTAL FUNDING will go to pay SCHOOL BOND BILLS tied to what are already privately-owned schools once called PUBLIC SCHOOLS.
EXPLANATION: CAPITALS INDICATE MATTER ADDED TO EXISTING LAW .
[Brackets] indicate matter deleted from existing law. *sb1090*
SENATE BILL 1090 F1 2lr3436 CF HB 1450
Introduced and read first time: March 5, 2012
Assigned to: Rules
A BILL ENTITLED AN ACT concerning Public Schools
Provision of Supplemental Educational Services
Our local and national media STILL selling these corporate policies in education as WINS for our 99% students black, white, and brown children.
FOOD & DRINK
12/10/2015 12:12 pm ET
The Problem Is Gross School Lunch. These High Schoolers Are Fixing It.
Students at a Chicago high school blame the district’s contractor for serving meals they say are worse than prison food. And they’re getting results.
By Joseph Erbentraut
Credit: Jasmine Castillo/The School Lunch Project
A recent lunch at Roosevelt High School in Chicago. Students say the food being served at their cafeteria is barely edible.
A group of students at a Chicago public high school on the city’s northwest side is calling for higher quality, healthier food to be served at their cafeteria — inspiring real change that could be felt citywide.
“We want our school to be better,” Jacquez Conwell, a junior at Roosevelt High School participating in the student protest of the “crap” meals, told HuffPost. “It’s not fair for us kids, us teenagers, to go through the day where we’re not satisfied. And if we’re not satisfied, we’re not learning anything and we’re not focused.”
Conwell is one of many Roosevelt students participating in a campaign that’s been titled The School Lunch Project.
Late last month, students debuted their website featuring photos of unappetizing food they’ve been served at school, including images of still-frozen fruit cups, spoiled produce and questionable meat.
The students also included a list of their proposals for change, including the option to have off-campus lunch, the addition of vending machines in the school and asking for more options beyond milk or water to drink. Students would also like more diverse entrees beyond the heavily processed foods typically available and they claim pizza, a fried chicken patty or a hamburger are their only options most days.
“Lunch time is the time where you eat and enjoy your free time,” the students’ website reads. “It’s supposed to be the place where students get the best healthy lunches like salads, sandwiches, fresh fruits, etc. Instead they give some gross, unhealthy food.”
The campaign started as a project in a civics class taught by Tim Meegan and grew from an online initiative first reported by WBEZ’s Monica Eng into a student boycott of the lunches served at Roosevelt that has received coverage by dozens of media outlets both local and national.
Their message is being heard. On Tuesday, Meegan and a group of students took part in a meeting with officials representing Chicago Public Schools and Aramark.
Philadelphia-headquartered Aramark was awarded the district’s $97 million-a-year catering contract in 2013, a deal made under circumstances the CPS inspector general deemed “questionable.” The company, which also holds a $260 million contract covering custodial duties for the district, is no stranger to criticism for the services it has provided.
As a result of the meeting, Meegan reported CPS and Aramark officials asked students at Roosevelt to monitor their meals through the year’s end and report back on any issues and invited them to choose a group of five students comprising a Student Dining Committee to take part in a taste testing to evaluate new foods to join the school’s meal rotation.
Students’ reactions to the meeting were “mixed,” Meegan admitted, as there was some frustration that it would take up to three months to incorporate new menu items and students felt concerns about their food’s quality, rather than how it was prepared, went ignored. Still, he said they are “cautiously optimistic” the food will improve for the better.
Aramark currently provides food services for some 380 school districts nationwide and custodial services for more than 130 districts.
The company also provides food services for correctional facilities, including the Michigan Department of Corrections, which ended its contract with Aramark earlier this year due to issues including employee misconduct and sanitation concerns including maggots being found inside a prison kitchen.
On their website, students allege that some prisons under contract with Aramark are actually being served better food than they are.
David Katz, a nutritionist and instructor in medicine at Yale’s School of Public Health, shared Meegan and the students’ concerns about the quality of the food at Roosevelt after viewing photos the students had posted to their website.
Recipes that are worth your time, useful kitchen how-tos and genius food facts.“I am entirely on the side of the students here. The food does, indeed, look ‘nasty’ as they say, and doubtless has a taste to match,” Katz wrote in an e-mail.
While recognizing that the resources of the district are limited, considering that all the students qualify for free meals under a federal policy change enacted last year, he pointed to the work of groups like Revolution Foods and Real Food For Kids as examples of school lunch vendors that provide affordable, high-quality meals for students in the communities they serve.
“Better nutrition, and the cultivation of healthy eating, is a very worthwhile investment,” Katz added. ”We have rampant childhood obesity and diabetes. Better food is the remedy, and schools could be leading the way. Instead, in this case, they are clearly holding us back.”
In response to the students’ campaign, CPS spokeswoman Emily Bittner said in a statement that the district “is committed to serving healthy and nutritious meals to its students” and added that they are “look[ing] forward to working together to address their needs.”
Bittner added that CPS already works with both student and parent advocacy groups to receive feedback on the district’s meal planning and is “working to eliminate highly processed, high sodium and high fat foods.”
