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The seven commissions can be classified into two groups: (1) those dealing primarily with internal, organizational matters: convention, leadership services, membership services, and communications; and (2) those dealing with external issues in which PTA has a vital interest: health & community concerns, education, and family engagement.

The commissions are chaired by vice presidents elected biennially by the PTA membership at the annual convention in odd-numbered years. Commissioners are appointed members who serve during the administration. The treasurer serves on the leadership services commission.

California State PTA constantly assesses children’s needs to determine where and how PTA action should be initiated or intensified. State resolutions, letters, and results of studies from unit, council, and district PTAs as well as National PTA programs and priorities provide direction to the California State PTA Board of Managers. Each commission develops its plan of action based on the goals and priorities of the association.

The work of the commissions is facilitated through special committee studies and cooperation with statewide allied groups, agencies, and coalitions whose goals are similar to PTAs. Each commission is responsible for providing leadership and education to unit, council, and district PTAs to help implement the projects and activities that fall within its area of concern. Through PTA in California, the website – capta.org – and other avenues of communication, unit, council, and district PTAs are kept informed of current projects, the progress of studies, and the initiation of new projects.

Service to Unit, Council, and District PTAs
California State PTA Brief Statements on Current Issues

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Organizational Flow Chart (pdf)

Download the Communications Job Description

Obtain (from predecessor) and study the procedure book and other materials related to performing the duties of communications leader:

• Print publications: past issues, deadline schedules, duplicating process and mailing permit information, templates.
• Electronic communications: email account names and passwords, web hosting information, domain name information, social media usernames, logins and passwords, webmaster contact information.
• Calendar of events and contact information for PTA officers and chairmen.
• Budget
• Names and contact information for local media contacts.

Download or obtain the Communications section of the California State PTA Toolkit to learn the basics of PTA communications, responsibilities, publications and available resources.  See PTA Style Guide.

Subscribe to California State PTA’s and National PTA’s print and electronic publications and communications.

Meet with communication board members (newsletter editor, social media chairman, website manager, etc.) before the beginning of the school year to develop a communications plan. Work closely with the school principal and the unit president.

Attend communications-related workshops and trainings.

DEVELOPING A COMMUNICATIONS PLAN

Develop a communications plan by first establishing your PTA’s communication objectives.  Solicit feedback to verify that current communications are meeting member needs. Determine:

• Who is the target audience? Consider who you want to reach.
• What are the right communications tools? Determine the best way to reach your audience.
• What is the right message for each tool? Think through what needs to be said and how and where to say it. Be concise and to the point.

Consider using:

• Newsletters (digital or print)
• Website
• Emails
• Mobile
• Social media
• Video
• Fliers
• Banners
• Word of mouth

Review PTA calendar of events. Schedule website, social media updates, event promotion and publicity around these dates.

Set submission deadlines for the year for all publications. Create a content calendar for social media and website postings.

Develop a budget to support the plan.

Present the communications plan to the executive board for approval.

A successful PTA communications plan should:

• Adhere to PTA noncommercial, nonpartisan and nonsectarian policies.
• Inform every family in the school of the aims and accomplishments of the PTA.
• Encourage and highlight attendance at PTA meetings and family engagement in PTA projects and activities.
• Foster cooperation with the school in keeping parents informed about school functions, regulations and/or procedures on child-related issues.
• Inform the community about PTA activities and school functions.
• Express appreciation to those participating in or contributing to programs.
• Tackle barriers such as language and culture.

ENSURING QUALITY COMMUNICATIONS

• Make sure that all publications material is cleared with the principal and PTA president prior to publication or posting.
  • Principal is responsible for the accuracy of school information and compliance with the State Education Code and school district policy.
  • PTA president is responsible for the accuracy of PTA information and compliance with PTA policies.
• Use the PTA logo in all communications.
• Abide by copyright laws and republish articles and art in an ethical manner.
• Do not include photographs of or specific information (names, class, email, address, etc.) about adults or students without written permission.
• Keep your message brief and to the point.
• Create visually interesting communications with careful use of photographs, bullets, quotes, charts, and graphics.
• Date all materials.
• Have 2-3 people other than the author proofread prior to publishing or posting.
• Arrange for translation services.
• Learn more

CREATING MEDIA NEWS

Local media may be interested in news coverage of your PTA event or project if it:

• Piggybacks on breaking news.
  • Be prepared to be one of the experts and demonstrate that PTA is a voice on the issues being debated.
• Ties in with anniversaries and annual happenings.
  • Identify events or dates related to schools and children (i.e.  Back-to-School) and find a way to tie them to PTA  programs.
• Spotlights a special event.
  • Announce activities that may be of interest to a large audience and invite local VIPs.
• Uses a “hook” or “angle.”
  • Tell the story in a new way. Provide a new angle.

