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Nutrition - Learning Support (CA Dept of Education)
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2024 Summer Food Service Program Guide (added 23-May-2024)
	
	Summer Food Service Program Administration Guide.

Summer 2024 Rural Non-congregate Feeding FAQ's (added 23-May-2024)
	
	The purpose of this announcement is to highlight existing resources for program operators and to address frequently asked questions (FAQ) the CDE has received related to non-congregate feeding options.

School Nutrition Program Administration Training (added 23-May-2024)
	
	This announcement provides registration information for the in-person Introduction to School Nutrition Program Administration courses.

Extended: CNAC Student Recruitment (added 14-May-2024)
	
	The Child Nutrition Advisory Council (CNAC) is accepting student member applications through May 21, 2024.

Local Agency Procurement Review List of Operators (added 10-May-2024)
	
	Program operators scheduled for the School Year 2024-25 off-site local agency procurement review.

SFSP Application Deadline is May 15 (added 09-May-2024)
	
	The California Department of Education (CDE) Nutrition Services Division would like to remind you that your summer meal application packets for the Summer Food Service Program (SFSP) are due May 15. 

CNAC Student Member Recruitment Reminder (added 07-May-2024)
	
	The California Department of Education is currently recruiting applicants for the Child Nutrition Advisory Council (CNAC) student member position.

USDA Final Rule: School Meal Standards (added 07-May-2024)
	
	This information announces the release of the U.S. Department of Agriculture (USDA) Final Rule for Child Nutrition Programs: Meal Patterns Consistent with the 2020-2025 Dietary Guidelines for Americans.

Cargill Meat Solutions Recalls Ground Beef Product (added 03-May-2024)
	
	Cargill Meat Solutions Recalls Ground Beef Products due to possible E. coli O157:H7 contamination.

Summer Meals: Rural Non-congregate Meal Service (added 03-May-2024)
	
	This management bulletin provides guidance on rural non-congregate meal service options in the Summer Food Service Program (SFSP) and Seamless Summer Option (SSO), collectively referred to as the Summer Meal Programs (SMP).

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6 min readDiez maneras en que los estudiantes pueden prepararse para ser astronautasNASA STEM TeamMar 27, 2024 Article

Contents

1. Solicita una pasantía en la NASA.

2. Participa en los desafíos estudiantiles de Artemis.

3. Suscríbete a NASA EXPRESS.

4. Asiste al ASTRO CAMP® o al Campamento Espacial.

5. ¡Aprende lo que realmente se necesita para convertirte en astronauta!

7. Mantente activo.

8. Participa en ferias de ciencias e ingeniería.

9. Postúlate a escuelas de posgrado y de capacitación profesional, o a un programa de entrenamiento para pilotos.

10. Inscríbete en clases y clubes de STEM.

¿Quieres ser astronauta, pero no sabes por dónde empezar? ¡Estas son algunas maneras en las que puedes comenzar tu viaje! Incluso si no aún no reúnes los requisitos para ser astronauta, mediante la Oficina de Participación STEM (ciencia, tecnología, ingeniería y matemáticas) de la NASA, u OSTEM, hay formas de participar en las misiones de la NASA.
Bill Text - AB-132 Postsecondary education trailer bill.
(a) The department shall contract for the development of proposals that will provide for the retention and analysis of longitudinal pupil achievement data on the tests administered pursuant to Chapter 5 (commencing with Section 60600), Chapter 7 (commencing with Section 60810), and Chapter 9 (commencing with Section 60850). The longitudinal data shall be known as the California Longitudinal Pupil Achievement Data System.(b) The proposals developed pursuant to subdivision (a) shall evaluate and determine whether it would be most effective, from both a fiscal and a technological perspective, for the state to own the system. The proposals shall additionally evaluate and determine the most effective means of housing the system.(c) The California Longitudinal Pupil Achievement Data System shall be developed and implemented in accordance with all state rules and regulations governing information technology projects.(d) The system or systems developed pursuant to this section shall be used to accomplish all of the following goals:(1) To provide school districts and the department access to data necessary to comply with federal reporting requirements delineated in the federal No Child Left Behind Act of 2001 (20 U.S.C. Sec. 6301 et seq.).(2) To provide a better means of evaluating educational progress and investments over time.(3) To provide local educational agencies
	with the information
	and data needed to inform operational tools, as defined in Section 10861, that can be used to improve pupil
	achievement, including college and career readiness.(4) To provide an efficient, flexible, and secure means of maintaining longitudinal statewide pupil level data between and among the state’s educational segments and operational tools, as defined in Section 10861, including, but not limited to, all of the following:(A) Pupil level data from all elementary and secondary schools, including, but not limited to, juvenile court schools, alternative schools, continuation schools, special education schools, and adult educational programs offering a high school
	diploma or equivalency.(B) Pupil level data collected in both detention and nondetention settings.(C) Pupil level data to postsecondary educational institutions and the Student Aid Commission.
Cars for Schools Program - Bureau of Automotive Repair
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Cars for Schools Program
The Bureau of Automotive Repair’s (BAR) Cars for Schools program provides retired vehicles to public high schools, community colleges, and regional occupation programs throughout the state to provide hands-on training opportunities for students.
How the Program Works

