Search Results for: Special Needs

The district PTA is responsible for organizing PTAs. Procedures for organizing all PTA organizations such as preschool, special education or parent-teacher-student associations are the same. The bylaws are adapted to fit the particular needs of the PTA.

Parent-Teacher-Student Association (PTSA)

National PTA encourages establishment of parent-teacher-student associations (PTSAs) under requirements and conditions to be determined by state PTAs.

California State PTA encourages student participation in both PTA and PTSA, as determined by the unit. California State PTA incorporated as the California Congress of Parents, Teachers, and Students to reflect its support of student participation. All references to PTAs in the California State PTA Toolkit are intended to represent both PTAs and PTSAs.

Students can participate in any PTA in many ways: (a) serving on committees, including the executive board; (b) serving in an advisory capacity; (c) helping with PTA projects; (d) participating in PTA programs; (e) promoting cooperative projects; and (f) attending conventions. It is not against the California Corporations Code or civil law for students to be elected to serve in any PTA office. Financial institutions should be contacted regarding age requirements for financial officers.

All PTAs shall offer students, upon payment of membership dues, all membership privileges and responsibilities (Involving Students).

Preschool Association

A preschool PTA may be organized in any preschool program, such as Head Start, nursery schools, and child-care centers.

Preschool and Early Childhood Education Sections

Preschool and early childhood education programs should be developed by PTAs in recognition of the significance of this time in the child’s life. Such programs can be developed in many ways, depending on the needs of the particular community, its children, and their parents.

For example, an early childhood (or preschool) chairman might be appointed to call attention to the need for guiding young children effectively; programs and reports might be presented and studies made under this chairman’s leadership.

A preschool section, discussion, or study group could be established within a PTA for parents of very young children to obtain information, insight, knowledge, and skills in fulfilling their responsibilities. The section is largely conducted by the parents themselves, governed by the PTA bylaws and standing rules as adopted by the section members. The work of the section is a part of the total work of the association.

Special Education Association

This type of PTA should be organized in a school focused on special education students.

Special Education Sections

The PTA encourages the establishment of special education sections in any association where parents of children with special needs can come together for study of and action on their particular concerns. Projects and activities related to children with special needs can be promoted, and study groups can be formed to further interest in and understanding of children with special needs. Operation of the section is primarily the responsibility of the parents of children in special classes.

A special education section functions as an integral part of the PTA, much as the various committees function. Joining a special education section means, therefore, becoming a member of the PTA. Although it is governed by the Bylaws for Local PTA/PTSA Units, the section may adopt a set of standing rules to provide details not included in the bylaws. The framework of organization should be kept simple.

The financial needs of a special education section, usually limited to the purchase of study group material and the cost of authorized projects, are provided for in the regular budget of the PTA. Fundraising activities to cover special needs of the section should conform to the policies of California State PTA. Funds so derived should be deposited in the treasury of the PTA and earmarked for section use.

Community College Association

California State PTA authorizes the following:

1. Community college associations may work directly with the district PTA (even though located within a council area);
2. Community college associations may adapt the recommended pattern of PTA committee work to fit their own special activities; and
3. Community college associations are urged to promote opportunities for PTA leaders to conduct discussions on PTA objectives and programs with students.

Other Site Associations

PTAs may be organized at any site, including businesses, court schools, and community centers.

The National PTA is the oldest and largest volunteer association working exclusively on behalf of all children and youth. For more than 100 years, the National PTA has promoted the education, health, and safety of children, youth, and families.

Phoebe Apperson Hearst and Alice McLellan Birney were greatly concerned about the nation’s children. The United States was feeling the enormous impact of the Industrial Revolution. An immense wave of immigration was flowing into the country. Children worked in factories, in mines, and in the streets of the cities. Some could not attend school or obtain enough food to eat. What could be done?

The First Meeting Is Held — 1897
After extensive grassroots work in different parts of the nation, the two women met in 1895 and, through diligent efforts, planned a meeting to bring their idea to others. On February 17, 1897, that meeting was held, and more than 2,000 men and women surprised Phoebe Hearst and Alice Birney by filling the hall in Washington, D.C. The National Congress of Mothers was formed, and the work of the founders took on new meaning and strength.

The California Movement Grows — 1902
Similar concerns were felt in California, and the California Home and School Child Study Association was organized in San Francisco, followed in 1900 by the Los Angeles Federation of Mothers’ Clubs. In 1902, California joined the national organization as the California Congress of Mothers and Study Circles, later becoming the California Congress of Parents, Teachers, and Students, Inc. — the California State PTA. Meanwhile, growing in strength and numbers, the National PTA progressed remarkably in working for all children.

