vania-janet/multiturn-rag-retrieval-data huggingface dataset:
Schoolmates Programs - City of Piedmont

In partnership with Schoolmates Staff and PRD's popular Independent Contractors, PRD offers engaging activities to spark your child's imagination and an opportunity to play with friends. Camp K promises a safe, vibrant, and energetic environment where your child can thrive. Children will have the opportunity to rotate through various activities including arts & crafts, cooking, games, scavenger hunts, minute-to-win-it challenges, engineering, water games, sports, outdoor play, and more!

*Includes early dismissal for PUSD's Back to School Night (date TBD)

Stay tuned for program details closer to enrollment. Future sessions of Camp Kaleidoscope will be available during PUSD's Conference Week, Early Release Dates and Holiday Breaks.
Schoolmates/Minimates Programs 2024/2025 
Due to SM Staff development training and school year site set-up, extended care programs are not available Monday–Friday, August 5–9, 2024.

Schoolmates (Grades TK–5)
Schoolmates is a play-based program that provides after-school care for elementary school-aged children (TK–5th Grades) during the academic school year. At Schoolmates, children learn teamwork and cooperation, while developing intellectually, physically, and creatively through structured recreational and educational activities.

Click to view PRD's current Schoolmates Parent Handbook.

Schoolmates programs are located at each of the three elementary schools in Piedmont: Beach, Havens, and Wildwood. Child to Staff Ratio is 18:1.

Minimates  (Grade TK*)
PRD's Minimates program is designed specifically for PUSD transitional kindergarten (TK) students. 

Participants will continue to learn, grow, and have fun through age-appropriate games, crafts, and sports led by PRD's experienced Schoolmates staff. Throughout the year, we'll have creative themes and activities that keep kids engaged and having fun, while they continue to make friends, learn, and adjust to their school day schedule.

Click to view PRD's current Minimates Parent Handbook.

Minimates is located at Havens and Beach Elementary. Child to Staff Ratio is 7:1.

PRD is Hiring!
Service-Learning Opportunities in State Parks
Successful service-learning programs are built around a core of standards as outlined by the National Youth Leadership Council and the National Service-Learning Cooperative.
 
Meaningful Service - Students engage in service-learning programs that are relevant and valuable to both participants and those being served.
Link to Curriculum - Service-learning is an integral part of the learning process, with direct ties to academic studies and content standards.
Reflection - Service-learning activities should provide opportunities for students to process their learning, and evaluate the effectiveness and success of the program.
Diversity - Through service-learning programs, students encounter, and gain appreciation for a diversity of backgrounds and perspectives.
Youth Voice - Students are active partners in service-learning programs, with a voice in planning, implementing, and evaluating service activities.
Partnerships - Service-learning builds partnerships between young people and the broader community that can last beyond the initial service experience.
Progress Monitoring - The progress and achievements of service-learning programs are shared with policymakers, education leaders, and others, to help sustain program support and high quality standards.
Duration and Intensity - Service-learning works best when it is conducted across sufficient periods of time, so as to fulfill project goals and the needs of those being served.

Related Pages

For Schools

California State Parks offers educators and service organizations a unique opportunity to establish service-learning projects.  Because the state park system is decentralized, interested groups should contact their local park(s) directly.  Local park phone numbers and addresses may be found through the Find a Park feature of the California State Parks website.

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Increasing Transparency of County Office of Education Spending 
After school programs

Internet connectivity and technology assistance

Review of certain district audit findings

Foster youth services

Data support

Review of districts’ LCFF unduplicated pupil counts

Violence and drug prevention programs

Assessment support

Support of County Committee on School District Organization

Charter school monitoring and investigation

CalSTRS and CalPERS retirement reporting

Legal and business services

Support of unemployment insurance management system 

Printing and production services

Technical assistance for after school, drug prevention, and foster youth programs

aCOEs receive funding to operate these schools if they serve students with certain characteristics. 
bCOEs are required to review the condition of facilities, availability of textbooks, and teacher assignments in designated low‑performing schools.