For its part, Aramark spokeswoman Karen Cutler said in a statement that the company “applaud[s] the students’ initiative and value[s] their feedback, and will regularly review our operations to make sure we continue to comply with all USDA regulations and meet our high quality standards for the breakfast and lunch meals we serve to 375,000+ CPS students each day across 660 facilities.”
Cutler added in a previous statement that the company was “surprised that we never heard any of these complaints from anyone since school opened in September.”
Meegan, who earlier this year ran for Chicago’s City Council in an unsuccessful challenge of incumbent Alderman Deb Mell in the city’s 33rd ward, said he was not surprised that officials were surprised to learn of the students’ complaints.
“I think the fact that Aramark and CPS don’t get more complaints from parents about the food has to do with the idea that nothing will change more so than the idea that there’s nothing wrong,” Meegan said.
His students are now looking to expand the campaign to include students at other CPS schools who share similar concerns about their lunches.
Meegan believes the campaign imparts an important lesson to his classes.
“This is a very daunting task,” Meegan said. “But this is an important lesson for civics students because they’re going to be dealing with bureaucracies for the rest of their lives. The question of how you make change within a large system like this is still a valid one we haven’t fully answered yet. The skills and tactics students learn in conducting these projects I hope will serve them well throughout their lives.”
All 99% of US WE THE PEOPLE know corporations in our public schools is bad public policy and yet it keeps MOVING FORWARD. Anyone supporting COMMONER CORE and global education testing wants to KILL OUR AMERICAN PUBLIC EDUCATION SYSTEM making it third world DARK AGES.
We read national journal articles telling us CHARTERS are winning but are they really if both right wing and left wing 99% of WE THE PEOPLE don't want corporate K-12? Of course not----corporate charters are not winning---that 5% to the 1% freemason/Greek global banking player is the only thing allowing global banking 1% to install these ONE WORLD ONE COMMONER CORE K-career structures.
It will be EASY PEASY to reverse these education policies we simply need to remember what WORKED for centuries having the mission of education a 99% of US citizens to be citizens and able to participate in REAL free market economies.
NO MYTH-MAKING OR CORPORATE PROPAGANDA IN US PUBLIC K-UNIVERSITY.
TOTAL immersion of our US public K-12 to all that is corporation and advertising/marketing.
Common Core Critics Are Loud But Losing
The nationwide pushback against the education standards hasn't been very successful.
by Alan Greenblatt | April 2015
Common Core has become a toxic brand, the most contentious issue on the education landscape, reviled by partisans at both ends of the political spectrum.
That doesn’t mean it’s going away.
For all the pushback against the Common Core -- a set of standards that outline the content and skills students are expected to master at each grade level -- more than 40 states are still on board. Efforts to repeal the Common Core this year in Arkansas and Mississippi, for instance, led instead to commissions that will study the issue.
“The impression in the media is that there’s all this controversy and therefore this thing must be dead,” says Michael Petrilli, president of the Fordham Institute, an education think tank that backs the standards. “But the full-court press by Tea Party groups to get Republican legislators to repeal the Common Core has only been successful in Oklahoma.”
The effort to improve educational standards and make American students more competitive with their international peers was led several years ago by the National Governors Association and the Council of Chief State School Officers, with backing from the Gates Foundation. Common Core really took off, though, with the Race to the Top grant program that was part of the 2009 federal stimulus package. States that embraced the standards had a better chance of getting extra money under the program.
In hindsight, Petrilli says, having the feds promote the standards was a “huge mistake.” The push from the Obama administration did make it seem that Common Core was an example of federal overreach, says Cheryl Oldham, vice president of the Center for Education and Workforce at the U.S. Chamber of Commerce. That opened the door to criticism from partisans skeptical about anything coming out of the Obama White House. Problems with implementation and confusion stemming from some of the standards served to increase complaints.
But most states are now four or five years into the process. Ending Common Core would mean a lot of wasted effort and money. And business groups such as the Chamber of Commerce -- as well as many teachers -- have been able to convince enough legislators that elevated standards should remain a priority. That means any obituary of the Common Core is decidedly premature. “The words ‘Common Core’ represent something that a lot of people don’t like,” Oldham says, “but the concept of higher standards for all is still a really solid one.”
Common Core is proceeding in most states. In places like Indiana, the brand name may have gotten dropped, but the essential elements remain intact. This spring, standardized tests based on the standards are being rolled out in schools all over the country. “Over a period of time, the best way to defend it is to see the results,” says Delaware Gov. Jack Markell, one of the original leaders in pushing for the standards.
Markell says that simply having parents witness teachers offer lessons based on the Common Core has helped to demystify it in his state. “The typical response when they leave those classrooms is, ‘Wow, that seemed a whole lot like math or English language arts, as opposed to some kind of communist plot for the federal government to take over education.’”
