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Grant Application for Unit, Council and District PTAs – Cultural Arts, Healthy Lifestyles, Leadership Development, Outreach Translation or Parent Education
Continuing Education for School Staff Members (Scholarship)
Continuing Education for PTA Volunteers (Scholarship)
Graduating High School Seniors (Scholarship)

Annual Historian Report – PTA Unit
Annual Historian Report – PTA Unit (Fillable)
Annual Historian Report – PTA Council
Annual Historian Report – PTA Council (Fillable)
Annual Historian Report – PTA District
Annual Historian Report – PTA District (Fillable)
Application for Youth Group Sponsorship or Renewal
Bylaws Submittal Form for Units and Councils (Fillable)
Conflict/Whistleblower Form
Event/Program Planning
…Evaluation
…Event Planning Worksheet
…Final Action Plan
…Needs Assessment Worksheet
…Service Provider/Speakers/Program Participants Check List
Facsimile Consent Form
Photography Release
Volunteer Tally Sheet

ACH/Online Deposit Form
Annual Financial Report (Sample)
Authorization to Purchase on the Internet
Authorization to Transfer Funds Between Accounts
Authorization for Payment Via EFT/ACH/Bank Bill Pay Services
Budget (Sample)
Cash Verification
Check and Checkbook Register (Sample)
Committee Report
Donation Receipt
Facilities Use Permit Addendum
Fiduciary Agreement
Financial Review Checklist
Financial Review Report
Financial Secretary’s Report (Sample)
Hold Harmless Agreement
Ledger (Sample)
Payment Authorization/Request for Reimbursement
Request for Advance/Payment Authorization 
Treasurer’s Report (Sample)
Unit Remittance Form
Workers’ Compensation Annual Payroll Report Form (Online)

Honorary Service Award Order Form for Honorary Service, Continuing Service, Golden Oak, Very Special Person
Honorary Service Award Nomination Form
In Memoriam or Tribute Donation
PTA Unit/Council Spotlight Award

PTAs must adhere to state filing requirements.

Regardless of their asset or revenue levels, all PTAs are required to file the Registration Renewal Fee Report (RRF-1) annually with the California Attorney General’s Registry of Charitable Trusts.

The state charity registration number (CT#) is assigned after an organization is registered. The organization must submit the CT-1 Initial Registration Form and the other documents/supporting materials listed on the form. After the organization is registered, the CT# is assigned by the Attorney General’s office. An RRF-1 cannot be processed until an organization is registered and the CT# has been assigned.

The RRF-1 can be submitted after the organization receives the letter confirming registration which will include the CT#.

Beginning with the 2019-2020 fiscal year, all nonprofits in California who file a 990N e-Postcard form with the IRS are required to complete and submit a CT-TR-1 Treasurer’s Report with their annual RRF-1 form. PTAs who file an IRS 990 or 990EZ will continue to submit a copy of that filing with their annual RRF-1 form instead.

Every PTA must file a Form 199 or 199N annually with the Franchise Tax Board (FTB). PTAs with annual gross receipts normally more than $50,000 are required to file Form 199. Please note that as of the 2021 fiscal year, the Franchise Tax Board no longer collects a filing fee for anyone and the previous box that PTAs were required to check is no longer on the form. PTAs with annual gross receipts normally equal to or less than $50,000 are required to file Form 199N (electronic form) annually with the FTB.

Forms and instructions are available on the Attorney General’s website https://oag.ca.gov/charities.

PTAs having unrelated business income of $1,000 or more are required to file Form 109 with the Franchise Tax Board.

PTAs that are incorporated must file a Statement of Information – Nonprofit (Form SI-100) with the California Secretary of State every other year. A filing fee is required.

Contents of the Treasurer’s Records
Computer-Generated Financial Records
Guidelines for Computer Use
Budget
Treasurer’s Report
Financial Secretary’s Report
Financial Reviewer’s Report
Annual Financial Report
Unit Remittance Form
Cash Verification Form
Payment Authorization/Request for Reimbursement Form
Workers’ Compensation Annual Payroll Report

Adopted February 2023 – Communications Commission

Media Literacy refers to the abilities to access, analyze, evaluate, and communicate various media messages in a variety of forms. Those abilities encompass a broad set of skills and dispositions that are important for young people and for adults. According to research by Common Sense Education, media literacy requires that people be “learning how to assess the credibility of online sources, understanding how and why media is produced, and reflecting on their responsibilities as thoughtful media creators and consumers.”

California State PTA believes that both adults and students need to learn how to better manage the flood of media messages the internet delivers to us all – every hour of every day. At the same time, we believe it is particularly important for young people to have the tools they need to function well in that environment. Educators and families all have a part to play in this effort.

Experts increasingly agree that schools need to directly teach young people about how to be literate and responsible consumers of information in this new media world. Universities, non-partisan research organizations, and a variety of nonprofit groups have developed materials that can guide such teaching. The California Department of Education is required by law to provide school districts with information about these resources.

