Search Results for: Character

Adopted 1968 – Revised February 2019 – Education Commission

California State PTA believes the responsibility for character education is shared by the home, place of worship, school, and community. Character education is education that nurtures and promotes the ethical, intellectual, social and emotional development of individuals. It is a continuous learning process that enables students to become moral, caring, critical and responsible individuals.

Effective character education programs require the entire community’s participation. Such programs should be integrated throughout the entire school curriculum and culture through curriculum development, consensus building, community engagement, technology and professional development.

Character education helps students achieve academic, career and social/emotional development goals to become positive contributors to society. Comprehensive character education addresses many tough issues in education while supporting a positive school climate. Character education includes and complements a broad range of educational approaches such as whole child education, service learning, social-emotional learning, and civic education. All share a commitment to helping young people become responsible, caring, and contributing citizens.

A character education curriculum should incorporate the concepts of responsibility, respect, integrity, compassion, understanding, honesty, justice, empathy, perseverance and courage, including:

• Responsibility for one’s own actions
• Respect for one’s own worth and dignity;
• Respect for parents, teachers and those in authority;
• Development of self-discipline, self-responsibility and civility to others;
• Respect for home, school and community members;
• Respect and understanding of differences in socio-economic status, race, ethnicity, language ability, gender identity, sexual orientation, religious beliefs, and physical abilities for all individuals;
• Consideration of the rights of the group as well as of the individual;
• Development of integrity, understanding, honesty, loyalty, trustworthiness, fairness and compassion;
• Development of perseverance and courage;
• Ability to think independently, critically, objectively, and creatively.

Schools that embrace character education become places people want to be because they bring out the best in everyone.

California State PTA believes that, to be effective in schools, character education must involve everyone—school staff, parents, students, and community members—and be part of every school day. All adults should serve as role models.  Character education should be integrated into the curriculum as well as school culture. When this happens and school communities unite around developing character, students develop into respectful and caring global citizens.

Adopted May 2021 – Health & Community Concerns Commission

California State PTA understands that everyone copes with death and grief differently. According to the Centers for Disease Control and Prevention (CDC), grief is a normal response to loss. California State PTA understands that people experiencing grief can be influenced by developmental level, cultural traditions, religious beliefs, mental health, disabilities, family, personal characteristics, and previous experiences.

According to Dr. David Schonfeld, Director of National Center For School Crisis And Bereavement Children’s Hospital Los Angeles, common grief reactions include:

• Fears and anxiety; school avoidance
• Sleep problems; change in appetite
• Difficulties with concentration and academic performance
• Sadness and depression
• Anger and irritability; distrust and suspiciousness
• Alcohol and other substance use
• Physical symptoms
• Grief
• Guilt

The CDC maintains that children may have a particularly hard time understanding and coping with the loss of a loved one. California State PTA believes that parents cannot protect children from loss and the pain it may cause, but parents can play a major role in helping children feel secure and cope in the healthiest way possible. It is important for parents or caregivers to engage with their children over their grief to promote healthy coping and acceptance. Parents may also need to obtain mental health services for the adolescent and family to deal with grief.

Ways Parents Can Help a Grieving Child:

• Take care of you. Grieving children do better when they have a healthy adult providing support and understanding to them.
• Be honest with your child. Discuss the tragic event with your child in a simple, direct and age-appropriate manner. Be honest and share clear, accurate information about what happened. Children need to hear the truth from someone they love.
•  Let your child share their story about what happened. Let them ask you questions and answer their questions as best as you can. Do not be afraid to say, “I don’t know.”
• Acknowledge your child’s grief. Recognize that your child is grieving. Be careful not to impose your grief on your child. Allow them to grieve in their own way. It is normal for children to move in and out of grief reactions.
• Tell your child stories about your own life — times you were afraid, sad or angry. Tell them how you dealt with these situations and what you learned
• Be creative. Give your child a creative outlet to express their feelings. This can be done through drawing, writing, doing crafts, listening to music, or playing games.
• Maintain clear expectations. Keep rules and boundaries consistent. Children will often use their pain as an excuse for inappropriate behavior. While you should always acknowledge the grief your child is experiencing, you should also teach them to be accountable for their choices, no matter how they feel.
• Reassure your child. Remind your child that they are loved and that you are there for them. Children often fear that you or other people in their life might die. Let your child know the plan if such an event occurs.
• Create rituals and new family traditions. Rituals can give your family tangible ways to acknowledge your grief and honor the memory of those who have died. Lighting candles, recognizing special occasions, sharing stories about those who have died or volunteering with a local charity as a family are some of the ways you can incorporate new traditions or rituals.
• Be patient. Grief changes us in many ways. Be patient as you and your child experience your grief. Be patient with your child with repetition. A child often has to come back to the same details and questions.