Alice McLellan Birney
A native of Georgia, this motivated woman had wide interests but deep devotion to her own children. She felt the needs of all children must be recognized as vitally important to everyone. As a mother, Alice Birney realized it was important to know about mental and physical health and the educational needs of her own three children. She desperately wished to impart this to other mothers and to raise the status of motherhood to the important level it deserved.

Phoebe Apperson Hearst
An energetic, educated, and philanthropic woman, well known in Washington, D.C., and San Francisco, Phoebe Hearst became aware of the sad plight of many of the nation’s children first as a young teacher and later as she traveled or worked unselfishly in many communities. With one son of her own, she also was godmother to and supported the education of scores of children.

Selena Sloan Butler
A dedicated community leader and teacher, Selena Butler worked diligently in Atlanta, GA, to unify parents and teachers for the advancement of child welfare and education. She founded not only her school’s

Parent-Teacher Association, but the Georgia Parent-Teacher Association, and in 1926, the National Congress of Colored Parents and Teachers.

Our PTA Founders’ Vision

Alice McLellan Birney, Phoebe Apperson Hearst, and Selena Sloan Butler knew there was no stronger bond than that between mother and child. To the mothers, then, they reasoned, must fall the responsibility for eliminating the threats that endangered the children. They called for action, and people responded — mothers, yes, but also fathers, teachers, laborers, and legislators — all with a commitment to children.

In her initial address on February 17, 1897, Alice Birney told the crowd, “It is my privilege to extend to each and all of you a heartfelt welcome and to express the hope that this large and gratifying audience, this more than encouraging response to our universal call, may prove in earnest of the success destined to crown the work to which our best and highest efforts are now consecrated.”

Alice Birney had appealed “to all mankind and to all womankind, regardless of race, color, or condition, to recognize that the republic’s greatest work is to save the children.” But in many states, segregated schools were legally sanctioned. To address those students’ special needs, Selena Sloan Butler founded the National Congress of Colored Parents and Teachers. The two PTAs formally merged in 1970.

California State PTA Historical Briefs

1897  California Home and School Child Study Association organized in San Francisco.

1900s Los Angeles Federation of Mothers’ Clubs organized in Los Angeles. Name changed to California Congress of Mothers and Study Circles — affiliated with National PTA. Juvenile Court Act supported. Playground committee authorized, and student welfare program started. Legislation committee appointed.

1910s Attempt made to secure State Aid for Dependent Children. Organization became California Congress of Mothers. Penny Kitchens, forerunner of school lunch programs, established. Permissive legislation that marked beginning of kindergartens in public schools supported. Department of Child Hygiene established, and birth registration bill supported. First Child Welfare Day observed, later to become Founders Day. Name changed to California Congress of Mothers and Parent-Teacher Associations. Public library services supported.

1920s Resolution regarding enforcement of laws governing sale of cigarettes to children of school age adopted. Juvenile protection committee created. California Parent-Teacher magazine began publication, including approved film lists. Name changed to California Congress of Parents and Teachers, Inc. Honorary Life Membership project adopted in 1927 to provide funds for student loans.

1930s Legislation on education of migrant children supported.

1940s Legislation for creation of California Youth Authority endorsed. Teacher Education Scholarships established, first of continuing program of scholarships in addition to student loan program. Legislation for teachers’ salary schedule, apportionment of school funds as well as increased funding for all levels were supported. First home-school relationship conference co-sponsored with University of California, Berkeley, School of Education and State Department of Education. Adopted CARE projects.

1950s State office moved to Tenth District PTA Health Center on 21st Street, Los Angeles. Salk polio vaccine program supported. Five teacher recruitment clinics co-sponsored with State Department of Education. Thirty-week television program on child growth and development sponsored. Administrator’s Packet of Parent-Teacher Information distributed to all principals and school superintendents.

1960s Cooperation with Colleges committee established. New State headquarters building opened November 1, 1961, in Los Angeles, with dedication in March 1962. “Paging Parents” TV series produced in cooperation with Los Angeles County Schools. “Suggestions for Conducting a Venereal Disease Study-Action Program” published. Thirteen radio tapes on education developed in cooperation with California Teachers Association. Spanish language tapes, “How to Prepare Your Child for School,” prepared in cooperation with State Department of Education. Thirty-one junior colleges granted $200 each to establish Student Emergency Loan Funds. Continuing Service Award established by convention delegates. Joined in organizing California Interagency Council on Drug Abuse. Honorary Life Membership changed by convention delegates to Honorary Service Award in 1969. California Parent-Teacher magazine discontinued. Home-school-community relations conference held with grant from Sears Roebuck Foundation; Human Relations Handbook published.