Common Core supporters aren’t resting easy. Opposition to the standards has become something like a litmus test for GOP presidential candidates in 2016. But proponents are starting to feel as though the program will remain intact, at least in most places. “I’m not worried about it,” says Chris Cabaldon, the mayor of West Sacramento, Calif. “A majority of states are still on track. They have weathered the worst of it.”
This conversation below in 2012 was the same conversation in 1980s ---90s------this is not new IT IS ONGOING while global banking 1% simply keep MOVING FORWARD. Here in Baltimore we see our public school students bearing UNDERARMOUR everything because UNDERARMOUR pays no corporate taxes, gets a billion dollars in corporate subsidy in exchange for them being PATRONS. As PATRONS, UNDERARMOUR gets to tell us what our public K-university will do----how it will look----how it will operate---and how our children as students will be treated.
NOT A BAD DEAL FOR GLOBAL UNDERARMOUR-----known these few decades to be brutal, enslaving, and environmentally devastating in FOREIGN ECONOMIC ZONES overseas. That's what we want in our Baltimore southwest ------OH, REALLY??
Same labor and justice policy discussions over 30 years never changing because our government is filled with OLD WORLD GLOBAL 1% pols and players. Our US government human resources KNIGHTS OF MALTA because CLINTON/BUSH/OBAMA now TRUMP work for those OLD WORLD KINGS AND QUEENS.
To FIX BALTIMORE as all our US city schools we must stop MOVING FORWARD corporate K-university as these corporate policies are now on steroids.
Why are US 99% of citizens silent today when we were marching and protesting in the millions in 1980s-90s? We have FEAR AND INTIMIDATION with corporate K-UNIVERSITY tied to FEAR AND INTIMIDATION in stagnant US employment due to global corporate campus control of our government.
Why schools and corporate brands shouldn’t mix
March 28, 2012 11.20pm EDT
The furore following the announcement that Jenny Craig CEO Amy Smith would address a gathering of hundreds of girls’ school teachers has once again brought the uncomfortable issue of corporate presence in schools to light.
The public response – that school groups should not be seen to endorse the dieting industry – is certainly warranted. But such corporate presence in education is really just the tip of the iceberg.
Over the past two decades, fast food companies, financial institutions, supermarkets and other businesses have found increasingly innovative ways to build brand awareness among not only teachers, but also a captive and impressionable audience of school children.
As much as we try to rationalise our consumer choices, many of our decisions are automatic. This makes sense – thinking through every decision would take enormous effort, so our brains have to be efficient. If we have strong associations, the brand is familiar and it’s convenient for us to buy the product, we flick the switch to automatic: “let’s just buy it”.
Businesses sponsor schools to increase sales and generate product loyalty. And schools provide companies with the opportunity to expose their brand to large numbers of children and adolescents in a contained setting.
So when executives representing PepsiCo’s Gatorade brand approach a secondary school to talk to students about fitness and hydration, teachers become complicit (and unpaid promoters) in a corporate marketing activity.
Similarly, when Coles asks schools to collect coupons for sporting equipment, they are reinforcing positive associations with the Coles brand. And in the highly competitive retail environment, every tiny association counts.
And when kindergarten fund-raising drives are built around sales of Freddo Frogs and Caramello Koalas, they are doing a long-term branding favour for Cadbury (owned by Kraft Foods).
Sponsorship deals can even allow businesses to undertake market research in the school environment, from gathering basic data about attitudes to the brand, through to gaining detailed insights into the consumer behaviour of adolescents and younger children. This data influences future strategies, product development and promotional activities.
Over time, schools become reliant on corporate funds and may incrementally reduce barriers to a brand’s involvement in the school. What starts out as a simple poster thanking the brand for their sponsorship, may lead to preference of that brand’s products over others at the school.
As far as the company is concerned, this is part of a broader corporate brand strategy – it’s marketing 101.
Bad habitsWhen health psychology researcher Jennifer Harris and her colleagues at Yale University examined the impact of advertising on adult and child food choices, they found both groups were primed to eat more food when they were exposed to advertising.
Children consumed 45% more unhealthy snack foods during and after exposure to snack food advertising, while adults consumed more of both healthy and unhealthy food during exposure. Harris argues this shows a direct causal link between food advertising and greater snack consumption, which further contradicts industry claims that “advertising affects only brand preferences and not overall nutrition”.
A single exposure to a brand message, or some posters or branding in the school gymnasium, is not harmless. All brand messages, whether delivered on school grounds, or outside the school, add up to an incremental inevitability that the child will favour one brand over another, and one product over another.
If children are consistently exposed to a particular brand (say, McDonald’s) in an environment where they are educated, they will make unconscious (and positive) links to that brand. If they then see the brand on television, on outdoor advertising, even the logo as they drive past the store, this connection is reinforced.
So when it comes to making a choice about take-away food (which most families indulge in from time to time), it becomes easier to choose that brand. It’s also relatively cheap to buy, and provides instant rewards in the form of sugar, fat and salt.
Usual defences against corporate influence, such as parents controlling their child’s healthy eating, are circumvented by this type of marketing. Parents are not with their children when they are exposed to these positive brand messages and the school’s implicit support of the brand reduces parents’ ability to counter the influence.