According to the National Association of School Psychologists, school-based support and increased understanding are essential when a student experiences the death of a loved one. While each student will be affected differently depending on their developmental level, cultural beliefs, personal characteristics, family situation, and previous experiences, there are some strategies that can be helpful in supporting bereaved students.

California State PTA believes that schools have a unique and essential role to play in supporting grieving students. According to the Coalition to Support Grieving Students, many educators feel under-prepared to help. A study conducted by the American Federation of Teachers revealed that only 7% of classroom teachers have received any amount of bereavement training and 92% of them said childhood grief was a serious problem that deserved more attention from schools.

According to the Coalition to Support Grieving Students, students often have difficulty concentrating or learning while they are grieving. For grieving students, just being at school can be a challenge. The school can work with grieving students to adapt their course demands—postponing a test, allowing a student to complete a paper instead of taking a final, providing alternative activities that better match the student’s current state of mind.

California State PTA supports the Grief Sensitive School Initiative which is defined as an accredited K-12 public or private institution that commits to help provide a supportive environment for students who have experienced the death of a love one. Schools implementing the Initiative provide specific professional learning opportunities, share information with the school community about Grieving Students.org, increase awareness of the issue of grief at school, and review relevant school policies and procedures.

Schools can be the best setting to provide services to students and staff after a loss that affects the school community:

• Schools provide a familiar environment
• Large numbers of students can be served
• Many children will benefit from supportive services that can be readily provided in a school setting
• Students coping after the loss can be monitored over time and referrals for clinical services can be facilitated as needed
• Parents may be more willing to accept services provided in school settings, where the stigma associated with mental health services may be decreased

According to the School Crisis Center schools should listen, acknowledge feelings, and be nonjudgmental to students experiencing grief. School personnel should express feelings in an open, calm, and appropriate way that encourages students to share their feelings and grief. Some fairly simple interventions can help students navigate their experience more successfully and better manage school, friends, family and their own emotions. Taking the time to listen and acknowledge feelings in a nonjudgmental way, encouraging students to share their feelings and grief, and avoiding making assumptions and imposing their own beliefs on students creates a safe school environment for students to express themselves and cope more effectively.

To assist schools in helping students cope with grief, the California Department of Education has provided some helpful resources that are applicable for coping. For more information, contact your school district’s coordinator for crisis response or your county office of education. Counseling and student support specialists (school counselors, school psychologists, school social workers, and school nurses) and local mental health specialists can assist in working with individual students and staff.

https://www.schoolcrisiscenter.org/

https://www.schoolcrisiscenter.org/projects/coalition-to-support-grieving-students/

https://childmind.org/guide/helping-children-cope-grief/

https://childrengrieve.org/resources/10-ways-to-help-a-grieving-child

https://www.nasponline.org/resources-and-publications/resources-and-podcasts/school-climate-safety-and-crisis/mental-health-resources/addressing-grief/addressing-grief-tips-for-teachers-and-administrators

https://chilliwackhospice.org/wp-content/uploads/2017/09/7-A-Helping-the-Grieving-Student.pdf

https://grievingstudents.org/gssi/

https://www.aft.org/press-release/training-gap-limits-educators-ability-help-grieving-students

https://www.cde.ca.gov/ls/ss/cp/tragedy.asp

https://www.cdc.gov

schonfel@usc.edu

 

All students need ongoing opportunities to learn and practice essential skills, especially in the summer, to succeed in school and in life. Yet, each year, there’s a brain drain. Over the summer break, most students lose about two months of grade level equivalency in reading achievement and math skills.

This summer learning loss affects a student’s ability to build on what they are learning at school and to reach their potential. It also contributes to the achievement gap between lower- and higher-income students.