1970s School feeding program survey conducted. Statement on Environmental Pollution adopted. Material prepared and distributed to promote Project RISE. Children’s Emotional Health conference co-sponsored with California Interagency Mental Health Council. Twenty-acre PTA Redwood Grove in Prairie Creek State Park dedicated. Inter-district mass media committees organized to preview and monitor TV and motion pictures. “California State PTA” adopted as alternate name for California Congress of Parents and Teachers, Inc. Contributed over $7,000 toward State Park Wildflower Poppy Preserve. Administered Community Volunteer Project in Pomona and “Person-to-Person Intervention in Alcohol Abuse.” Adopted commission structure, Bicentennial project (furnishing schoolhouse in Old Sacramento), Antiviolence TV project, parenting conferences, Comprehensive Health Education program, and commemorated 50 of the years Honorary Service Award (HSA) program. Name changed to California Congress of Parents, Teachers, and Students, Inc. (retained California State PTA). Convention delegates sent “Message to the Governor” urging public school finance be made top priority. With State Department of Education, developed “A Guide to School and Community Action.” Co-sponsored “Starting a Healthy Family” with National March of Dimes Birth Defects Foundation.

1980s Completed Student Health Education Forums. Launched TV Viewing Skills Project. Began community meetings on motion pictures in cooperation with theater owners. Urged revision of state tax structure for public education. Established Grants for Parent Education and Health Projects. Completed Juvenile Justice System study. Developed Room Representative Orientation Program to improve home-school communication. Took leadership role in enactment of Educational Reform Act. Began scholarships for school nurses. First membership increase in 15 years. Completed three-year PTA/American Cancer Society Project. Developed “Parent’s Notebook” skill sheets. Cooperated in KNBC-TV/PTA Teenage Alcohol Prevention Project. Leadership and parent involvement program designed with Southwest Regional Laboratory, “Hispanic Recruitment Project.” Provided PTAs with resources to develop school/community disaster preparedness plans and the parent involvement in reading program. Largest membership increase in 27 years! Developed PTA Public Relations video and guidelines for “Involving the Uninvolved.” Launched a comprehensive Parenting Project funded by statewide fundraising campaign (trivia game). Developed “Strive for Excellence,” a self-esteem program for kindergarten students. Reaffirmed commitment to parent education and outreach to parents of increasingly diverse student populations. Received National PTA grant for Acquired Immunodeficiency Syndrome (AIDS) education.

1990s Developed a “Kids At Risk” legislation agenda. Participated in the Red Ribbon campaign against the use of alcohol and other drugs. Promoted Human Immunodeficiency Virus/Acquired Immunodeficiency Syndrome (HIV/AIDS) education. Sponsored legislation to require all school districts to adopt a parent involvement policy. Introduced Parents Empowering Parents, a parent education and involvement manual developed by PTA with grant funds from California businesses. Published Spanish edition as Los Padres Eligen Participar. Developed plans for a statewide parenting conference. Developed and awarded the first Golden Oak Award. Participated in a major statewide effort to defeat a voucher proposal. Sponsored legislation to ban Channel One from California classrooms and to add a component on working with parents to the teacher and administrator credentials curricula. Cosponsored the California Bicycle Helmet Safety Campaign with the California Department of Health Services. Received grant from Annenberg/CPB Math and Science Initiative V Project for Math for All program to teach K-3 parents how to help children with math. Developed “Open the School House Doors” Project, an Action Guide for its implementation, and a Mentor Training Program. Produced a video, “California State PTA – A Voice For All Children.” Published “PTA Questions the Candidates for California Governor and State Superintendent of Public Instruction.” Developed “Outreach: Beyond the International Potluck.” “Parent Talk” cards produced. Developed a statewide campaign to reduce the size of California classrooms in grades one through three. Celebrated the 100th birthday of PTA in 1997 by participating in the Pasadena Tournament of Roses Parade – winning the Sweepstakes Award for the float entry, “The Field Trip.” Launched the California State PTA Internet website www.capta.org and issued a statewide progress report on the reduction of class size in California public schools. Completed development of and unveiled a Strategic Plan for California State PTA. Opened Satellite Office in Sacramento. Hosted a statewide videoconference at 100th Convention in Sacramento: “Keeping Youth Safe: The Critical After-School Hours.”

2000s Established as a PTA priority and initiated “SMARTS – Bring Back the Arts” campaign to bring arts back to the schools, the community, and to children. Sponsored legislation to bring arts back to the schools; worked to defeat voucher initiative and pass an initiative to require 55% majority for passage of school bond initiatives. Held statewide parenting conferences focused on training parents to be effective advocates. Established Cultural Arts grants for unit, council, and district PTAs and the Leadership Development scholarship. Consolidated several PTA publications into a single resource, the California State PTA Toolkit. Purchased Sacramento historical residence for cost-saving advocate and officer housing for events and policy maker contact. Purchased office space and moved California State PTA headquarters to Sacramento after almost 50 years in Los Angeles. Provided training for PTA leaders at “PTA University.” Funding for arts education and reduction of childhood obesity continue to be priorities. Membership continues strong at nearly one million members.

