vania-janet/multiturn-rag-retrieval-data huggingface dataset:
Car Seat & Booster Seat Safety, Ratings, Guidelines | NHTSA
Once your child outgrows the rear-facing car seat, your child is ready to travel in a forward-facing car seat with a harness and tether.

Forward-Facing Car Seat

1 – 3 YearsKeep your child rear-facing as long as possible. It’s the best way to keep him or her safe. Your child should remain in a rear-facing car seat until he or she reaches the top height or weight limit allowed by your car seat’s manufacturer. Once your child outgrows the rear-facing car seat, your child is ready to travel in a forward-facing car seat with a harness and tether.4 – 7 YearsKeep your child in a forward-facing car seat with a harness and tether until he or she reaches the top height or weight limit allowed by your car seat’s manufacturer. Once your child outgrows the forward-facing car seat with a harness, it’s time to travel in a booster seat, but still in the back seat.

Booster Seat

4 – 7 YearsKeep your child in a forward-facing car seat with a harness and tether until he or she reaches the top height or weight limit allowed by your car seat’s manufacturer. Once your child outgrows the forward-facing car seat with a harness, it’s time to travel in a booster seat, but still in the back seat.8 – 12 YearsKeep your child in a booster seat until he or she is big enough to fit in a seat belt properly. For a seat belt to fit properly the lap belt must lie snugly across the upper thighs, not the stomach. The shoulder belt should lie snugly across the shoulder and chest and not cross the neck or face. Remember: your child should still ride in the back seat because it’s safer there.

Seat Belt

8 – 12 YearsKeep your child in a booster seat until he or she is big enough to fit in a seat belt properly. For a seat belt to fit properly the lap belt must lie snugly across the upper thighs, not the stomach. The shoulder belt should lie snugly across the shoulder and chest and not cross the neck or face.
California’s Child Welfare System: Addressing Disproportionalities and Disparities
For example, for the 50 counties and 2 tribes that have opted into prevention services under FFPSA, the Title IV‑E eligible prevention services that child welfare agencies most commonly selected to implement include:

Motivational Interviewing (25 agencies), a method of counseling designed to promote behavior change and improve physiological, psychological, and lifestyle outcomes.
Parents as Teachers (21 agencies), a home‑visiting parent education program that teaches new and expectant parents skills intended to promote positive child development and prevent child maltreatment.
Healthy Families America (16 agencies), a home‑visiting program for new and expectant families with children who are at‑risk for maltreatment or adverse childhood experiences. 
Parent‑Child Interaction Therapy (13 agencies), in which parents are coached by a trained therapist in behavior‑management and relationship skills.
Functional Family Therapy (12 agencies), a short‑term prevention program for at‑risk youth and their families to address factors impacting the adaptive development of 11‑ to 18‑year‑old youth who have been referred for behavioral or emotional challenges.

Furthermore, the presence of community‑based organizations currently delivering prevention services varies throughout the state. Some counties already may have a variety of organizations and initiatives focused on prevention (beyond the basic services available in all counties). For example, San Diego County’s child welfare agency partners with the county 2‑1‑1 referral hotline to connect families who are subject to maltreatment allegations to various community providers throughout the county and streamline intake to needed programs and services, such as for housing, utilities, nutrition, and health. In addition, according to the county’s CPP, a dozen community‑based organizations have been identified across the county that already offer various Title IV‑E eligible prevention services. Some other counties’ CPPs indicate they have more limited current programs and capacity. Differences across counties also result from 2011 realignment, which allows counties broad flexibilities in how they implement child welfare programs. 
State Currently Working to Develop “Community Pathway” Guidance. As part of the state’s federally approved plan for implementing FFPSA prevention services, counties will be able to offer a community pathway for families to access prevention services.
FNS Documents & Resources | Food and Nutrition Service
Chinese, Simplified
(15)
Chinese, Traditional
(6)

Reset

Resource | Infographics

School Meals: Small Changes, Big Difference

Updated standards are raising the bar for nutrition to help kids grow up healthier.