As research indicates, more than half of this gap is explained by unequal access to summer learning opportunities. As a result, low-income students are less likely to graduate from high school or go to college.

Increasing access in a community to quality summer-learning opportunities is an effective way to avoid summer learning loss. By working together, schools, community organizations and families can make these anywhere anytime learning experiences happen so all students can thrive.

 

Tips for Parents

The summer months are a particularly good time for parents and families to bond and enjoy some quality time together with fun, learning activities. At home, at the beach or on a road trip, you can find everyday ways to support student learning:

• INDOORS
  Literacy – Make time every day for your child to read and talk about a story they like best. Make a sock puppet of a favorite character and re-enact the story.
  Math – Prepare meals together using measuring spoons and cups or kitchen scales for ingredients. Have kids feed pets using a measuring cup to dispense dog or cat food.
  Art – Keep markers, pencils, paper, paint and other supplies on hand for art projects. Gather up recycled materials and clothing for skits, dances or plays.

• OUTDOORS
  Physics – At the beach or in a sand box at the park, compare the depth of big and small footprints due to weight differences.
  Science – Go on a scavenger hunt on a walk or hike to find and identify 5 plants, 5 animals and 5 birds together. Gather a few fallen leaves to take home to make leaf prints with paint and paper.
  Health – Use a pedometer to count steps throughout the day, aiming for 11,000 daily steps (ages 6 to 17). Help your child choose an activity such as walking, basketball or bike riding and encourage one hour of exercise every day.

• ON THE GO
  Literacy – Play word games in the car such as I Spy to strengthen skills in vocabulary, observation and description.
  Geography – Keep a list of car license plates by state and see who can spot the most states.
  Math – On an outing to a museum, beach or park, have your child show the way on the map. Estimate the distance, and then check to see how close you came.

Making family time for fun, learning experiences and staying active during the school break ensures that children and teens continue to grow their skills for success in school and beyond.

As a child’s first teachers, parents make a difference for student success at every grade level. Providing a family support system that nurtures a child’s healthy physical, emotional, intellectual and social growth lets a child thrive to do well from preschool to high school.

 

How to Make a Strong Start

Children’s early experiences shape their potential to succeed in school and beyond. During the first three years of life, brain development is especially rapid with more than 700 neural connections created each second. This means that more is learned and at a faster rate than at any other time in a child’s life.

That’s why how parents, guardians and caregivers interact with infants and toddlers has a long-lasting impact on a child’s development and functioning later in life. Key elements to ensure overall, healthy growth include:

Nutrition – Providing a properly balanced diet with healthy food choices affects a child’s physical and mental development, fosters good eating habits and helps to prevent and overcome illness

Communication – Interacting with a young child by talking, reading and singing supports his/her language, cognitive and social development and provides a language-rich environment

Activity – Playing, movement and physical activity develop muscles, bone density and coordination for a child, reinforce good exercise behavior patterns and boost physical wellbeing

Assessment – Ensuring early assessment, intervention and referral for a young child can help prevent, treat or manage many developmental challenges

Environment – Raising a child in a positive, safe and loving environment has a profound impact on a child’s emotional, physical and social growth and development

When babies and toddlers have strong emotional bonds with parents and caregivers, good health and wellness care and positive early learning experiences, an enduring foundation is built to do well at school and beyond.

 

 How to Help Kids Thrive

Success in school is heavily linked to a child’s self-esteem and self-discipline. When children and adolescents feel good about themselves, they develop social skills and competencies to relate well to others, behave more appropriately and be more aware of the world around them.

Research shows, too, that high self-esteem has an even greater payoff over a lifetime of making decisions. By providing everyday opportunities for your children and teens to learn how to make decisions that are age appropriate, they develop more confidence and a sense of responsibility for their own actions and choices.

Self-discipline is equally important as a basic building block for student achievement. Helping a child to learn why and how self-control, perseverance and grit matters better prepares and empowers him/her for school readiness and learning.

As key assets from preschool to high school, self-esteem and self-discipline are nurtured in a child and teenager when, as a parent, you:

• Show and express how much you care, love and value him/her unconditionally
• Set limits and rules that are important to the quality of your family life
• Provide guidelines with clear expectations to help meet his/her responsibilities
• Listen and are responsive to his/her needs and aspirations
• Notice and praise his/her efforts and problem-solving skills
• Spend individual time with him/her
• Create an atmosphere of honesty, mutual trust and respect

Fostering healthy self-esteem and self-discipline gives children and teens a strong sense of their own power, purpose, worth and promise to do well in school and beyond.