Download the Hospitality Job Description

KEY ROLE – Hospitality Chairman

• Acts as official host of a PTA in creating welcoming atmosphere at meetings and events
• Works with committee and other chairman to organize and set up refreshments, food, decorations, registration, greeters and baby-sitting for PTA meetings and events
• Maintains hospitality supplies and equipment and an updated inventory for them
• Presents hospitality budget for approval at executive board meeting at start of the PTA year and monitor authorized budget
• Reports on hospitality plans at board meetings for forthcoming PTA events

GETTING STARTED

Preparation – Review the procedure book and other materials, such as minutes, supplied by previous chairman for ideas on how hospitality was done and what worked best last term.

Schedule Meeting – Meet early in the year with hospitality committee to brainstorm and make plans. Involve experienced and new volunteers on the committee to share planning, preparation and work. Coordinate efforts with room representative coordinator and program chairman.

Check Policies – Be familiar with school district policies on serving food, including home-prepared food, on campus.

If making arrangements for baby-sitters for meetings, take time to review PTA policies in the California State PTA Toolkit and also school district policies on baby-sitting.

California State PTA strongly urges units, councils and district PTAs to refrain from serving alcoholic beverages at PTA functions. PTAs may also not engage in the purchase or sale of alcoholic beverages (See: PTA Insurance and Loss Prevention Guide.)

WHAT TO DO

• Assign volunteers to take turns and help with hospitality, registration, room set up and clean up for meetings.
• Coordinate the purchase, preparation and set up of refreshments, food, supplies, registration sheets, nametags and any decorations for PTA events.
• Arrive early for meetings to check that the room is ready with enough tables and chairs for presiding officers, audience, presenters and activities. Check equipment, supplies and set up hospitality table.
• Consider assigning board/committee members as greeters for meetings and to introduce new members to others to make them feel welcome.
• Thank volunteers, cafeteria or maintenance staff for helping with the meeting arrangements.

Download the Health Job Description

The National PTA and California State PTA consider health education to be of major importance. Local units should promote health education.

Some ways to promote Physical, Mental and Emotional Health Education are to:

• Help parents recognize and respond to the health and nutrition needs of their children and families.
• Encourage compliance with mandated health education curriculum.
• Work to improve health care services, in particular the credentialed school nurse-to-student ratio, in school and community.
• Stress the concepts of wellness and prevention.
• Update and implement school wellness policies.
• Emphasize the importance of healthy lifestyles and modeling these lifestyles for children.
• Support and promote a healthy school environment.
• Make parents cognizant of and responsive to environmental issues and hazards that may jeopardize the health of children and families.
• Ensure a comprehensive school health program that integrates activities and services designed to promote the optimal physical, emotional, social and educational development of children and youth.

Recommended Action

• Work with program chairman each year to facilitate at least one PTA meeting about health topics.
• Arrange to have a health display table at PTA meetings. Distribute health materials.
• Work with classroom teachers and parents to secure alternatives to food as rewards.
• Identify alternative ways to celebrate school and non-school events by using non-food items.
• Be sensitive to student and adult special needs when planning PTA sponsored events including physical accessibility and dietary needs such as food allergies; students with diabetes, etc.
• Ensure that the school complies with the standards for physical education and recess for every student.
• Promote physical education and activity events throughout the community.
• Encourage volunteerism in the areas of student screening for hearing, vision, scoliosis, etc.
• Request a line item in the PTA budget for student health and welfare needs.
• Support comprehensive health education instruction at all grade levels, in compliance with the California Standards for Health Education, including first aid, cardiopulmonary resuscitation (CPR), and Automated External Defibrillator (AED) training. See Education Code 51202.
• Promote hand washing in classrooms, especially prior to eating and after using the restroom.
• Promote increased access to fruits and vegetables and free, fresh drinking water.
• Submit health-related articles for unit newsletter. Ask the school nurse for articles and suggestions or use health articles from State PTA publications, PTA allied agencies and health websites.
• Use social media to promote health and wellness messages and tips.
• Participate in ongoing health projects of the National PTA and California State PTA.
• Support health-related events, such as Red Ribbon Week, National Immunization Month, School Nurse Day, Children’s Health Month, Yellow Ribbon Month, National Nutrition Month, Dental Health Month, World AIDS Day, and the Great American Smoke Out.
• Work with local school districts and statewide policymakers to ensure policies are enacted to provide appropriate health leadership by credentialed school nurses, including adoption of the recommended nurse-to-student ratio of 1-to-750.
• Educate school staff and families on the importance of healthy indoor air quality and its relationship to student and staff health, academic achievement and absenteeism.
• Educate students, parents, school personnel and the community about the high incidence of skin cancer and recommended strategies for reducing risk for this disease.
• Educate school staff and families on the importance of comprehensive school health programs including dental programs.
• Encourage schools to implement Public Access to Defibrillator Programs (PADs).