05/24/2024

Resource | Infographics

Top Things To Know About School Meals

School nutrition professionals continue to make school meals the healthiest meals children eat in a day! Nutritious school meals are an investment in our children’s futures, and we all share the common goal of helping them reach their full potential

05/24/2024

Resource | Technical Assistance & Guidance

Las tarjetas con chip llegan a la EBT del SNAP

En el verano de 2024, California y Oklahoma comenzarán a emitir nuevas tarjetas de transferencia electrónica de beneficios (Electronic Benefits Transfer, EBT) del Programa de Asistencia Nutricional Suplementaria (Supplemental Nutrition Assistance Program, SNAP) con tecnología de chip y sin contacto.

05/23/2024

Resource | Technical Assistance & Guidance

SNAP EBT 即將推出晶片卡

2024 年夏季，加利福尼亞州和俄克拉荷馬州將開始發行採用晶片和感應式支付技術的新 SNAP EBT 卡。

05/23/2024

Resource | Technical Assistance & Guidance

Proteja a los clientes de SNAP del robo a tarjetas en el punto de venta (POS)

Recordatorio para que los minoristas de SNAP protejan a los clientes de SNAP contra el robo de tarjetas en su punto de venta.

05/23/2024

Resource | Technical Assistance & Guidance

Y ap Vini ak Kat ki gen Tchip pou SNAP EBT

Pandan Ete 2024 la, Kalifòni ak Oklahoma pral kòmanse bay nouvo kat SNAP EBT ki gen Tchip ak teknoloji Tap.

05/23/2024

Resource | Technical Assistance & Guidance

SNAP EBT 即将使用芯片卡
2001 Budget Analysis: Child Care and Development
Education Code Section 8278 permits SDE to carry over General Fund appropriations for child care and development activities for two years. Funds not spent
in one year may be carried over and spent on one-time child development activities described in statute. In general, carryover funds proposed for reallocation in
the budget for a given year are generated from the child development appropriation from two years earlier. Thus, most of the carryover in the 2001-02 budget
was generated in 1999-00.
Under existing law, the SDE has established criteria and procedures for the reallocation of funds not spent in child care contracts, in accordance with the
following priorities: (1) paying outstanding balances on current accounts, (2) reimbursing AP programs for the provision of additional services not originally
reimbursed, and (3) one-time child care expenditures, including instructional materials approved by SDE, maintenance of existing facilities, and the
implementation of "capacity building" activities to increase the quantity of child care services. One type of capacity building activity often funded with
carryover funds is the Child Care Facilities Revolving Fund, which assists child care providers with the purchase and relocation of child care facilities.
Increasing General Fund Carryover 
At the time the Legislature originally authorized SDE to carry over unspent child care funds, the amount of General Fund carryover was relatively low.
However, as indicated in Figure 3, the level of carryover has grown substantially in recent years (from $11.6 million in 1996-97 to an estimated $58.3 million in
1999-00). Moreover, the percentage of the carryover amount compared to the original appropriation for a given fiscal year also has increased. According to
SDE, one of the reasons for carryover is the inability of child care providers to expand the number of available child care slots in a short period of time. As a
result, we believe that the Legislature should take such constraints into account when considering large-scale expansion of child care programs and "ramp up"
funding for these expansions on a deliberate basis.

Figure 3

General Fund Carryover for
 Child Development

1996-97 Through 1999-00
 (Dollars in Millions)

 

Carryover Amount
2001 Budget Analysis: Child Care and Development
$5.4 million to help compensate child care and development contractors for increased costs associated with state minimum wage increases. 