 

 How to Navigate the Teen Years

A teenager’s need to be more independent, assert themselves and take risks is a normal and healthy part of his/her development.

As parents can attest, teens often seem to make impulsive decisions without thinking about consequences. Yet, studies show this is a natural outcome of this stage of growth since parts of the teenage brain responsible for impulse control only fully mature at about age 25.

Exploring their own limits and abilities, as well as the boundaries you set as a parent, is part of how teenagers develop their identity and become their own person.

Here are some effective ways for parents to navigate the teen years:

Keep Communicating – Maintain easy, two-way communication and develop a supportive relationship that encourages your teen to talk openly with you

Set Family Ground Rules – While teens often push against these rules, learn to be flexible in negotiating new limits as they mature and show they are ready for new responsibilities

Stay Connected – Know where and how to reach each other by phone and who your teen is hanging out with

Reinforce Values – Talk often with your teen about how decisions, behavior and actions reflect values and character and affect others in your community

Manage Risk-taking – Help your teen learn how to assess risk and channel risk-taking tendencies into more constructive, adrenaline-charged activities such as playing sports or performing in drama or the creative arts

Model Behavior – Be a good role model to help guide your teenager’s behavior and actions as they mature and grow

Be There – Show and tell your teen how much your family supports, loves and cares for him/her

When parents encourage their teenagers to become more self-sufficient and provide strong, family support, adolescents are better equipped to meet the expectations, challenges and responsibilities they will face as young adults.

March 1992 – Revised January 2005 – Family Engagement

Parent Involvement: Individual and Organizational Rights and Responsibilities in the Development of Children

National PTA Position Statement (Adopted by the 1991-1993 California State PTA Board of Managers)

Parent involvement is the participation of parents/guardians in every facet of the education and development of children from birth to adulthood, recognizing that parents/guardians are the primary influence in children’s lives.

Parent involvement takes many forms, including the parents’ shared responsibilities in decisions about children’s education, health and well-being, as well as the parents’/guardians’ participation in organizations that reflect the community’s collaborative aspirations for all children.

Parent’s Responsibilities

The parent/guardian, as a role model and initial teacher, has the responsibility to:

• Safeguard and nurture the physical, mental, social and spiritual education of the child;
• Provide opportunities for interaction with other children and adults;
• Lay the foundation for character development and responsible behavior;
• Lay the foundation for responsible citizenship, by instilling a knowledge of and respect for our nation’s diverse cultural heritage;
• Provide a home environment that encourages and sets an example for the child’s commitment to learning;
• Know, help and work as partners with teachers and school support staff, administrators, and special teachers;
• Communicate with, serve on, and participate in the selection/election of school officials (e.g., school board members, superintendents, school councils);
• Develop, through observation, a knowledge of how the child functions in the school environment.

Parent’s Rights

A parent/guardian has a right to:

• Clear, timely, and concise two way communication and information between home and school;
• Clear and concise information about the school and the child’s grade level and developmental progress;
• Confidentiality of information about the child;
• Clear understanding of the processes to gain access to the appropriate school officials, to participate in decisions that are made and to appeal matters pertaining to the child and the appeal process;
• Promote inclusiveness and sensitivity to language;
• Expect a sensitivity to language and cultural differences (inclusiveness);
• Be informed of disciplinary or investigative action regarding their child.

Be aware that California Law (Chapter 864, Statutes of 1998, gives parents/guardians the legal rights to