Of course, parents are able to say no to their children when they insist on eating at a particular fast food restaurant. But this becomes more difficult to defend when the child’s recall is strong and powerful – marketers call this “pester power”.
The objective of schools (and teachers) is to provide children and young adults with the skills to contribute to society, through the development of knowledge, critical thinking and social skills.
The objectives of corporations are somewhat more prosaic – they are to sell their products, and make a return for their shareholders and owners. Although many of these large businesses work hard to promote their corporate social responsibility credentials, the bottom line is paramount. This is why most corporate social responsibility (CSR) divisions reside in the marketing area - it’s primarily seen as a marketing and promotional activity.
Of course children should be exposed to the outside world, and the corporate world forms part of this exposure. But marketing is all about trust and the promise of a better life. School councils and principals must consider this influence before allowing the corporate sector into their schools.
We have moved away from whether a public school should have VENDING MACHINES filled with corporate products with goals of having our 99% not only pay those taxes for schools but to encourage our children to spend MORE money on vending products all to fund community schools. Today, that issue has been completely LOST as the argument has become HEALTHY VENDING PRODUCTS being better than snack products even as we discussed in detail HEALTHY VENDING PRODUCTS are not healthy.
We get teased for supporting these same structures when we buy our morning coffee at PRIVATE VENDOR spaces in Baltimore public universities. Those vendors are of course installed to act as revenue sources for our now corporate universities. Never had private vendors on university campuses before CLINTON/BUSH/OBAMA because our public schools dealt only with EDUCATION. When right wing shouts that public agencies kill FREE MARKET ----they are confusing PRIVATIZATION of public agencies with global corporations killing our local free market economies.
WE LOVE OUR VENDORS----WE COULD HAVE THOSE JOBS AS REAL PUBLIC EDUCATION EMPLOYMENT PAYING MORE.
Use of Vending Machines in School Meal Programs
Nutrition Services Division Management Bulletin
To: School Nutrition Program Sponsors
Attention: Food Service Directors
Directors of Purchasing
Date: March 2009
Subject: Use of Vending Machines in School Meal Programs
Reference: United States Department of Agriculture, Food and Nutrition Service, Policy Memos SP-03-2007, Vending Machines in School Meal Programs; and SP 13-2008, Use of Vending Machines in School Meals Programs
This Management Bulletin (MB) provides information from the United States Department of Agriculture (USDA) regarding the use of vending machines in school meal programs.
The USDA Food and Nutrition Service (USDA) is aware that there is a growing interest among school food authorities (SFAs) to use vending machines in school meal programs. The following information provides interim guidance for SFAs that are considering whether a meal vending machine could be successfully incorporated into their National School Lunch (NSLP) and School Breakfast Programs (SBP). We are including a series of questions and answers below from the USDA regarding the use of vending machines.
SFAs must be aware that any vending machine that provides a reimbursable school meal represents an extension of school food service operations. Therefore, school meal vending machines are subject to the same program regulations, procedures, menu planning requirements, competitive food rules, and Offer versus Serve requirements that are applicable to meals offered on a regular service line with a cashier. Also, as a reminder, any use of “Program” (cafeteria) funds used in obtaining and maintaining vending machines to provide reimbursable meals must be in accordance with the applicable procedures set forth in Title 7, Code of Federal Regulations, Section 210.21, concerning the procurement of supplies, food, equipment, and services.
SFAs are responsible for ensuring that vending machines used to serve reimbursable meals are operated in compliance with program regulations. For example, the SFA must ensure that vending machines can properly dispense a reimbursable meal, accurately document when a reimbursable meal has been selected and served to each student, and track each meal by each student’s meal eligibility category (e.g. free, reduced-price, and paid). Moreover, SFAs must ensure that the use of vending machines does not allow an eligible student to receive more than one reimbursable meal per service period (e.g., one meal through the traditional meal line and a second meal through the vending machine). Also, it is critical that identity confirmation procedures do not overtly identify a child as receiving a free or reduced-price meal, as this is not allowed by federal and state laws. Additionally, all reimbursable school meals, including vended meals, must be priced as a unit.
Prior to using vending machines to serve reimbursable meals, USDA requires SFAs to notify the California Department of Education (CDE) of their intent to do so. The SFA would then include the vending machines in any administrative reviews (Coordinated Review Efforts “CREs”) to ensure that these machines and their use comply with NSLP and SBP regulations.
The USDA recognizes that vending machines play an expanding role in the operation of the NSLP and SBP. Personnel policies, labor costs, pressure on lunch room space, class schedules, and the limited duration of lunch-time periods all contribute to the need to explore more efficient and effective methods of delivering these important nutritional benefits to students. It is also critical that SFAs ensure the proper delivery of program services to students without unnecessarily inhibiting innovation. In addition, the NSD requires that SFAs include a standard operating procedure (SOP) that specifically addresses food safety considerations for vending machines in their school food safety program based on Hazard Analysis Critical Control Point (HACCP) principles (if it is not already included in the HACCP SOPs).