ONGOING RESPONSIBILITIES

• Give a regular communications report to your PTA.
• Use PTA publications to promote PTA events and share information.
• Maintain an up-to-date website.
• Use social media to communicate with members.
• Encourage officers and chairmen to contribute short articles and reports for the newsletter, website, or social media site.
• Provide media releases as requested.

Adopted March 1986 – Reviewed and deemed relevant August 2022 – Education Commission

California State PTA recognizes that year-round education can provide an opportunity to improve the quality of education and maximizes the utilization of existing school facilities. The acceptance and success of year-round education is enhanced by involving the parents/guardians, students, teachers, and community in a study of year-round education prior to implementation. PTA leaders should attend school board meetings, discuss students’ needs with administrators, students and parents/guardians, and be available to serve on year-round education study committees.

In considering year-round education PTA supports:

• Early involvement of parents/guardians, teachers, administrators, staff, students, school board members, community and youth-serving agencies;
• Adoption of goals and objectives that meet student needs and California Education Code requirements and give the highest priority to providing a quality program for every student;
• Decisions on factors that include the health and welfare of students; facilities use; teacher availability; voluntary versus mandatory desegregation plans; enrollment and housing trends; cultural, socioeconomic, and ethnic balance; and the commitment of the community to coordinate youth services;
• Specific efforts of the study committee to identify and meet actual community needs and, if a decision for year-round education has been made, to overcome the natural resistance to change;
• Assignment of students within a family to similar or like tracks whenever feasible;
• The legal authority of the school board to make the final decision;
• Continued community involvement following transition to year-round education to ensure a positive climate for quality education;
• Cooperation of community agencies and organizations that serve children in adapting and providing programs that meet the needs of the students;
• Opportunities for students to participate in special classes, extracurricular and co-curricular activities in a multi-track system;
• Communication that will keep parents/guardians, teachers, and students informed throughout the year; and
• Providing assistance to the principal and support staff who encounter additional responsibilities in the year-round schedule.

Adopted March 1978 – Reviewed and deemed relevant May 2020– Education Commission

California State PTA is committed to integrated public schools offering quality education† for all children and youth, and believes:

• Equal educational opportunities should be provided for all students;
• School districts have the responsibility for providing an integrated education for all students;
• Multicultural understanding should be an integral part of the education of all students;
• A desegregated/integrated school must provide opportunity for the development of attitudes and behavior based on the value of the individual;
• A desegregated/integrated school must encourage all students to be fully involved in school activities and to develop to their fullest potential;
• Teachers and other staff members should be trained to understand the needs of all children and youth, as well as the cultural, racial, ethnic, and economic diversity found in California’s society;
• The entire school staff must work consistently to create a school climate of respect for the differences as well as the similarities of all students;
• Support and direction for the development, implementation and evaluation of desegregation/integration programs require the combined efforts of parents, students, the school system, and the entire community;
• PTA must serve as a unifying force for integration by involving the parents of all students in its activities^†† and encouraging parent participation in school-sponsored activities; special efforts should be made to include parents residing outside the immediate school community.

^† See related position statement: Basic Education.
^†† Refer to Outreach, Diversity and Inclusion.

Adopted July 1996 – Revised April 2018 – Education Commission

California State PTA recognizes the importance of successful academic and personal development of children in the primary grades. California State PTA has consistently and strongly supported reducing the number of students in each California classroom, especially in kindergarten through 3^rd grade. California State PTA believes that – whenever possible – TK-3 class sizes of 20 or less improve the overall development and education of students.

A substantial body of evidence* shows the value of maintaining small class sizes:

• Smaller class size, particularly in the early grades, is one of the few educational strategies shown to increase learning and narrow the achievement gap;
• Smaller class size effects seem to be largest when
• introduced in the earliest grades, and
• for students from less advantaged communities or family backgrounds;
• Smaller classes have been found to have a positive impact on school climate, student social-emotional growth, safety and suspension rates, parent engagement, and teacher attrition; and
• Teachers with smaller class sizes experience better working conditions and have a better chance to succeed.