Additional Projects Might Include

• Establish a School Health Council.
• Represent PTA on allied agency committees and school district committees or task forces.
• Plan a community or school wellness fair including speakers, health-related demonstrations, displays and video materials provided by local agencies (Community and Wellness Fairs).
• Advocate for school or community fruit and vegetable gardens and farmer’s markets.
• Encourage adult and youth participation in first aid, Cardiopulmonary Resuscitation (CPR) classes, and Automated External Defibrillator (AED) training, and Public Access to Defibrillator Programs throughout the community.
• Prepare and distribute a list of community health agencies, hotlines for drug/alcohol abuse, child abuse, and crisis intervention.
• Support school-based immunization programs and parent education related to the benefits of immunization.

Additional Resources

Action for Healthy Kids, California tab
Alliance Working Antibiotic Resistance Education (AWARE)
American Academy of Pediatrics
American Cancer Society School Health Programs
American Dental Association
American Diabetes Association
American Heart Association
American Lung Association (www.lungusa.org) (www.californialung.com)
California Association of Public Hospitals
California Association of School Based Health Centers
California Dental Association
California Department of Health Care Services,Mental Health Services Division
California Department of Public Health
California Dietetic Association
California Environmental Protection Agency
California Food Policy Advocates
California School Boards Association, School Wellness
California School Nurses Organization
California School Nutrition Association
California State PTA, Council or District PTA Health Chairs
Centers for Disease Control and Prevention
California Department of Education, Learning Support Division, including School Nutrition, Health, Counseling and Support and Safe Schools (www.cde.ca.gov)
Children’s Environmental Health Network
Coordinated (Comprehensive) School Health
County Health and Mental Health Departments
County Health Department Health Educator
Dairy Council of California
Environmental Protection Agency
Food, Allergy, Research & Education
Healthy Kids Resource Center
Institute of Medicine of the National Academies
Kids’ Safe and Healthful Foods Project
Local county or city health department bulletins
Mental Health America
National Association of School Nurses
National Association of State School Nurse Consultants
National Center for Health Education
National Institute on Drug Abuse (NIDA)
National Institutes of Health
Natural Resources Defense Council (Environmental)
School Nutrition Association
The Center for Health and Health Care in Schools
The Via Foundation

PTA Resources

PTA in California (official magazine of California State PTA)
California State PTA Health Pocket Pal
California State PTA website
Insurance and Loss Prevention Guide (English and Spanish) mailed annually to PTA presidents
Our Children (National PTA magazine)
Back-to-School Kit for Leaders (National PTA)
National PTA website Health and Safety webpages
California State PTA Vice President for Health (health@capta.org) or 916.440.1985 ext. 306

Adopted in August 2022

California State PTA believes students are more inclined to demonstrate positive behavior when their school climates and relationships inspire feelings of trust, safety, and belonging.

California State PTA supports restorative justice practices as a powerful approach to equitable student discipline rather than punitive-based methods that have been historically used in school settings.

Restorative justice is a broad term that encompasses a growing social movement to institutionalize non-punitive, relationship-centered approaches for avoiding and addressing harm, responding to violations of legal and human rights, and collaboratively solving problems. In a school setting, restorative justice is a theory of justice that focuses on mediation and agreement rather than punishment.

The negative outcomes associated with punitive school environments are especially harmful for students of color and students with disabilities. A substantial body of research shows that suspensions and expulsions are strongly linked to a wide range of negative outcomes for students, including missed instructional time, low achievement on standardized exams and involvement in the juvenile and criminal justice systems. Students who have been suspended are three times more likely to drop out of high school by 10th grade than students who have never been suspended.

Unlike zero-tolerance approaches, which seek to hold students accountable through punitive discipline—often in the form of classroom or school removals—restorative approaches achieve accountability through the development of caring, supportive relationships and through strategies that allow students to reflect on their behavior and make amends when needed to preserve the health of the community.

Restorative justice practices provide families, students and communities a way to ensure accountability while at the same time breaking the cycle of retribution and violence.

Restorative justice practices should seek to work with students to come to a solution by focusing on repairing harm through inclusive practices that engage all educational partners.

California State PTA believes restorative justice practices empower students, strengthen campus communities, prevent bullying and reduce student conflicts. Students learn how to interact and manage their relationships with adults and peers. They become better equipped to understand how their actions impact others and how to monitor future behavior. Restorative practices encourage positive outcomes for students and the school community.

Restorative justice practices implemented with fidelity should include the following key principles:

• Voluntary participation.
• Respect for all involved.
• Inclusion of the people impacted.
• A focus on the harms, needs and causes that have arisen.
• Consensus-based decision making focused on how to repair the harm and prevent future harm.
• Opportunity for dialogue that aligns with the above principles.
• Expanding the capacity of the community to create a just and fair response.