The CDE, Nutrition Services Division (NSD) has developed a Policy Statement Addendum for vending machines, which can be found in the Child Nutrition Information and Payment System, in Download Forms. SFAs may use this form (1) to notify the NSD of their intent to utilize vending machines, and (2) as an Addendum to their current Free and Reduced-Price Meal Policy Statement covering meal count and collection procedures (MCCPs) for the vending machine. Please note that MCCPs are site specific and must be submitted to the NSD for approval as district procedures change.
Due to the developing nature of FNS guidance regarding the operation and management of vending machines in the NSLP or SBP, please direct all related questions to the NSD’s School Nutrition Programs Unit at 916-445-0850 or your Field Services Unit Child Nutrition Consultant at 800-952-5609.
Questions and Answers Regarding Vending Machines
in Federal School Meal Programs
- Are reimbursable meals offered through vending machines subject to the Offer vs. Serve (OVS) provisions?
- If a vending machine runs out of one or more components of a reimbursable meal, are meals still reimbursable?
- In a school offering OVS, does predetermination of menu selections in a vending machine (resulting in a “less than complete” set of choices while others may have a different set of choices) undermine the intent of the OVS requirement?
- How is a student’s free, reduced-price, or paid meal eligibility tracked when using a vending machine?
- Do vending machines need to allow a student to add money to his/her account and/or pay the difference between the account balance and the price of the item to be purchased if the student does not have sufficient funds in his/her pre-paid account?
- Are vending machines limited to the same time restrictions as other types of lunch service (10 a.m. to 2 p.m.) when serving lunch under the National School Lunch Program?
- Do the student identifiers (name, ID number, biometric, cashier, etc.) for a vending machine need to be the same as used in a traditional meal service line?
- What does my district or agency need to do before purchasing and setting up vending machines to dispense meals?
- Complete the Policy Statement Addendum for MCCPs at http://www.cde.ca.gov/ls/nu/sn/documents/psmccpvendmach.doc and submit for pre-approval.
- Follow federal and State procurement procedures for the purchase of any vending machine.
- Ensure that the machine can maintain the confidentiality/privacy for each student’s meal eligibility status.
- Follow the guidance provided in this MB.
Last Reviewed: Wednesday, January 17, 2018
As national media has 99% WE THE PEOPLE debating vending or not------snack food vs FAKE healthy food-----they are MOVING FORWARD to eliminating all cafeteria employees with global robotic vending machines. So, our children will not interact with those cafeteria ladies--------no need for THOSE PUBLIC SCHOOL EMPLOYEES.
We are where we are today because 99% WE THE PEOPLE keep allowing our US elections to be rigged and fraudulent by corrupt global banking 5% players. Here we have a foreign corporation filling our US public schools because AMERICANS are too uneducated to operate businesses.
Of course PIZZA is healthy because it is gluten free, wheat crust, thin crust, olive oil, or sans cheese---only none of that is true....it is advertising and marketing.
Company Bets Robotic Vending Machine Pizza Is A Winner
June 21, 201210:52 AM ET Eliza Barclay NPR
We eat a lot of pizza in this country: 46 slices, or 23 pounds, of pizza a year per person, according to PizzaMarketplace.com. Some would say all the cheese on all that pizza is one reason we've got an obesity problem.
But the pizza industry, which nets $32 billion a year, thinks we could be eating even more. Sure, we've got classic pizzerias, home delivery, frozen pizzas, pizzas ready to take home and bake, pizza food trucks. But there's got to be some other way to sell that winning combination of wheat dough, tomatoes, and cheese, right?
We can thank some Italians — yes, the prideful original pizza makers and the people who invented Slow Food — and their Dutch partners for the newest addition to the pizza landscape: A superfast pizza-from-scratch vending machine. The company, A1 Concepts, says it's now shipping machines to Atlanta, the city it's betting will be its best entry point into the mammoth American pizza market.
Let's Pizza, as the machine is called, has been a hit in Europe, A1 CEO Ronald Rammers tells PizzaMarketplace.com. "Once people discover the quality of the pizza and the convenience and, indeed, the speed factor, we expect to have competition in our favor," he says.
Speed his vending machine does promise — 2.5 minutes for the machine to mix and knead the dough, squirt some tomato sauce on it, cover it with cheese and other toppings, and pop it in an infrared oven, which scorches it in a minute or so. Get a closer look in this video:
But getting pizza from a robot machine is a far cry from watching real live pizza makers who take pride in careful kneading and daring tosses of the dough. This pizza is made by robotic hands kneading and squirting and pulling the finished pizza from the oven.
As The Atlantic Cities noted in their post on the machine, it's a little odd that it's being marketed as "untouched by human hands" and prepared in a "human-free environment."
But for the price — $5.95 for an 11-inch pizza is what the company suggests — it may be just the thing for people who want a quick, hot snack and don't want to interact with anyone to get it. And if the buzz rippling off the cupcake ATM and sushi bots is any indicator, Americans will happily eat pizza from a machine, too — as long as it tastes something like their beloved pizza.