California State PTA further believes that the benefits of reducing class sizes are optimized when schools also provide:

• A separate physical area to accommodate each group of children and the assigned certificated teacher;
• Flexibility in class structure that may include combination classes (K-1, 1-2, etc.) yet always considering the academic and developmental needs of each student when making placements;
• Assignment of properly credentialed teachers who are well trained in teaching techniques required to teach the early childhood/primary grade levels and on best practices for small group instruction; and
• A firm funding commitment to make reduced class size an ongoing priority.

State law in California currently sets a maximum class size of 30 in the early grades but also provides a financial incentive, within the Local Control Funding Formula (LCFF), to encourage local district to set a maximum class size of 24. California State PTA fully supports LCFF and local flexibility but urges all parties to stay committed to reducing class size.

Keeping class sizes in grades K-3 to 20 or fewer must be a continuing goal of the state even as each district decides what is possible within the constraints of: (1) financing available, (2) the need to meet all essential goals of the school district operations, and (3) the relative priority of class size, salaries, and instructional hours. All concerned parties, including parents, teachers and district officials, should work together whenever possible to identify and obtain funding for purposes of reducing class sizes.

California State PTA recognizes the financial obligation that reducing class size places on school districts and on taxpayers of the state of California. California State PTA strongly believes the people of California understand the importance of investing in children and public education, and therefore will be supportive of this use of education funds.

*The Center for Public Education reviewed 19 class size reduction studies.

Adopted March 1988 – Revised April 2022 – Education Commission

California State PTA recognizes the significant positive or negative impact early education experiences have on a child’s self-esteem, social competence and readiness to achieve academically. It is at this time in their lives that children acquire their knowledge about the physical and social worlds in which they live.

California State PTA believes that all children ages three to six should have the opportunity to experience early childhood education that is developmentally appropriate. There are certain components that are essential to any early education program if children are to become successful learners.

These components include, but are not limited to:

• An age-appropriate curriculum that provides physical, intellectual, social and emotional experiences for the individual child;
• Teachers with specialized early childhood training and commitment who understand how young children learn and know how to provide the appropriate curriculum;
• A flexible educational setting where each child’s growth and maturity determines his or her pace for advancement; and
• A strong family engagement component designed to
  • Enable parents to enhance the child’s development at home by providing parents with the knowledge needed to be their child’s first teachers, emphasizing the importance of the first five years on children’s long-term education success;
  • Help parents understand the age-appropriate well-rounded environment and the functions of the varied activities provided at school; and
  • Empower parents as advocates for implementation of an age-appropriate well-rounded educational program for all students.
• Public schools prepared to meet all students’ needs as they enter kindergarten by collaborating with preschool programs and parent/guardians in developing transition plans.

California State PTA recognizes on-going fiscal constraints on public education. Therefore, PTA supports the concept that creative solutions can be found to finance education for ages three to six through a combined use of public and private funds.

Adopted January 2010 – Reviewed and deemed relevant February 2015 – Revised August 2020 – Health & Community Concerns Commission

According to the Centers for Disease Control and Prevention, about 25% of children aged 2 to 8 years have a chronic health condition such as asthma, obesity, other physical conditions, and behavior/learning problems. The healthcare needs of children with chronic illness can be complex and continuous and includes both daily management and addressing potential emergencies.

California State PTA understands there are difficult challenges that families face every day to ensure that a child with chronic illness and other healthcare needs receives appropriate care at school.

Many children are coming to school with a broad spectrum of chronic illness and healthcare needs, and the numbers of those children continue to rise. Federal laws mandate that all children are entitled to a free and appropriate public education (FAPE). Parents of children with disabilities from ages three through twenty-one have specific educational rights under the federal Individuals with Disabilities Education Act (IDEA). These rights are called procedural safeguards. Individuals serving as surrogate parents and students aged eighteen receiving special education services, are also entitled to these procedural safeguards. IDEA, federal, and state laws determine who will provide services and how such services will be provided, including – but not limited to – both assistance with, and the administration of, medications.

California State PTA believes that parents and school personnel should be trained and educated on the complexities of disease management for any student suffering from chronic illness. Students spend a large portion of their day at school and it is vital that school staff who come into contact with these students have a thorough understanding of their illness in order to ensure appropriate care.