In addition, $58.3 million in unspent child care funds (General Fund) from 1999-00 are proposed for one-time expenditure in the budget year.
The Subsidized Child Care System 
The SDE administers a variety of subsidized child care programs that serve low-income families at little or no cost. Figure 1 (see next page) summarizes these
programs. As the figure indicates, certain alternative payment (AP) programs are reserved for current and former recipients of CalWORKs. All other programs,
however, are also open to families when they leave CalWORKs-funded child care, based on space availability and income eligibility.
Figure 1 shows that SDE provides child care slots (on an average monthly basis) for roughly 500,000 children. Families receive child care subsidized by SDE in
one of two ways, either by (1) receiving vouchers from the AP program providers that offer an array of child care arrangements for parents or by (2) being
assigned space in public or private child care centers or "family child care homes" that contract with SDE to provide child care. (Family child care homes
provide care in the home of the provider.) As indicated in Figure 1, the $2.1 billion total for SDE child development programs in the budget year includes:

$977 million for centers or family homes contracting with SDE (commonly referred to as "center-based" programs).
$906 million for AP programs.
$122 million for other programs. 

The remaining $127 million is for various activities and funding adjustments that support these programs.
The 2001-02 Governor's Budget provides another $681 million for CalWORKs child care in other departmental budgets, including $666 million in the
Department of Social Services (DSS) budget. This brings the state's total child care and development expenditures from state and federal funds to over
$2.7 billion in the budget year. This total does not include another important piece of California's subsidized child care system—the federal Head Start program,
Car Seat & Booster Seat Safety, Ratings, Guidelines | NHTSA
Remember: your child should still ride in the back seat because it’s safer there.

Seat Belt

8 – 12 YearsKeep your child in a booster seat until he or she is big enough to fit in a seat belt properly. For a seat belt to fit properly the lap belt must lie snugly across the upper thighs, not the stomach. The shoulder belt should lie snugly across the shoulder and chest and not cross the neck or face. Remember: your child should still ride in the back seat because it’s safer there. 

Find The Right Car Seat
Find & Compare Seats

 
 Car Seat Finder

 
 
 Find the right car seat

 

 Car Seat Finder
 

 Search Brands
 

 
 Search car seats by brand name and model

Find car seats for your child by brand, or look up the details of a specific car seat model.

	 Ease-of-Use Ratings Explained
 

The Car Seat Finder is an easy-to-use tool that lets you compare seats and ease-of-use ratings to find the right car seat for your child. Just fill out your child’s age, height and weight above, and you’ll be provided car seat types that fit your child. Before you get started, make sure you're familiar with the four types of car seats and NHTSA’s recommendations for choosing the right type of seat for your child. 

Installation Help
Car Seat Installation Parts and Tips

	 Car Seat Installation Tips
 

Your child’s safety could be in jeopardy if your car seat is not installed correctly. Before you install your car seat, make sure you’re familiar with vehicle and car seat parts used in the installation process and these important installation safety tips.

Vehicle and Car Seat Parts ExplainedEvery car seat needs to be installed using either the lower anchors or a seat belt to secure it in place, never both. If you choose to use a seat belt to install your car seat, pay close attention to how to  “lock” your seat belt according to the vehicle’s owner manual. With a forward-facing car seat, use a tether if one is available. Before installing your car seat make sure you understand the function and location of the vehicle and car seat parts that are used in installation.
2001 Budget Analysis: Special Education
$5.8 million for the "incidence multiplier." This incidence multiplier provides additional funding to SELPAs having higher incidences of children whose
service costs are significantly above average. The budget estimates that this $5.8 million augmentation will provide the remaining funds needed to reach that
objective.
$14 million increase to expand the workability program from the current service level of 75,000 students to 121,000 students. Current-year funding totals
$22.9 million ($7.4 million from the General Fund and $15.5 million from federal funds). This program provides comprehensive preemployment training,
employment placement and follow-up for high school students in special education who are making the transition from school to work, independent living or
postsecondary education or training. 