'Strayer Education Inc. (NASDAQ: STRA), which was established in 1996'.
This is Baltimore City's current mayor PUGH----and here is where our Federal public K-university funding went during REAGAN/CLINTON while our 99% of parents and students were protesting public school funding cuts. STRAYER of course is only one now global education corporation created from allowing our public K-12 school crumble.
'From there, her career only diversified. At one time or another, she has been a print journalist, a talk show host, the dean of Strayer Business College (now Strayer University) in Baltimore, and director of citizens involvement under Mayor William Donald Schaefer'.
So, of course we would not look to a PUGH to FIX Baltimore public schools for our 99% of WE THE PEOPLE----PUGH as our Maryland Gov Hogan is REALLY making sure US citizens have no access to REAL PUBLIC EDUCATION or REAL INFORMATION.
Strayer University is a United States-based private, for-profit higher education institution. It was founded in 1892 as Strayer's Business College and later became Strayer College, before being granted university status in 1998. Strayer University operates under the holding company, Strayer Education Inc. (NASDAQ: STRA), which was established in 1996.
The university enrolls about 40,000 students through its online learning programs, and at 78 campuses located in 15 U.S. States and Washington D.C. The university specializes in degree programs for working adults and offers undergraduate and graduate degrees in subjects such as accounting, business administration, criminal justice, education, health services administration, information technology and public administration.
'At least 40 states have one or more districts implementing competency education, and that number is growing, according to a 2013 KnowledgeWorks report with the most up to date numbers on the trend'.
As we see our GLOBAL CHAMBER OF COMMERCE 'PUBLIC MEDIA' PBS AND NPR are quite the cheerleaders for global COMMONER CORE and ONE WORLD ONE GLOBAL CORPORATE EDUCATION.
We have discussed in detail how these corporate education data are all JUKED to show improvements where there are none hiding much of the harm as more and more children are filtered out of public K-12
The INCOMPETENCY of corporate education policy is now telling 99% WE THE PEOPLE and our children what is COMPETENT. Remember, the goal of DARK AGES education was always making sure 99% of people have no idea what is happening in the world around them.
Grade levels could be a thing of the past in schools focused on competency
Education May 13, 2015 2:55 PM EDT
Originally posted on Chalkbeat by Anika Anand and Ann Schimke on May 11, 2015
In a suburb just outside of Denver, Principal Sarah Gould stands outside a fifth-grade classroom at Hodgkins Elementary School watching students work. This classroom, she explains, is for students working roughly at grade level. Down the hall, there are two other fifth-grade classrooms. One is labeled “Level 2 and 3,” for students who are working at the second and third-grade levels. The other is for students who are working at a middle-school level.
But some of these students won’t necessarily stay in these classrooms for the whole school year. The students will move to new classrooms when they’ve mastered everything they were asked to learn in their first class. This can happen at any time during the year.
“We have kids move every day. It’s just based on when they’re ready,” Gould said.
Six years ago, Hodgkins Elementary worked the same way most schools and districts do: Students were assigned to a class for a fixed amount of time and were promoted when the time ended, assuming that they had gained the skills they needed for the next class — and sometimes even if they had not.
Now, the school is part of a growing movement toward “competency-based education,” which replaces “seat time” with skills as the main standard for whether students are promoted. Competency-based education goes by many names — mastery-based, proficiency-based and performance-based education — but the idea is the same: Students are measured by what they’ve learned, not the amount of time they’ve spent in the classroom.
REMEMBER, BEFORE THESE EDUCATION REFORMS PUBLIC SCHOOL TEACHERS DIDN'T HAVE ENOUGH TIME AND YEARS TO TEACH SUBJECT CONTENT...WHAT CHANGED? REDUCTION OF SUBJECTS AND CONTENT.
Innovations in technology and how teachers can monitor students’ progress, along with changes to regulations about how long students must spend in class, have made it possible for schools and districts to adopt competency-based systems in an effort to use students’ time in school more effectively.
At least 40 states have one or more districts implementing competency education, and that number is growing, according to a 2013 KnowledgeWorks report with the most up to date numbers on the trend.
But competency-based education doesn’t look the same across the country. In fact, advocates say schools and districts fall on a “competency continuum,” based on which aspects of competency education they’ve implemented.
When advocates talk about a “pure” model of competency education, they describe a model that isn’t bound by grade levels or the Carnegie unit, a measure of the amount of time a student has studied a subject in class. At that end of the spectrum, schools like Hodgkins or New York City’s Olympus Academy have essentially gotten rid of standard K-12 grade levels and only move students to the next learning level if they’ve proven they’ve mastered the concepts. (The schools generally must track students by grade level for funding and state testing purposes, even if their classes are not designed for single-age cohorts. Some advocates, including officials in Hodgkins’s district, want state policies changed to allow competency-based learning schools to track students differently.)
“Education systems in the past have been notorious for jumping on bandwagons but nothing substantially changes under the surface. In our model everything has changed under the surface,” said Oliver Grenham, chief education officer of Hodgkins’s district, Adams County School District 50 in Colorado.