Because each school creates its own unique culture, California State PTA believes the implementation and practice of restorative justice should be tailored to the needs of each school and with the knowledge and support of each school community. Schools should intentionally anchor practices in shared core values. This provides a common language for students, parents and teachers to understand what is expected from all members of the school community.

Additionally, school discipline, classroom management and social and emotional learning cannot be separated. As schools look at new initiatives to address these fundamental aspects of teaching and learning the overlap of restorative justice practices, Positive Behavioral Interventions and Supports (PBIS), trauma-informed teaching and Social and Emotional Learning (SEL) all work together to build safer more effective schools. The practices complement each other and work together to meet the goals of providing clear, consistent routines and expectations that lead to better functioning classroom and school communities.

The successful implementation of restorative justice practices requires the involvement and commitment of the entire school-community including families. Introducing restorative practices to the students’ families in an inclusive, collaborative and culturally sensitive manner is critical for success. When families are seen as a key educational partner group and then invited to participate early on in the process, implementation and ongoing sustainability of the restorative practices approach is much more likely to succeed.

Adopted October 2018 – Health and Community Concerns Commission

The California State PTA believes that access to clean water is critical to students’ health and ability to learn. Studies show that adequate hydration improves cognition, increases attention spans, and can even improve students’ test scores. It allows body organs and systems to perform at their best. Plain water works to rinse the mouth and, when it is fluoridated, to strengthen dental enamel.

Most drinking water in California meets requirements for health and safety. Sources of drinking water are subject to contamination and require appropriate treatment to remove disease-causing contaminants. Contamination of drinking water supplies can occur in the source water as well as in the distribution system after water treatment has already occurred. There are many sources of water contamination, including naturally occurring chemicals and minerals (for example, arsenic, radon, uranium), local land use practices (fertilizers, pesticides, concentrated livestock operations), manufacturing processes, and sewer overflows or wastewater releases.

The presence of contaminants in water can lead to adverse health effects including gastrointestinal illness, reproductive problems, and neurological disorders. Infants, young children, pregnant women, the elderly, and people whose immune systems are compromised may be especially susceptible to illness from some contaminants.

One contaminant, lead, rarely occurs naturally in California’s drinking water sources, but it may become present when water passes through older plumbing fixtures or solder containing lead.

• Water can be contaminated in the water mains, service lines, and building plumbing, wherever it is exposed to lead.
• Water that sits “stagnant” in plumbing that contains lead will hold the lead in suspension.
• If pipes or fittings containing lead are corroded they can yield tiny particles of lead into water.
• Utilities treat water to minimize corrosion of the water mains and pipes but this is not always effective.
• Regulations have progressively lowered the amount of allowable lead in plumbing parts. However, in older schools, the lead in plumbing parts is often still present.

Lead is a toxin that is harmful to health and well-being.  The Centers for Disease Control and Prevention (CDC) reports that lead exposure can affect nearly every system in the body.  It is important to reduce all exposures to lead, including in drinking and cooking water.  The effects of lead exposure cannot be corrected.

• Even low levels of lead in blood have been shown to affect cognitive abilities, the ability to pay attention, and academic achievement.
• At high levels, it can harm reproductive and other organ health.
• When children have elevated blood lead levels, the source is most frequently lead in dust, soil, or old paint.

California regulates drinking water by setting Maximum Contaminant Levels (MCLs) for a list of known water contaminants. It also identifies Public Health Goals that identify concentration levels that pose no significant health risks if consumed for a lifetime. The MCLs and reporting requirements are established for local water providers throughout the state.

Every California public school is required to provide quality tap water access to its students. To achieve this goal, the California State PTA believes that school drinking water needs to be tested on an ongoing basis for contaminants that are harmful to the health and well-being of students.  We believe that the State of California has a responsibility to set maximum allowable contaminant levels at concentrations equal to the Public Health Goals.

School Districts need to be provided both financial resources and know-how to assess and improve school water quality. California State PTA supports state and local government efforts and funding initiatives to ensure the availability of safe drinking water throughout communities and school campuses.

To ensure all requirements of a 501(c)(3) nonprofit organization are met, a unit must notify the district PTA president of any proposed change in association status at least 60 days before the unit votes to make such change. Inasmuch as a change of status represents amending the association bylaws, a 30-day written advance notice is required to all PTA members. The proposed change of status requires a two-thirds (2/3) vote of its members recorded in the minutes. It is the responsibility of the district PTA president to know the status of every unit within the district PTA and give information and advice on the procedures to be followed. Specific PTA procedures are outlined in the California State PTA Advanced Leadership Tools, which is available to council and district PTAs.