LCAP = Local Control and Accountability Plan; LCFF = Local Control Funding Formula; and COEs = county offices of education.

COEs Also Must Review and Approve School District Plans. Chapter 47 of 2013 (SB 859, Committee on Budget and Fiscal Review) tasked COEs with reviewing and approving school district LCAPs. As part of this process, state law requires COEs to verify that district LCAP documents use the state‑approved format; align with districts’ adopted budgets; and appropriately direct funds to ELs, low‑income students, and foster youth. If district LCAPs meet these requirements, COEs must approve them. If a COE rejects an LCAP, it must provide the district with technical assistance in modifying its plan. 
State Also Tasks COEs With Academic Oversight and Support. Chapter 32 of 2018 (AB 1808, Committee on Budget) established a system of support for school districts and charter schools identified for “differentiated assistance.” School districts and COEs are identified for differentiated assistance based on the performance of their student subgroups. Under current practice, a district or COE enters differentiated assistance if they have at least one student group that has received the lowest performance level in two or more priority areas. (We describe state priority areas in more detail later in this report). In 2023, 466 school districts and COEs and 203 charter schools were identified for differentiated assistance.
2001 Budget Analysis: P&I, Part 5b
programs that best serve students.
Funding Precollegiate Courses
State funding practices affect the segments' decisions regarding whether to admit unprepared students. These funding practices also
affect how the segments provide precollegiate instruction. In this section, we examine how the state funds precollegiate courses at
each of the segments and analyze how these budget practices affect CSU's and UC's incentives to serve unprepared students.
State Funds All Precollegiate Courses at the Community Colleges. The 1999-00 budget provided $1,915 in state and local
funds per full-time-equivalent (FTE) student enrolled in noncredit precollegiate courses. By comparison, the 1999-00 budget
provided $3,492 per FTE student enrolled in credit precollegiate courses. Additionally, as noted earlier, UC and CSU contract
with some community colleges to provide precollegiate instruction. In such cases, community college faculty teach UC and CSU
students on the universities' campuses. The community colleges receive state funding for enrollment in these courses (as noted
above—$3,492 per FTE student in 1999-00).
State Funds Precollegiate Courses at CSU But Not at UC. Currently, the state provides CSU with the same level of funding
for students enrolled in precollegiate and college-level courses. It does so even though students enrolled in precollegiate courses at
CSU do not receive credit toward their baccalaureate degree. For 2000-01, the state provided CSU with $5,813 per additional
FTE student.
Precollegiate courses at CSU, however, appear to be much less costly than college-level courses. Figure 8 shows, for example, that
CSU Sacramento uses disproportionately more graduate students and part-time instructors for precollegiate courses than for
regular lower-division courses. Given that the vast majority of precollegiate courses are taught by graduate students or part-time
faculty, these courses are also likely to be comparable in cost (or might even be less costly) than community college courses.
Education News & Blogs – NASA Jet Propulsion Laboratory
When she’s not writing new lessons or teaching, she’s probably cooking something delicious, volunteering in the community, or dreaming about where she will travel next.

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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. After only a century without leap day, summer wouldn’t start until mid-July!But the peculiar adjustments don't end there. If Earth revolved around the Sun in exactly 365 days and six hours, this system of adding a leap day every four years would need no exceptions. However, Earth takes a little less time than that to orbit the Sun. Rounding up and inserting a 24-hour leap day every four years adds about 45 extra minutes to every four-year leap cycle. That adds up to about three days every 400 years.
An Individualized Low-Intensity Walking Clinic Leads to Improvement in Frailty Characteristics in Older Veterans - PubMed
DOI:
 
 

 10.14283/jfa.2019.16
 

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 Abstract
 
 

 Background:
 
 
 Sedentary lifestyle leads to worse health outcomes with aging, including frailty. Older adults can benefit from regular physical activity, but exercise promotion in the clinical setting is challenging.
 