Increases in federal funds of $12.7 million offset the General Fund amounts needed for equalization and the incidence multiplier, while local property tax
increases of $22 million also partially offset needed General Fund amounts.
Background and Enrollment 
In 1999-00 approximately 646,000 pupils age 22 and under were enrolled in public-funded special education throughout the state. Federal law defines the
disabilities that qualify a child for special education and mandates school responsibilities and parental rights. Federal law sets out three basic principles that
apply to children with disabilities: (1) all children with disabilities must be provided a free, appropriate public education; (2) each child's education must be
determined on an individualized basis and designed to meet his or her unique needs in the "least restrictive environment;" and (3) the rights of children and their
families must be ensured and protected through procedural safeguards.
Consistent with these federal requirements, California's Master Plan for Special Education (MPSE) requires schools to assess each child's unique education
needs and to develop an individualized educational plan. The MPSE, implemented statewide in 1980 with the enactment of Chapter 797, Statutes of 1980 (SB
1870, Rodda), established an area-wide approach to the delivery of special education services. The current areas are called SELPAs.
Education News & Blogs – NASA Jet Propulsion Laboratory
Type Slideshow Subject Science Facts and Figures Asteroids Overview Didymos In Depth Websites NISAR Mission CADRE Project Psyche Mission DART Mission Asteroid Watch Articles How NASA Studies and Tracks Asteroids Near and Far NASA Cat Video Explained Article for Kids: Asteroid or Meteor: What's the Difference? Article for Kids: What Is an Asteroid? Videos The Video NASA’s Laser Communications Experiment Streamed From Deep Space NASA's DART Mission Confirms Crashing Spacecraft into Asteroids Can Deflect Them Interactives Eyes on Asteroids
TAGS: Pi Day, Pi, Math, NASA Pi Day Challenge, moon, earth, asteroid, psyche, DART, CADRE, NISAR DSOC

ABOUT THE AUTHOR

Lyle Tavernier, Educational Technology Specialist, NASA-JPL Education Office

Lyle Tavernier is an educational technology specialist at NASA's Jet Propulsion Laboratory. When he’s not busy working in the areas of distance learning and instructional technology, you might find him running with his dog, cooking or planning his next trip.

READ MORE

Edu News | 
	January 16, 2024

Doing the Math on Why We Have Leap Day
By Lyle Tavernier

Leap day, Feb. 29, happens every four years because of a mismatch between the calendar year and Earth's orbit. Learn how it works, and get students engaged in leap day STEM.

You may have noticed that there's an extra day on your calendar this year. That's not a typo – it's leap day! Leap day is another name for Feb. 29, a date that typically comes around every four years, during a leap year.Why doesn't Feb. 29 appear on the calendar every year? The length of a year is based on how long it takes a planet to revolve around the Sun. Earth takes about 365.2422 days to make one revolution around the Sun. That's about six hours longer than the 365 days that we typically include in a calendar year. As a result, every four years, we have about 24 extra hours that we add to the calendar at the end of February in the form of leap day.Without leap day, the dates of annual events, such as equinoxes and solstices, would slowly shift to later in the year, changing the dates of each season.
Youth Sports | Danville, CA
Each player will receive an NFL team-based jersey (included in your fee and distributed at practice). Depending on the field, players should wear athletic shorts and cleats or athletic shoes. This league consists of 7 to 45 min games on Sundays with practice 1 hour before game time. This league will be coached by volunteer coaches.  Girls Flag Football - Spring LeaguePractices and games run from April - JuneVolunteer CoachesThe Town of Danville seeks positive, committed, friendly, and energetic volunteers to coach our youth sports leagues. Commitment ranges from 8 to 20 hours depending on age level and sport. Each of our leagues are spread out over 8 weeks and starts from grades Kindergarten through 8th grade.Coaches will be provided with a handbook, coach practice plans, and materials for their sport. Requirements are passing a fingerprint background check and completing a mandated reporter certification. A $40 credit will be given to each parent who volunteers as a coach and completes all requirements and training the Town of Danville requires and provides.Volunteer opportunity listings for Girls Flag Football: Volunteer Head Coach - Girls Flag Football Volunteer Assistant Coach - Girls Flag FootballFor additional questions, contact Sports and Facilities Program Coordinator Kylie Crandall at 925-314-3422 or kcrandall@danville.ca.gov.Contract Classes & CampsFor current class and camp offerings, please visit www.danville.ca.gov/recguide.