Unfortunately, research indicates that, at the local level, the approach to media literacy education is fragmented at best and completely missing at worst. For example, state law does not require media literacy to be incorporated into the curriculum, either as a discrete subject or as a set of skills to be taught in multiple subject areas.

California State PTA believes the State of California can and should do more to encourage and support media literacy through the following actions:

• State policy should be strengthened to better support the infusion of media literacy skills into state curriculum frameworks.
• The California Department of Education should increase its attention to and the visibility of the instructional resources it has reviewed.
• Professional learning standards for teacher preparation and training programs should include media literacy.
• State education leaders should gather information regarding local school districts’ incorporation of media literacy education into their curricula and what obstacles may stand in the way of them doing so.

Local PTA units, councils, and districts should learn more about school district policies regarding media literacy education. That includes joining with families, community members, and educators to agree on clear definitions of media literacy and its relationship to issues such as safe use of digital media more generally. PTA organizations can also be instrumental by doing the following:

• Encourage school districts to provide centralized, proactive support for the teaching of media literacy across all grade levels and subject areas; provide educators with access to professional development that informs such instruction; and provide parents/guardians with educational opportunities related to their own and their children’s media literacy.
• Raise the visibility of free, research-based resources schools and families can use to strengthen media literacy skills of both students and adults.
• Use association resources to provide training and information that helps all adults become familiar with media literacy concepts and skills.

California State PTA believes that today’s families – including both young people and adults – must develop media literacy skills. Ultimately, our democracy and our quality of life depend on it.

It is the mission of the California State PTA to positively impact the lives of all children and families. That mission means that diversity, equity and inclusion are the work of every PTA leader and member.

As an organization, California State PTA is thus compelled to confront and address the

lasting generational effects of systemic  and structural racism.  It is at the root of many of our systems and institutions that have never been equitable for all. Historically, structural racism has impacted services and care across all institutions within our society. Structural racism is embedded into our educational, health care, political and our health department systems and has minoritized specific groups, including Black/African-Americans, Indigenous, Latine, Asian American, Pacific Islander, and other people of color. It has, in effect, put these groups of people into a subordinate status in our society that is contradictory to our organization’s mission.

Racial Discrimination Persists in California

Racism, including unconscious and conscious bias, causes racial discrimination that persists across the many institutions that should equitably serve all children and families in California. These include:

• Civic activities such as criminal justice and voting rights.
• Services that affect socioeconomic status, such as housing, education, transportation and employment.
• Health-related systems such as public safety, environmental exposure, and access to food, mental health support, and health services generally.

Anti-Black racism dehumanizes and marginalizes Black/African-American people and also affects other communities of color by privileging those with lighter skin. Racism also intersects with other forms of prejudice and oppression to increase adverse outcomes, including discrimination based on immigration status, gender and sexual orientation, and mental and physical abilities.

The Health Impacts of Racism are Well Documented

As of September 2021, over 200 cities and counties, as well as at least 5 states, have declared racism a public health crisis. In addition, several US government agencies have made similar declarations, including:

• Centers for Disease Control and Prevention (CDC)
• National Institutes of Health (NIH)
• Health Resources and Services Administration (HRSA)
• Substance Abuse and Mental Health Services Administration (SAMHSA)
• American Public Health Association (APHA)

As of April 2023, the state of California has yet to join this list, though it is widely documented that, throughout California, Black/African Americans and other racial groups disproportionately experience chronic disease, shorter life expectancy, maternal and infant mortality, and other health inequities.

According to the Centers for Disease Control and Prevention (CDC), California Black infants are nearly three times more likely to die during their first year of life and nearly 50 percent more likely to be born prematurely than non-hispanic white infants.  National data further show that Black birthing people are over three times more likely to die from pregnancy-related causes than white birthing people.^[1]

Moreover, Black, Indigenous, and People of Color (BIPOC) have suffered from disproportionately high rates of COVID-19 infection and death. The COVID-19 pandemic has exacerbated racial and social inequities by disproportionately impacting the Latinx community in particular as well as other communities of color.

Harms Extend into Other Aspects of Children’s Lives

San Diego County serves as an excellent example of these disparities.  A California Department of Health analysis reveals that Black/African-American children in San Diego County are three times more likely to be suspended from school compared to their white peers. According to the California Dashboard in the state of California, 7.9% of African American students get suspended in public schools. This is at a five percent higher rate than their white counterparts.

A 2021 Policy Brief from the Public Policy Institute of California notes that Black Californians are three times more likely to be seriously injured, shot, or killed by police (comprising 18% of these incidents) relative to their share of the population (6%). Latinos are also overrepresented among police encounters that result in serious injuries or fatalities.

According to a report of the National Transgender Discrimination Survey, Black/African-American transgender people live in extreme poverty, with 34 percent reporting a household income of less than $10,000 per year. More than twice the rate for transgender people of all races (15 percent), four times the general Black population rate (9 percent), and eight times the general U.S. population rate (4 percent).