But at the same time, advocates acknowledge that the “full system overhaul” is a heavy lift and that schools need to start from a place that makes the most sense for them based on their time, resources, and community support. For some districts, the clearest path has been to create new schools based on the model, as Philadelphia did this year when it opened three high schools that assign students to “workshops” rather than classes.
The schools retain some of the traditional school organization, but are working toward replacing standard grading with a detailed, competency-based matrix that lets students know at all times where they stand and helps them understand their own strengths and weaknesses.
Traditional letter grades don’t give students much information about what they know and can do, said Thomas Gaffey, the technology coordinator at Building 21, one of the three Philadelphia schools. The competency-based evaluation he helped design “makes the learning process transparent,” he said.
More often, schools have nestled a competency-based philosophy within their existing operations, maintaining their grade-level arrangements while adapting how they assess student learning.
“We’re a hybrid, which is what I think appeals to people who look at our model,” said Brian Stack, principal of Sanborn High School in New Hampshire. “It’s not vastly different from what they do with a traditional model, but it’s not so far out on the spectrum that it’s unattainable for them to get to where we are.”
At Sanborn, students are still enrolled in traditional classes and still receive credit for class at the end of the year. But all the courses have defined core competencies and if students don’t gain those competencies, they have to do extra work in order to earn credit for the class, rather than simply accepting the lower grade. The school is also in the process of doing away with numerical grades in favor of a scale that ranges from “limited progress” to “exceeding expectations.”
“We grade kids every day,” Stack said. “The difference is, what are you doing with that grade? Are you using that as feedback to tell students how they’re doing and to inform instruction or are you just using it as a determination to say did they know it or not?”
Stack said as much as he would like for his school to be totally unbound by seat time, its model is still dictated by the school calendar.
“If we can’t move kids when they’re ready, we can at the very least try to personalize instruction to the extent possible when they’re with us,” he said.
Other schools offer their own reasons for maintaining grade levels while rolling out a competency-based approach.
After a competency-learning pilot in math yielded major gains for California’s Summit Preparatory charter schools, the network adopted the approach in most academic subjects — and considered going further.
“We thought eliminating grades was the gold standard ideal,” said Adam Carter, chief academic officer. “We thought, ‘Those stupid grade levels are holding us back.’”
That changed when Summit officials thought through what they would lose by doing away with grade levels and realized that students benefit by belonging to a fixed cohort that advances together. “If students can plug into a project that is rich and full of layers, we don’t need to get rid of grade levels,” he said.
Schools operated by Rocketship, a national charter school network, regroup students four to six times a day based on their academic skills, in a robust example of how educators can use student data to foster competency-based learning.
“But we still have grade levels because of the social-emotional needs of students, especially early elementary,” said CEO Preston Smith. “Five-year-olds need to be with 5-year-olds most of the day so they can develop the life skills they need to be successful.”
Advocates of competency-based learning say the diversity among schools’ approaches should be expected — and appreciated — as more experiments take shape.
“Each school and each district is on its own journey and they’re going to have different entry points,” said Susan Patrick, president of the International Association for K-12 Online Learning, which champions online and blended learning models that are often part of competency-based programs. “Most school leaders who are implementing this well … had been working on the building blocks for three to six years.”
Lillian Pace, senior director of national policy for KnowledgeWorks, said, “Naturally, you’re going to see a tremendous amount of diversity in implementation. … That’s healthy. We need to try different approaches. We need to figure out ultimately which methods are the most effective.”
For now, the experience of schools like Hodgkins suggests that competency-based education might help engage students in their learning.
When kindergarten teacher Jenn Dickman recently asked for volunteers to share their “data notebooks” with a visitor, her students rushed en masse to grab the binders.
Jayleen Vasquez was first in line. She flipped quickly through the pages—each a mini-progress report of her skills. At the top were headers such as, “I can read a Level D book with purpose and understanding” or “I can read 50 sight words in 100 seconds or less.”
Underneath were columns shaded in colorful crayon hues showing whether she’d met the goal, and if not, how much farther she had to go.
“I passed these. I got those two right and this one I just forgot one. I did not pass this one,” she said, gesturing to one page. Then she concluded with pride: “I passed all this.”
Let's remember what 99% of citizens had for education in DARK AGES......Hmmmm, they were left uneducated not even able to sign their name on documents---but then those 99% were not part of that global banking 1% economy---had no access to health care, justice, owning property ---so why did they need to know how to sign a document----MOVING FORWARD RACE TO THE TOP/COMMONER CORE.
'For the poor, the dark ages really did not end in the way that it did for wealthy landowners, merchants and high ranking clergy during medieval times'.
But, Baltimore City public school budget is being addressed by those global banking 1% city council and Maryland Assembly 5% pols and players----DON'T WORRY!
Looks like those 5% FAKE RELIGIOUS leaders make out OK.
Remember, ONE WORLD ONE GOVERNANCE US CITIES/STATES deemed FOREIGN ECONOMIC ZONES filling with a few billion of global labor pool soon left unemployed by ever-smaller job opportunities makes for a very different group of serfs and slaves.