• Classroom Observing: The time and date of the visitation must be arranged in advance with the school.
• Teacher Conferencing: Parents should contact the school to schedule a date and time convenient for all participants.
• Volunteering: Parents should contact the school to determine the terms and conditions of this service.
• Student Attendance: Be notified in a timely manner if their child is absent from school without permission.
• Student Testing: Be notified of their child’s performance on standardized and statewide tests, and the school’s ranking on these tests.
• School Selection: To request that their child be enrolled in any school in the district. The district is not compelled to grant the request.
• Safe School Environment: Parents are entitled to the assurance of a safe and supportive learning environment for their child.
• Curriculum Materials: Examine the curriculum materials of the class or classes in which their child is enroll.
• Student Academic Progress: Be informed of their child’s academic progress in school and of persons to contact if they wish more information or assistance with their child.
• Student Records: Access to their child’s records and to question anything they feel is inaccurate or misleading, or an invasion of privacy.
• Standards: Receive information regarding the academic standards their child is expected to meet.
• School Rules: Receive written notification of school rules, attendance policies, dress codes, and procedures for school visitations.
• Psychological Testing: Receive information on all psychological testing recommended for their child.
• Councils and Committees: Participate as a member of a parent advisory committee, school-site council, or site-based management leadership team in accordance with established rules and regulations for membership.
• Policy Development: Have the opportunity to work in a mutually supportive and respectful partnership with the school to help their child succeed.
• Beyond High School: Be informed of college entrance requirements.

Organizational Responsibilities

In order to protect the education, health and well-being of the whole child, the membership of the PTA has the responsibility to:

• Ensure access to an equitable and quality education for all children equally;
• Advocate that all children have the support necessary in the home, school and in the community;
• Seek information on policies, curriculum and laws that affect all children and youth;
• Share accurate information about the school—(e.g., its goals, programs and policies)—with the membership and school community;
• Help and interact with students, teachers, administrators and community;
• Promote inclusiveness and sensitivity to language and cultural differences of the community;
• Ensure an active PTA;
• Work within the PTA, school, and community in a constructive and respectful manner of procedures and a diversity of opinion;
• Work in partnership with school professionals and parent advisory groups to determine appropriate levels of programs and services;
• Participate in decisions affecting policies, rules and regulations;
• Provide educational resources and increase opportunities for the development of parenting skills.

Organizational Rights

A PTA organization has the right to:

• Function as an independent, nonpartisan child advocacy group;
• Meet with appropriate school officials to discuss matters of mutual concern affecting all children and youth;
• Participate, within state law and school board policy, in the setting of the school goals and assist in the review of teaching materials and curriculum;
• Seek enactment and participate in decisions affecting policies, rules and regulations relating to all children and youth.

Adopted March 1989 – Reviewed and deemed relevant March 2012 – Community Concerns and Family Engagement Commissions – Revised August 2018

California State PTA believes that provision of quality child care is a shared responsibility of parents/guardians, providers, appropriate governmental agencies, business and industry, and the community at large. California State PTA also recognizes the need for a wide variety of programs and services to address the diverse child care needs of families throughout the state and the differing needs of children of various ages.

Studies have found that high quality child care programs have certain characteristics in common. These characteristics can help parents make better child care choices for their children because they indicate a much greater likelihood of high quality care. Quality indicators measure the conditions that generally foster a safe, nurturing and stimulating environment for children.

California State PTA believes that the minimum indicators of program quality include:

• A safe, secure, healthy, developmentally appropriate, and stimulating environment (home-, school-, or center-based) that enhances the physical, social-emotional, linguistic, cultural, creative and cognitive development of all enrolled children;
• A current, valid state child care provider license;
• Facilities appropriate to the type of care and ages of children, including adequate indoor and outdoor space as defined in state licensing requirements;
• Low child to teacher ratios and small group sizes fostering positive teacher/child interactions;
• Staff who are adequately trained in early childhood education and child development and who receive ongoing training;
• A policy that forbids the use of corporal punishment;
• A written description of programs and services that includes an explanation of developmental appropriateness of activities and materials made available to parents/guardians and concerned agencies;
• An open door policy for parents/guardians and opportunities for family engagement in all aspects of the program, including policy, administration and curriculum.

California State PTA supports:

• Uniform licensing standards for child care centers;
• Background and criminal checks on all personnel, volunteers, and any other adults who may reside in the facility;
• Strengthening of the state’s facility inspection program;
• Child care homes to have liability insurance or a bond covering injury to clients and guests;
• Crisis and natural disaster preparedness checklist given to all parents/guardians and posted at centers;
• Personnel of child day care facilities (day care centers, family day care homes and out of school youth centers) to have current certification in preventive health practices including pediatric cardiopulmonary resuscitation (CPR) and pediatric first aid;
• High standards for preparation and continuing education of child care teachers and providers, with the state taking a leadership role in providing educational programs for teachers and providers;
• Adequate salaries for child care providers in order to attract and maintain quality personnel;
• Tax incentives for employers to provide on-site or off-site child care and/or related options for employees, including flex time, job sharing and/or use of benefit packages;
• State and federal tax deduction credits for child care costs;
• Increased public and private funding for program improvements and expansions;
• Increased cooperation between government, community, agencies and business in providing for child care services that meet the unique needs of each community;
• Public policy at state and local levels that includes incentives for, and removes obstacles to, employer involvement in addressing the child care needs of working parents/guardians;
• State support of high quality child care, including a wide variety of program types and services;
• School- or community-based child care resource, referral and provider centers that:
  • Serve as referral agencies for child care services within the community;
  • Are resources to support and monitor providers; and
  • Ensure quality care for preschool and school-aged children including children with special needs;
• Monitoring of recreational programs to ensure quality, safety, and adequate supervision of children.

Adopted November 1968 – Revised February 2018 – Health & Community Concerns Commission

California State PTA believes that good interpersonal relations are an important force in solving and preventing problems in communities. A high value must be placed on positive, interpersonal communication in which each person is treated with respect and appreciation, regardless of individual differences.

Interpersonal behaviors should reflect and support respect, courtesy/civility, appreciation, empathy, trust, inclusion and consultation without regard to differences in race, gender, socioeconomic status, ethnicity, national origin, language, religion, age, physical and academic ability, sexual orientation, or immigration status.

The United States is a product of immigration and the cultural pluralism of its people. It consists of a multitude of diverse ethnic, racial and religious groups that share in common American citizenship, a democratic way of life, and values that stress the worth and dignity of the individual.

California State PTA welcomes diversity. Diversity provides an opportunity for teaching, developing and promoting multicultural competencies and understanding. Racial, ethnic, gender identity, sexual orientation, disability, religious, and other individual or group differences should not be regarded as hindrances to success. Instead they should be treated as positive opportunities for improving the quality of life.

The home and school are two of the strongest influences in shaping attitudes of children. All schools must be deeply involved with positive human relations in the education of the child, however, this is not the job of the school alone. All interacting forces in the community must work together, so that each member of society has equal access to opportunities to develop to their full potential.

Interpersonal relations impact the future of family and community well-being. Success of individuals, families, and communities depends on the type of interpersonal relations that are developed. It is essential for PTA at every level to commit efforts toward building communities that support positive interpersonal relations in the healthy development of all children.

†See related position statement: Character Education.

Adopted May 1989 – Revised May 2016 – Reviewed and deemed relevant with editorial changes November 2020 –  Health & Community Concerns Commission

California State PTA recognizes the harmful impact of gangs on our children and youth. Gang participation is increasing at an alarming rate in California. Gangs include young people from all socio-economic levels and membership crosses gender lines.

Throughout California, gang members recruit, threaten, harass, coerce intimidate and manipulate children into joining gangs. Gangs usually lead children to adopt negative behavioral changes. Children and youth who join gangs often become involved in criminal activities.

Early intervention and education is the first and most important step in awareness of gangs and gang activities. Students, parents and educators armed with such basic knowledge are better able to prevent children from joining gangs.

PTA advocates:

• Creating meaningful jobs for youth and places or activities that offer a positive sense of belonging;
• Educating students, parents and educators about gangs; reasons why youth join, recognition of gang characteristics and symbols in their community, current trends and how to steer their children away from gangs;
• Adopting and implementing school district policies designed to protect children, youth, and staff from gangs;
• Developing community partnerships to mobilize local actions and resources to create positive alternatives to gang involvement; and
• Partnering with local law enforcement agencies to obtain current information.

Adopted March 1974 – Revised February 2018 – Health & Community Concerns Commission

California State PTA believes that every child should have the opportunity to become a self-respecting, contributing member of society.

While traditionally systems have focused on a reactive emphasis to delinquent behavior; more recent approaches have focused on

• Decreasing risk factors that may increase the likelihood of problem behavior; and
• Increasing protective factors such as personal characteristics and environmental conditions that decrease the likelihood of problem behavior.