 Objectives:
 
 
 The objective of this clinical demonstration project was to implement a Geriatric Walking Clinic for older adults and determine whether this clinical program can lead to improvements in characteristics of frailty.
 

 Design:
 
 
 This was a clinical demonstration project/quality improvement project.
 

 Setting:
 
 
 Outpatient geriatrics clinic at the South Texas Veterans Health Care System (STVHCS).
 

 Participants:
 
 
 Older Veterans, aged ≥60 years.
 

 Intervention:
 
 
 A 6-week structured walking program, delivered by a registered nurse and geriatrician. Patients received a pedometer and a comprehensive safety evaluation at an initial face-to-face visit. They were subsequently followed with weekly phone calls and participated in a final face-to-face follow-up visit at 6 weeks.
 

 Measurements:
 
 
 Grip strength (handheld dynamometer), gait speed (10-ft walk), Timed Up and Go (TUG), and body mass index (BMI) were assessed at baseline and follow-up. Frailty status for gait speed was assessed using Fried criteria.
 

 Results:
 
 
 One hundred eighty five patients completed the program (mean age: 68.4 ±7 years, 88% male). Improvements from baseline to follow-up were observed in average steps/day, gait speed, TUG, and BMI. Improvement in gait speed (1.13 ±0.20 vs. 1.24 ± 0.23 meter/second, p<0.0001) resulted in reduced odds of meeting frailty criteria for slow gait at follow-up compared to the baseline examination (odds ratio = 0.31, 95% confidence interval: 0.13-0.72, p = 0.01).
 

 Conclusions:
Increasing Transparency of County Office of Education Spending 
County superintendents manage the daily operations of these COEs. 
County Boards of Education Have Certain Constitutional and Statutory Responsibilities. The Constitution gives county boards of education authority to set their county superintendent’s salary and state law tasks them with approving annual COE operating budgets. State law further tasks county boards of education with approving certain academic plans developed by the COE. County boards of education also effectively serve as an appellant body, hearing disputes among local groups that have been unable to be resolved at the district level. For example, a group can appeal to the county board of education if a school district denies its application to open a charter school. Similarly, parents can appeal to the county board if their home district has expelled their child and they would like the decision overturned. 
Juvenile Court and County Community Schools 
Many COEs Operate Juvenile Court Schools. State law makes COEs responsible for ensuring students placed in county juvenile facilities are provided with an educational program. To comply with this requirement, COEs may directly educate students at juvenile court schools or arrange for another COE or school district to educate the students. Since juvenile court school students are in county‑run facilities, COEs operate these programs in partnership with county probation departments. Preliminary data for 2023‑24 shows that 43 COEs (and one school district) currently operate court schools. Of these COEs, 39 operate one court school and four operate two or more court schools. Altogether, these schools serve an average of 3,402 students per day as measured by average daily attendance. On average, each COE serves 85 students per day across their juvenile court schools, though this varies significantly by county, from seven students to 577 students. The cumulative number of students served in court schools throughout the year is much higher, as students often attend these schools for short periods of time while they await trial—a few days to a few weeks in many cases. For example, in 2022‑23, roughly 2,200 students were enrolled across all juvenile court schools on census day (the first Wednesday of October) compared with roughly 12,400 students cumulatively enrolled throughout the school year (about five and a half times census day enrollment).
COEs Also Typically Operate County Community Schools.
Take Action Toward Better Heart Health: | NHLBI, NIH
Take Action Toward Better Heart Health: | NHLBI, NIH

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Take Action Toward Better Heart Health:

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Increasing Transparency of County Office of Education Spending 
Given the student population that COEs serve, the existing state‑required metrics are not well suited to assessing the quality of their educational programs. Students typically have relatively short stays and can enroll in these schools at any point in the year. In 2022‑23, 75 percent of juvenile court and county community schools were considered “nonstable”—they are enrolled at their school for less than 245 continuous days or leave the school due to truancy or expulsion. This is compared with 8.8 percent of students statewide who are considered nonstable. This data is consistent with our conversations with COEs, in which they indicated that their students are typically enrolled for short periods of time, particularly for juvenile court schools. Given these short stays, the four‑year graduation rate metric is not a particularly useful metric for assessing a juvenile court or county community school. (Schools, however, are required to report this metric for federal accountability purposes.) Moreover, given the high degree of mobility, only a small share of students are enrolled long enough to take the standardized tests in math and English language arts. In addition, many students are significantly behind grade level and will show low performance on the standardized tests, even if they made substantial academic progress while they were enrolled in the juvenile court or county community school. Although not required, many COEs use local metrics to monitor their own progress based on short‑term measures of performance, including the number of credits students earn and whether students successfully transition back to their traditional schools. The challenge of finding useful metrics is not unique to COE‑run programs. This also applies to other schools operated by school districts and charter schools that are designed to serve students who are behind on credits and are at risk of dropping out. 
LCFF Operations Grant and Hold Harmless Funds
COEs Regularly Communicate With School Districts Regarding Available Support Activities. Many COEs meet with school districts or have public meetings to communicate to local partners the support activities that are offered. These meetings are also forums for COEs to obtain feedback on school district needs. Several COEs put together annual reports or strategic plans to enhance this communication and transparency locally. 
Little Transparency for How LCFF Operations Grant and Hold Harmless Funds Are Spent. Most state categorical and federal funds that COEs receive have specific spending restrictions and reporting requirements.
Astronaut Exercise - NASA
DOI: 10.1152/japplphysiol.00280.2016.
6 Blottner D, Moriggi M, Trautmann G, Furlan S, Block K, et al. Nitrosative Stress in Astronaut Skeletal Muscle in Spaceflight. Antioxidants. 2024 April; 13(4): 432. DOI: 10.3390/antiox13040432
7 Scott JP, Weber T, Green DA. Introduction to the Frontiers Research Topic: Optimisation of Exercise Countermeasures for Human Space Flight – Lessons from Terrestrial Physiology and Operational Considerations. Frontiers in Physiology. 2019 10173. DOI: 10.3389/fphys.2019.00173.
 

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Materials for Health Care Providers | health.gov
Find tips to help patients #GetActive: https://bit.ly/36pQtM4 #MoveYourWay

Providers: Display @HealthGov’s #MoveYourWay posters in your office to help inspire your patients to get active. Check out all the Move Your Way resources: https://bit.ly/36pQtM4 

Providers: @HealthGov’s #MoveYourWay fact sheets make it easy to share recommendations from the Physical Activity Guidelines with your patients. Get fact sheets and other resources to print and share: https://bit.ly/36pQtM4

Providers: Want to talk to your patients about #PhysicalActivity? @HealthGov’s #MoveYourWay Health Care Provider Fact Sheet has tips to help you start the conversation. Check it out: https://bit.ly/39YGUG6

Providers: Remind your patients that when it comes to eating healthy and being active, small changes add up — and have real health benefits! Share Jeff’s story to help people #StartSimpleWithMyPlate and #MoveYourWay: https://bit.ly/3EQGDEw #DietaryGuidelines @HealthGov
 

Providers: Display @HealthGov’s new #MoveYourWay posters in your office to help your pregnant and postpartum patients get more #PhysicalActivity: https://bit.ly/3qfP02N

Providers: Want to talk to your pregnant and postpartum patients about #PhysicalActivity? @HealthGov’s new fact sheet for providers has tips to help you start the conversation. Check it out: https://bit.ly/3mzDRb0 

Providers: @HealthGov’s new #MoveYourWay fact sheets make it easy to share information about #PhysicalActivity with your pregnant and postpartum patients. Get fact sheets to print and share: https://bit.ly/3qfP02N
 

Providers: Want to help your patients get more active?