 
 
 

Interested in working or volunteering for the Town of Danville. View all opportunities at the following links:Town of Danville Volunteer OpportunitiesTown of Danville Job Openings

 
 
 

 

Contact Us


	Kylie Crandall
	
	
Program Coordinator
Email Kylie Crandall 
Phone: 925-314-3422

Sports & Fitness Programs

Physical Address

420 Front Street
Danville, CA 94526

Phone: 925-314-3400
Fax: 925-820-2782
2001 Budget Analysis Department of the Youth Authority (5460)
Average Period of Incarceration Is Expected to Stabilize. Wards committed to the Youth Authority for violent offenses serve
longer periods of incarceration than offenders committed for property or drug offenses. Because of an increase in violent offender
commitments, the average length of stay for a ward in an institution has increased in recent years, but is expected to stabilize for
reasons discussed below. As a result, the Youth Authority estimates that, on average, wards who are first paroled in
2000-01 will have spent 34.1 months in a Youth Authority institution compared to 34.2 months for a ward paroled in 1999-00 and
26.9 months in 1996-97. The Youth Authority projects that length of stay for first parolees will continue to drop somewhat to 33.5
months in 2004-05, a 2 percent decrease.
The increases in lengths of stay that occurred prior to 2000-01 are explained in part by the fact that wards committed by the
juvenile court serve "indeterminate" rather than specific periods of incarceration. Wards receive a parole consideration date (PCD)
when they are first admitted to the Youth Authority, based on their commitment offense. The Youthful Offender Parole Board
(YOPB) can add or reduce time based on the ward's behavior and whether the ward has completed rehabilitation programs. In
contrast, juveniles and most adults sentenced by criminal courts serve "determinate" sentences—generally a fixed number of
years—that can be reduced by "work" credits and time served prior to sentencing. Increases in PCDs and time added for behavioral
problems have resulted in longer institutional stays. The most recent information on PCDs, however, shows a decline. As a result,
the Youth Authority is projecting a stabilization in length of stay.
Ward and Parolee Populations Relatively Flat 
We anticipate the Youth Authority's institutional population will flatten throughout 2001-02, and remain relatively
stable thereafter. The Youth Authority forecasts 6,975 wards at the end of the budget year and 7,370 wards in 2004-05.
Youth Authority parole populations are expected to decrease in the from 4,735 parolees in the budget year to about
Car Seat & Booster Seat Safety, Ratings, Guidelines | NHTSA
It should not rest on the stomach area or across the neck or face.    

Find The Right Car Seat
Car Seat Recommendations

There are many car seat choices on the market. Use the information below to help you choose the type of car seat that best meets your child’s needs or print out NHTSA’s car seat recommendations for children (PDF, 370 KB).

Select a car seat based on your child’s age and size, then choose a seat that fits in your vehicle, and use it every time.
Always refer to your specific car seat manufacturer’s instructions (check height and weight limits) and read the vehicle owner’s manual on how to install the car seat using the seat belt or lower anchors and a tether, if available.
To maximize safety, keep your child in the car seat for as long as possible, as long as the child fits within the manufacturer’s height and weight requirements.
Keep your child in the back seat at least through age 12.

Recommended car seats based on your child's age and size

Rear-Facing Car Seat

Birth-12 MonthsYour child under age 1 should always ride in a rear-facing car seat. There are different types of rear-facing car seats:Infant-only seats can only be used rear-facing.Convertible and all-in-one car seats typically have higher height and weight limits for the rear-facing position, allowing you to keep your child rear-facing for a longer period of time.1 – 3 YearsKeep your child rear-facing as long as possible. It’s the best way to keep him or her safe. Your child should remain in a rear-facing car seat until he or she reaches the top height or weight limit allowed by your car seat’s manufacturer. Once your child outgrows the rear-facing car seat, your child is ready to travel in a forward-facing car seat with a harness and tether.

Forward-Facing Car Seat

1 – 3 YearsKeep your child rear-facing as long as possible. It’s the best way to keep him or her safe. Your child should remain in a rear-facing car seat until he or she reaches the top height or weight limit allowed by your car seat’s manufacturer.