California State PTA believes that communities should invest in programs that utilize effective “positive youth development” models that have locally-based strategies and expand opportunities for youth to participate in structured activities with adult supervision outside school hours. Positive youth development is defined as “an intentional, pro-social approach that engages youth within their communities, schools, organizations, peer groups, and families in a manner that is productive and constructive; recognizes, utilizes, and enhances young people’s strengths; and promotes positive outcomes for young people by providing opportunities, fostering positive relationships, and furnishing the support needed to build on their leadership strengths.”

Positive youth development exists in dynamic environments that build upon the strengths of and recognizes risk behaviors in adolescents. These environments include systems of support, such as peer or social networks, school, family, and community.

California State PTA believes that early intervention prevents the onset of delinquent behavior and supports the development of a youth’s assets and resilience.

When connecting youth to positive experiences, programs should include the following principles:

• Be proactive in promoting protective factors in young people.
• Complement efforts to prevent risky behaviors and attitudes in youth and support efforts that work to address negative behaviors.
• Acknowledge and further develop or strengthen youth assets.
• Enable youth to thrive and flourish and prepare them for a healthy, happy, and safe adulthood.
• Involve, value, and encourage youth to participate in the design, delivery, and evaluation of the services. Programs are most effective when adults and youth work in partnership.
• Instill leadership qualities and active participation in youth.
• Encourage civic involvement and civic engagement so that youth contribute to their school and broader communities through service.
• Involve and engage every element of the community – schools, homes, community members, and others.

California State PTA agrees with the Office of Juvenile Justice and Delinquency Prevention that the following types of school and community programs be employed:

• Classroom and behavior management programs that address the highest priority problem areas, at appropriate developmental stages, and identify strengths (risk factors and protective factors) to which children in a particular community are exposed;
• Social competence promotion curricula that offer comprehensive interventions across many systems, including health and education, and deal simultaneously with many aspects of juveniles’ lives;
• Conflict resolution and violence prevention curricula that build on juveniles’ strengths and create opportunities for physical, social, mental and emotional development that fosters the expansion of positive self-esteem;
• Comprehensive community interventions that utilize available programs through coordinated cooperative endeavors with law enforcement and social service agencies.

California State PTA believes that through a responsive network of community-based services the obstacles faced by our most vulnerable children and their families can be overcome, their needs can be met, and they can flourish as responsible, contributing members of society.

¹www.youth.gov/youth-topics

 

It is preferable to gift the funds to the school district directly for the services required, since the school district has experience and expertise as an employer (Fiduciary Agreements and Gifts to Schools). A financial gift must not be viewed as an ongoing commitment, since each PTA association must adopt the annual budget. To determine whether a person should be considered an employee or an independent contractor, the IRS has rules that help determine how to classify the people the PTA hires. This affects how much the PTA pays in taxes, whether the PTA needs to withhold from workers’ paychecks, and what tax documents the PTA needs to file.

An individual’s desire to be one or the other is not a deciding factor. Serious consequences can occur if a person who is actually an employee is paid as an independent contractor. The unit can be held liable for the individual’s taxes that should have been withheld, as well as any applicable penalties. An employer must generally withhold income taxes, withhold and pay Social Security and Medicare taxes, and pay unemployment taxes on wages paid to an employee. However, an employer generally does not have to withhold or pay any taxes on payments made to independent contractors.

Here are seven things every PTA should know about hiring people as independent contractors versus hiring them as employees.

The IRS uses three characteristics to determine the relationship between an employer and worker:

• Behavioral Control covers facts that show whether the PTA has a right to direct or control how the work is done through instructions, training or other means.
• Financial Control covers facts that show whether the PTA has a right to direct or control the financial and business aspects of the worker’s job.
• Type of Relationship factor relates to how the worker and the PTA perceive their relationship.

If the PTA has the right to control or direct not only what is to be done, but also how it is to be done, then the worker is most likely an employee.

If the PTA can direct or control only the result of the work done – and not the means and methods of accomplishing the result – then the worker is probably an independent contractor.

An employer who misclassifies a worker as independent contractor can end up with substantial tax bills.

Additionally, the employer can face penalties for failing to pay employment taxes and for failing to file required tax forms.

Both employer and worker can ask the IRS to make a determination on whether a specific individual is an independent contractor or an employee by filing a Form SS-8, Determination of Worker Status for Purposes of Federal Employment Taxes and Income Tax Withholding, with the IRS.