PTA Champions the Needs of All Children and Families

Founded in 1897, the National Congress of Mothers, which later became the National Congress of Parents and Teachers, or National PTA, first met as a call to action regarding those who had even fewer rights and representation at the time than women, that was children. Merging in 1970 with the National Congress of Colored Parents and Teachers (NCCPT) to function in states that legally mandated segregation, PTA has continued in its 125 plus years to be a champion for ALL children and families.

There is ample data to support California State PTA’s belief that we must remedy historic health, social, economic, and criminal justice disparities that are still present in our state.  California State PTA supports advocacy and legislation that would:

• Work to end racism; challenging historical and contemporary power structures
• Address issues of racism and actively and authentically engaging with communities of color within our state
• Share and shift power and agency to intersectional strata of BIPOC/SES class, particularly as part of “authentic engagement”^[2]
• Assure the teaching of accurate history in schools
• Build health equity efforts
• Support the affirmation and inclusion of marginalized populations and practices
• Support policies to increase delivery of high-quality, culturally competent health care services to areas with disproportionately high rates of chronic diseases and;
• Support efforts to gather and distribute data necessary to inform decisions and actions to reduce mortality and morbidity resulting from structural racism.

^[1]  The term includes those who identify as non-binary or transgender because not all who give birth identify as ‘women’ or ‘girls’. This terminology is in no way meant to erase or dehumanize women.

^[2] Black, Indigenous, People of Color/ Socioeconomic Status

 

 

 

California State PTA is committed to ensuring that all students have access to comprehensive life skills education. In our complex world, students need to master a broad set of life skills in order to function successfully as adults.  Essential life skills include but are not limited to financial literacy, media literacy, civic literacy, home management, and executive functioning.

Civic Literacy prepares students to transition into adulthood, giving them the knowledge they need to make informed decisions in a democracy. This includes understanding the roles and responsibilities of government institutions, the rights and responsibilities of citizens, and the importance of civic engagement. California State PTA believes that civic literacy education should be integrated into the K-12 curriculum to ensure that all students have a foundational understanding of our democratic system and are prepared to participate actively in civic life. This includes teaching students how to register for voting, engage in respectful and informed discourse, how to advocate for their rights and beliefs, and how to participate in local and national decision-making processes.

The California State PTA further supports integration of Home Management education in the school system as students need skills which will allow them to maintain a healthy lifestyle.  Skills such as food safety, basic cooking, cleaning, home maintenance, personal safety, transportation, employment skills, medical care, and mindful consumerism will allow students to step into adulthood, prepared to be self-sufficient and capable adults.

California State  PTA supports the inclusion of Executive Functioning education in K-12 schools.  According to psychologists, executive function describes a set of cognitive processes and mental skills that help an individual plan, monitor, and successfully execute their goals. The “executive functions,” as they’re known, include attentional control, working memory, inhibition, and problem-solving, many of which are thought to originate in the brain’s prefrontal cortex. Modern students are exposed to an increasing amount of information and stressors and should be taught strategies for managing stress and anxiety, and for developing resilience and perseverance. California State PTA supports curricula that teaches time management, organization planning, prioritization and perseverance as key components of executive functioning education.

Financial Literacy education is a critical component of a well-rounded education and is essential for students to be able to navigate the complex financial world they will encounter as adults. In 1999 California State PTA delegates voted to adopt the resolution “Financial Literacy for Youth” in order to define this authority.    Building on those principals, we believe a basic understanding of financial best practices is a key component in breaking the cycle of generational poverty.   The California State PTA believes that financial literacy education should be taught in a way that is age-appropriate, relevant and engaging. It should be taught using a variety of methods and should be inclusive of all students, regardless of their background or socioeconomic status.

Studies have shown that financial literacy education can lead to improved academic performance and increased engagement in the classroom. For students who do not have access to financial mentorship at home, schools can be an essential source of guidance through high school and beyond. Recognizing the potential of financial literacy as a mode of upwards mobility, the California PTA supports legislation that champions financial literacy topics including, but not limited to money management, living expenses, credit and borrowing, financial planning, taxes, and financing student loans.

In today’s digital age, Media Literacy is an essential life skill.. Students must be able to critically analyze and evaluate information presented through various forms of media, including social media, advertisements, news sources, and entertainment. As stated in its 2023 Position Statement, California State PTA supports the integration of media literacy education into the K-12 curriculum to ensure that students develop the necessary skills to navigate and interpret media in an informed and responsible manner. This includes teaching students how to identify bias, misinformation, and propaganda, and how to evaluate the credibility and reliability of sources.

The California State PTA firmly believes that comprehensive life skills education is crucial to the success of our students. We support legislation and advocacy that seeks to integrate financial literacy, media literacy, civil literacy, home management, and executive functioning education into the K-12 curriculum,  This will lead to:

• Better decision making
• Ability to problem solve
• Improved communication
• Greater self-awareness
• Increased coping abilities
• Stronger relationships
• Higher self-esteem
• Healthier lifestyle choices

This will serve to provide students with the tools  needed to navigate the complex world they will encounter as adults.