The Cars for Schools program diverts up to 350 vehicles annually from BAR’s Consumer Assistance Program (CAP), which helps improve California’s air quality by offering eligible consumers up to $1,500 to retire an operational vehicle at a BAR-contracted dismantler.
Vehicles are provided to schools at no charge. However, schools are responsible for covering the cost of transporting vehicles from the dismantler site to the school and back again.
To retain the pollution control benefits of CAP, participating schools must sign a memorandum of understanding with BAR agreeing to specific terms such as not operating the vehicle on public roads and returning the vehicle back to the dismantler site by a specified date.

How Schools Benefit

Schools may request specific vehicle makes, models, model years, ranges of model years, or other vehicle specific features.
Schools may use the vehicles as needed to demonstrate principles of operation or repair techniques.
Students can gain hands-on experience assembling, disassembling, and troubleshooting vehicles.

How to Participate
Educators seeking more information on school eligibility may contact the Cars for Schools program coordinator at carsforschools@dca.ca.gov.

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Initiatives - Active Measures | State of California - Department of Justice - Office of the Attorney General
Please note that proposed initiatives are posted as submitted by the proponent(s). The initiative proponent(s) may submit a proposed title and summary. Such titles and summaries are not official and will likely differ from the official title and ultimately prepared by the Attorney General. The Attorney General makes no comment on the accuracy of any statements made in the proposed initiatives.
You can comment on a proposed initiative by selecting the “submit comment” button located next to the proposed initiative. Please note that the comment period applies only to initiatives and will conclude after 30 days.
The Attorney General issues an official title and summary for every proposed initiative submitted in compliance with procedural requirements. To view an official title and summary, select the title and summary link.
Active Measures 

 Initiative 

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23-0035A1 


CREATES NEW MONETARY PENALTIES FOR INJURIES TO MINORS CAUSED BY CERTAIN SOCIAL MEDIA COMPANIES. INITIATIVE STATUTE.
Title and Summary Issued on February 21, 2024

Fiscal Impact Estimate Report
Proponent(s):
James P. Steyer



23-0034 


ESTABLISHES NEW “UNIVERSITY OF CALIFORNIA ONLINE.” INITIATIVE CONSTITUTIONAL AMENDMENT. 
Title and Summary Issued on January 10, 2024

Fiscal Impact Estimate Report
Proponent(s):
Boyd Roberts 



23-0032A1 


DECRIMINALIZES PSYCHEDELICS FOR PERSONAL USE, MEDICAL TREATMENT, AND RESEARCH. INITIATIVE STATUTE.
Title and Summary Issued on January 2, 2024

Fiscal Impact Estimate Report
Proponent(s):
David Hodges, Tomas Garrett, Chelsea Candelaria, Carsten Fisher



23-0031 


ALLOWS FOR LEGALIZATION OF ONLINE AND IN-PERSON SPORTS WAGERING. INITIATIVE CONSTITUTIONAL AMENDMENT. 
Title and Summary Issued on January 2, 2024

Fiscal Impact Estimate Report
Proponent(s):
Ryan Tyler Walz



23-0030A1 


LEGALIZES ONLINE AND IN-PERSON SPORTS WAGERING AND OTHER NEW TYPES OF GAMBLING. INITIATIVE CONSTITUTIONAL AMENDMENT AND STATUTE.
Title and Summary Issued on January 2, 2024

Fiscal Impact Estimate Report
Proponent(s):
Ryan Tyler Walz



23-0029A1
Tips for hiking with kids in Sonoma County parks
Visit our Find a Park page to learn more about these parks. 
When it comes to meeting up with friends at parks, better playgrounds make for better playdates. Besides Ragle Ranch Regional Park, Taylor Mountain Regional Park in Santa Rosa has a playground called Red Tail Play Area. Meet up there before or after a hike, and the kids will sleep soundly that night. Maxwell Farms Regional Park in Sonoma also has a large playground and easy access to a nature trail along Sonoma Creek.
Pack With Love

In addition to water, snacks, layered clothing and hats, parents may also want to bring a towel and change of clothes to leave in the car, especially for kids who like to splash in a stream, stomp in a mud puddle or just generally get dirty.
Kids giving you push-back? Don’t want to go? Here’s a tip: depending on the child’s age, a little buy-in can go a long way. For example, letting your child help with preparations by picking favorite snacks, choosing which hat to wear, perhaps packing their own little backpack and so on, can generate enthusiasm with fickle youngsters.
Safety First