As we say each time we discuss education public policy -----only those children identified as GENIUS and that is a 1% of population will be educated.
We'll just keep PRETENDING US public education is getting better as we MOVE FORWARD COMMONER CORE.
The Life of Peasants in Medieval Times
Written by Tim Nash
History - Middle Ages
When we enjoy entertainment or festivals that celebrate medieval life and times, it is the life of royalty, traveling bards, monks of knights that are most often the focus of our attention. Few of us would want to celebrate the lives of peasants and surfs during the middle ages. There is good reason for that. There was little to celebrate about the harsh life poor people endured during this time in history.
For the poor, the dark ages really did not end in the way that it did for wealthy landowners, merchants and high ranking clergy during medieval times. It is not an exaggeration that the life of peasants was a constant struggle to survive. That struggle meant a daily life of hard work, harsh taxes and a lifestyle that was filthy and full of dangers of all kinds for themselves and for their families.
Because peasants were the very bottom rung of medieval society, they were under the harsh authority of just about every other rung of society. They had to work the land of the Lord who owned it and then pay rent for working and living on that land as well.
Peasants were required to swear an oath of allegiance to their Lord and to violate that Lord would bring harsh if not fatal punishments. To fulfill that oath, peasants had to do just about every kind if difficult manual labor imaginable including plowing the fields, planting and caring for crops, harvesting corn and other produce, storing it in barns and cutting and storing wood for the winter for themselves and the Lords who owned the land they lived on.
The level that those in power exploited the peasant class during medieval times was truly appalling. In addition to coping with staggering poverty, peasants had to pay stiff taxes to their Lord and to the church in the form of the “tithe”. Often peasants had no money for their tithes so they paid them in the form of the produce they grew on the land they rented from their Lords. The Catholic Church realized such huge returns on the tithes from the peasant class that they had to build massive barns to hold all of the product that the peasants paid in.
Daily life for peasants was a constant struggle for the basics of health, water and comfort. Their houses were called “crunk houses” and they were made of very basic materials such as straw, mud and manure. There was no glass or wood for doors and windows so those openings were covered with curtains which meant that the house was cold in the winter or stiflingly hot in the summertime.
Furniture was a luxury for a peasant family so life took place on the floor. There were no toilets so usually a single bucket was used that was emptied each morning into the nearest stream or river. If the family owned animals, they were brought into the house at night as well. It was too dangerous to leave the animals outside at night as they could be stolen or killed by wild beasts that roamed the countryside without restriction.
This lifestyle was filthy and uncomfortable at the least. Water was a tremendous premium so usually a small amount was carried to the home once a day and it was used for cooking or any cleaning that needed to be done. Water was retrieved from the same river or stream that the refuse was emptied into the previous morning. And since everyone in the village had the same habits, the likelihood that the family drinking water was contaminated was high. Peasants had no resources for bathing or maintaining the minimum of what we currently consider to be hygiene, which meant that disease and death were rampant.
Small wonder that few movies or medieval fairs focus on the lives of peasants during medieval times. But it is good to take a few moments to realize that life during the highly romanticized medieval period was neither romantic nor luxurious for the majority of the populations of that era.
Remember that HOLLYWOOD MOVIE making BOGART a global banking 1% freemason STAR------
'The Maltese Falcon (1941 film) - Wikipedia
The Maltese Falcon is a 1941 film noir written and directed by John Huston'
1958 Eisenhower attaches US Federal agencies to KNIGHT OF MALTA---THE MITRE CORPORATION. Hollywood usually precedes global banking policy by a few decades.
MOVING FORWARD ONE WORLD ONE COMMONER CORE.
'Maltese Falcon to be offered once again to King of Spain
Malta Independent Sunday, 28 August 2005, 00:00 Last update: about 5 years ago
At a special ceremony that will be held next Sunday at Vittoriosa, a Maltese falcon will once again be offered to the King of Spain.
The elaborate and colourful ceremony will commemorate the 475th anniversary of the cession of the island of Malta to the Knights of St John by Emperor Charles V on 24 March 1530.
The Maltese falcon, on which the famous Humphrey Bogart film was based, is the bird which the Knights and the people of Malta sent every year to the Holy Roman Emperor and his descendants, the Kings of Spain, as a sign of their continuing fealty. The Maltese were subjects of Spain before the Knights came and continued being so even under the Knights'.
We discussed RAND CORPORATION in detail and its ties here in Baltimore ------when we follow these global corporations for which our US CLINTON/BUSH/OBAMA--now TRUMP work--we can see what education policies they will be MOVING FORWARD next.
How We Are Funded: Major Clients and Grantors of RAND ...
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Department of Education ... Great Lakes Higher Education Corporation and Affiliates; Gulf of Mexico Alliance; ...
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Helping make educational policies, programs, and practices more effective for all
RAND Education has applied its expertise to almost every aspect of the education system for more than four decades. Our staff includes more than 70 experts from a wide range of disciplines. Our research sponsors include government agencies, foundations, and private-sector organizations.
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