Changing Name: When an association votes to change its name or the school district changes the school’s name, the district PTA must send a Change of Status Form and an amended set of bylaws to the California State PTA parliamentarian for approval. Upon approval, the Change of Status Form will be sent to the state office. At the next meeting of the California State PTA Board of Managers, the change will be presented for approval. A charter with the new name will be sent without charge.

Becoming a PTA/PTSA: When a PTA votes to become a PTSA, the district PTA must send a Change of Status Form and an amended set of bylaws to the California State PTA parliamentarian for approval. Upon approval, the Change of Status Form will be sent to the state office. At the next meeting of the California State PTA Board of Managers, the change will be presented for approval. A charter with the new name will be sent without charge.

When the bylaws are changed making the unit a PTSA, the California State PTA recommends that provision be made for at least one position on the executive board to be filled by a student.

The unit bylaws should be reviewed for further information – amendments, officers, election of the nominating committee, and elections. It is strongly recommended that the entire set of bylaws – each article and section – be reviewed.

Dividing: When one PTA is serving two or more public schools and wishes to organize a unit in each school, the members may vote to divide into two or more associations. Consideration of a division should be undertaken only in consultation with the principals of the schools involved, the council president (if in council), and the district PTA president. Decisions need to be made regarding unit names, division of assets, chartering, etc. The district PTA must send the Change of Status Form and an amended set of bylaws to the California State PTA parliamentarian for approval. Upon approval, the Change of Status Form will be sent to the state office.

Combining: There may be a number of reasons for combining associations, such as the closing of one school or duplication of activities. Consideration should occur only in consultation with the principals of the schools involved, the council president (if in council), and the district PTA president. Decisions will need to be made on name of the unit, funds in unit treasuries, bylaws, officers, etc. The district PTA must send the Change of Status Form and an amended set of bylaws to the California State PTA parliamentarian for approval. Upon approval, the Change of Status Form will be sent to the state office.

Transferring: When a school district reorganization or boundary change has become effective, it may be necessary for a PTA to transfer from one district PTA to another. The unit should report this change in writing to its present council (if in council) and district PTA, with a copy to the state office. The district PTAs involved will use procedures outlined in the Advanced Leadership Tools to complete the transfer. Other reasons for transferring should be considered in consultation with the council president (if in council) and the district PTA president. The district PTA must send the Change of Status Form and an amended set of bylaws to the California State PTA parliamentarian for approval. Upon approval, the Change of Status Form will be sent to the state office.

Disbanding: Disbanding a unit PTA is of concern to all its members and the community; therefore, steps should be taken to ensure that all will have an opportunity to express their opinions and to allow members to vote whether or not to disband. The district and council PTA president must be notified immediately of any proposal to disband at least 60 days before the vote to disband is taken. Many times, outside help and guidance will give necessary assistance and new direction. Should disbanding be the only alternative, certain procedures must be followed to protect the members and comply with federal nonprofit 501(c)(3) regulations, including meeting notice requirements.

The decision to disband is significant and requires at least two meetings. All concerns should be discussed at a regular or special PTA meeting with a quorum present. All members, including administrators and teachers, must be notified at least thirty (30) days in advance, following the notice requirements of the bylaws, and district PTA representatives shall be present for counseling and guidance and to address the association immediately preceding any vote to answer final questions or concerns.

After discussion, a committee should be appointed which includes representatives of the district PTA to carry out necessary procedures. These would include preparation of recommendations to be brought to a subsequent meeting of the membership for vote. Members must vote on proper disposition of property and funds of the organization prior to the vote to disband as a constituent organization. If the vote to disband is adopted by the membership, the disbursement of all assets must be handled to comply with the 501(c)(3) requirements as detailed in the bylaws.

Each PTA’s bylaws, as a basic policy, provide that the assets of the PTA be used for one or more of the educational purposes for which they were collected and not be given to individuals.

When a unit votes to disband the unit shall surrender immediately all legal documents, financial and historical records, and all assets, including property to the California State PTA or other PTA organized under the authority of the California State PTA bylaws. The district PTA may hold funds and property of the disbanded unit in trust for a period not to exceed two years. The district PTA will file the change of Status-Disband Form with the state office.

Your PTA was a separate, legal entity with no affiliation to any new or existing group that may form or exist at your site. Therefore upon disbanding, the following came in effect:

• All necessary documents and communication materials via website (PTA or school), newsgroup, etc. must be updated to remove reference to the name PTA. For example, the PTA End of the Year party needs to be announced as the End of the Year party.
• Any events, activities, functions from the moment of the vote to disband and going forward are no longer covered under the PTA insurance, even those which may be funded from the PTA proceeds.
• The PTA’s tax ID number (EIN) may no longer be used.
• Activity with the former PTA’s bank account must cease. No checks should be issued and signed or cash withdrawals be made from the PTA account. Deposits may be made for any checks issued to the PTA.