For highly mobile kids, getting separated on trail may be a concern. To guard against this, consider clipping a safety whistle onto each person’s shirt, jacket or backpack. Make sure your children know what to do if they become separated: Stay put and blow the whistle! You might have them practice at home first, giving three sharp bursts, for example, as a signal.
Pathways to Fun

For kids and families who love games, Sonoma County Regional Parks has created free, bilingual, family-friendly scavenger hunts and quests available for download. Print out copies for every family member. These quests help families identify plants, animals and other features they might see along the trail.
Note that every park in the Regional Parks system has its own web page with downloadable maps. Older kids can use these to learn the basics of map reading. Older kids also may want to bring binoculars, cameras or guidebooks to help spot and identify the wildlife they see. Our wildflower guide is useful to have on hand during wildflower season.
For Educators Grades K-4 - NASA
LessonIn Part One of this three-part lesson, students begin a KWL (Know, Want, Learn) chart and decide what they want to learn from a robotic mission to Mars.Read MoreThe Astro-Not-Yets Explore Energy StorybookYoung students learn, through a short storybook, how NASA's Commercial Crew astronauts will land safely from space.Read MoreStorytime in SpaceListen to Astronaut Shannon Walker read "Willow the Water Bear".Learn MoreHow far will it Go?Students experiment with the amount of air in a balloon to see if the amount affects the distance the balloon travels along a fishing line. Learn MoreThe Astro-Not-Yets Explore Sound StorybookA short story helps young students learn about sound, vibrations and NASA's Commercial Crew Program that will launch astronauts from Florida to the International Space Station.Learn MoreThe Axes of FlightIn this activity, students will learn about motions, forces and energy transfer by studying the three axes of flight. Students will be able to see how the three axes of flight work together to allow an aircraft to fly.Read MoreEngineering is Out of This World!Young students can learn about types of engineers and engineering involved in designing and building the Space Launch System rocket. Learn More 

Join NASA CONNECTS
Registered community members will have the opportunity to sign up for engagement events, view and chat with other members who are interested in similar fields, read exclusive STEM content, and access resources such as lesson plans and interactive media.

	Learn More about Join NASA CONNECTS

 

Resource Collections To Teach STEM Topics

Explore lesson plans and activities for grades K-4. To modify the collection, use the facets provided on the search results page. 

Aeronautics and FlightDiscover how NASA’s technological breakthroughs of today transforms tomorrow’s future with aeronautics. Explore STEM resources that focus on cutting-edge aeronautics content that will encourage our future explorers to take a deep dive into the world of a new generation of flight.Explore ResourcesEarth Science NASA uses a fleet of satellites, instruments on board the International Space Station (ISS) and ambitious airborne and ground-based observation campaigns.to monitor the vital signs of Earth.
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Bill Text - AB-132 Postsecondary education trailer bill.
Chapter 5.7 (commencing with Section 99275) is added to Part 65 of Division 14 of Title 3 of the Education Code, to read:
 CHAPTER
  5.7. CALIFORNIA BENCH TO SCHOOL INITIATIVE99275. (a) The California Bench to School Initiative is hereby established to create the California Institute on Law, Neuroscience, and Education to promote a collaborative focus on neuroscience, law, education, and social justice to improve literacy outcomes in school settings for youth.(b) The institute shall include the Memory and Aging Center of the University of California, San Francisco (UCSF), the UCSF/UC Hastings Consortium on Law, Science, and Health Policy, and the UC/CSU California Collaborative for Neurodiversity and Learning. The institute shall be charged with the development, implementation, and management of the initiative in collaboration and partnership with the Office of Youth and Community Restoration.(c) As used in this chapter:(1) “Initiative” means the California Bench to School Initiative established in subdivision (a).(2) “Institute” means the California Institute on Law, Neuroscience, and Education created pursuant to subdivision (a).(3) “UC Hastings” means the UC Hastings College of the Law.(4) “UCSF” means the University of California, San Francisco.(5) “UC/CSU California Collaborative for Neurodiversity and Learning” means the collaboration between the University of California, Los Angeles, and California State University, managed by the University of California, Los Angeles.99276. (a) The institute shall perform all of the following duties:(1) Provide comprehensive analysis of the overlap of science and society by expanding interdisciplinary research on the legal implications of new scientific knowledge in neuroscience.(2) Promote and conduct interdisciplinary research on socioeconomic factors, such as trauma, abuse, social exclusion, discrimination, poverty, homelessness, and neglect.(3) Develop interdisciplinary research protocols and approaches to expand the capacity of specialists in different fields to work together.(4) Provide an annual report to the Legislature, in compliance with Section 9795 of the Government Code, on the initiative’s programmatic objectives and budget expenditures.