Charter Withdrawal: The bylaws of the California State PTA provide for the withdrawal of the charter of a PTA for nonpayment of dues and/or insurance premiums. The unit will be notified in writing by January 15 if these required payments are delinquent. If dues and/or insurance premiums are still not paid by March 31, the unit charter will be withdrawn by vote of the California State PTA Board of Managers at its next meeting.

The bylaws also provide for the withdrawal of the unit charter if that unit is not in good standing for other reasons, such as: (a) fewer than 15 members; (b) vacant president, secretary, or treasurer positions; (c) violations of policies, procedures or other sections of the bylaws; and (d) failure to comply with the legal filing requirements of federal or state government agencies for three consecutive filing periods.

Failure to comply with the legal filing requirements of federal and/or state government agencies for a third consecutive filing period results in automatic revocation of tax-exempt status and automatic withdrawal of the unit/council/district charter.

When there are alleged violations that may be subjective in nature, such as those involving policy and/or not following proper financial procedures, the district PTA or the California State PTA grievance committee may be charged with determining the facts and recommending a solution that may include withdrawing the PTA’s charter.

Upon the withdrawal of the charter, the California State PTA has the right to collect and transfer funds, including funds deposited by the unit with a financial institution over which the unit or its officers have or had signature authority or control. The unit shall immediately surrender all records, assets, and property to the district PTA. Property will be held in suspense for a period of two years. Each local association shall, upon withdrawal of its charter by the California State PTA, immediately cease and desist from any further use of the association’s Internal Revenue Service Employer Identification Number (EIN) as a constituent organization under the group exemption number issued to the California State PTA. The California State PTA will file notice with the IRS that the unit is no longer a constituent organization.

In all cases, the unit shall be notified in writing at least 15 days before the charter withdrawal is to come before the California State PTA Board of Managers for action.

Best practices and guidelines are not inclusive and social media and situations change.

Guidelines and Best Practices for PTA social media sites:

All PTA social media posts must be respectful, truthful, discreet and responsible. Posts must be Noncommercial, Nonsectarian, Nonpartisan according to PTA policies.

Administering PTA Social Media Sites:

• Have at least two Administrators (Suggest: President & Communications Chair (or the like). Although the President is responsible for approving material, A PTA can have a communications plan with preapproved content and general guidelines. The president may appoint a social media person/people to post on PTA sites.
• Some sites (i.e., Facebook) allow contributors or multiple administrators, so adding specialized contributors can allow greater flexibility and faster response. (i.e., Reflections chair, Vice President for programs, fundraising chair) PTAs should set guidelines ahead of time about what each contributor can and cannot not post. This would typically be posting about their particular program. This allows posts from sources which are quick and accurate.
• Be sure all logins and passwords are kept in a safe place and passed on to the next term’s officers. Suggest sites be registered to generic emails for the officers so accounts can be passed along with out interruption. (i.e., sunshineptapresident@gmail.com or president@sunshinepta.org)

Content on PTA social media:

• Posts should be PTA related and approved. Highlighting special events, programs, grants, PTA and school deadlines, allied agency information and other information of interest to PTA members is a good use of social media.
• Content from vetted sources or excerpts from previously PTA approved flyers, emails or website content is a good way to keep content timely without over burdening your officers. (See Red, Yellow, Green guidelines)

Others posting on PTA social media:

• PTA Social Media sites (including websites) that are administered and owned by the PTA and not the school, do not need the principal’s approval for posts. A good working relationship between the PTA and the school site administrator is best, so when possible coordinate. Remember, any PTA material that is passed out on school property or the school website still needs to be approved by both the president & principal.
• Each local PTA can decide if it wants to allow comments on sites or if it prefers a push only site. The advantage to having a more interactive site is that it allows you to know how your community feels; the disadvantage is that it allows comments which will need to be monitored. If you do allow public comments or postings, someone will need to monitor the site and decide what is appropriate. Inappropriate or off topic comments should be deleted. The PTA can decide to delete any comment or post it chooses.
• Setting guidelines and posting them on your sites can help if you feel it is necessary to delete a comment and are asked why. Your PTA social media sites are controlled by you local association and you are not required to post or keep any items.

Suggested Posting Guidelines:
(This can be posted on any social media your PTA uses and allows comments from the public.)

Please follow these guidelines when commenting on our site:
Be relevant Be respectful Be honest Be discreet Be responsible

• Be Relevant
  Stay on topic.

• Be Respectful
  Keep things civil. Avoid abusive or offensive language, threats, hate speech, libels and calls for violence. And don’t make jokes about the misfortune of others.

• Be Honest
  Use your real name. Don’t post commercial messages. Don’t publish copyrighted material that belongs to someone else.

• Be Discreet
  Don’t publish telephone numbers, addresses or other personal information about yourself or others.

• Be Responsible
  Think about what you write before posting. Users are solely responsible for what they post.

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.