California State PTA supports solutions that enable all children with chronic illness and other healthcare needs to be safe in California schools. All children deserve the safest and most appropriate care, including, but not limited to, administration of medications, from licensed personnel, working within their scope of practice, who can assess and appropriately provide necessary medical services and care according to state law.

Adopted May 1986 – Reviewed and deemed relevant November 2022 – Health & Community Concerns Commission

California State PTA believes it is important to reduce trauma in all phases of a child’s life including trauma caused by actions pursued through the court system. PTA believes it is important to protect the rights of child victims/witnesses at all times including, but not limited to, investigations and courtroom testimony. PTA believes it is important for child victims/witnesses to receive supportive assistance from trained personnel throughout the course of any criminal proceeding.

California State PTA believes that efforts should be made to advocate for and address the needs of child witnesses/victims by:

• Training law enforcement, legal and judicial personnel in appropriate and age-/ability-specific procedures for interacting with a child victim/witness in a respectful, compassionate and caring manner;
• Ensuring a child’s right to have access to assignment of a trained child advocate to protect his/her interests;
• Permitting support attendants for the child throughout the court proceedings;
• Providing appropriate treatment services and a list of available resources/referrals;
• Guaranteeing child victims/witnesses the rights of privacy and confidentiality;
• Questioning a child in a manner appropriate to his/her chronological and/or mental age;
• Minimizing the number of interviews and investigations;
• Trying multi-jurisdictional cases in only one jurisdiction;
• Allowing Out of Court Statements, videotaped statements and/or depositions to be admitted as evidence;
• Allowing closed-circuit testimony, thereby ensuring that a child is protected from direct confrontation with the accused;
• Permitting special methods of questioning of the child witness (requiring attorneys to remain seated during questioning, allowing the judge to question the witness, limiting the time allowed for testimony); and
• Altering the courtroom setting to make it easier for the child to testify.

Adopted March 1989 – Revised May 2016 – Revised November 2020 – Health & Community Concerns Commission

California State PTA believes children are the future and must be protected from harm. PTA further believes all children are entitled to live and grow in an atmosphere of love and respect, and no child should be subjected to physical, psychological, verbal or sexual abuse. PTA, as the state’s largest child advocacy organization, must assume a leadership role to achieve these goals.

According to Healthy Children.org, approximately 3 million cases of child abuse and neglect involving almost 5.5 million children are reported each year.  Most child abuse occurs within the family.  Risk factors include parental depression or other mental health issues, a parental history of childhood abuse, and domestic violence.   Child neglect and other forms of abuse are also more common in families living in poverty and among parents who are teenagers or who abuse drugs or alcohol. More children are abused by a caregiver or someone they know than abused outside of the home by a stranger.

Child neglect can include physical neglect (failing to provide food, clothing, shelter, or other physical necessities), emotional neglect (failing to provide love, comfort, or affection), or medical neglect (failing to provide needed medical care).  Psychological or emotional abuse results from all of the above, but also can be associated with verbal abuse, which can harm a child’s self-worth or emotional well-being.

A child who has been abused needs special support and treatment as early as possible.

Changes in a child that parents and caregivers should be aware of include:

• Fearful behavior (nightmares, depression, unusual fears)
• Abdominal pain, bed-wetting (especially if the child has already been toilet trained)
• Attempts to run away
• Extreme sexual behavior that seems inappropriate for the child’s age
• Sudden change in self-confidence
• Headaches or stomachaches with no medical cause
• Abnormal fears, increased nightmares
• School failure
• Extremely passive or aggressive behavior
• Desperately affectionate behavior or social withdrawal
• Big appetite and stealing food

California State PTA advocates:

• Public education about the unmet needs of and public responsibility to children and families;
• Public education about the prevalence, causes, methods of intervention and prevention of child abuse;
• Public education about programs and assistance available to victims and their families;
• Parenting skills workshops and classes for parents and teenagers;
• Public education for children on the identification of abuse and the survival skills they need to learn to be safe;
• Thorough implementation of state laws requiring school districts to provide training for school personnel (including classroom aides, yard duty personnel and custodians) in the identification, prevention, treatment and reporting of child abuse;
• School, law enforcement, courts and social service agencies working cooperatively and acting promptly in handling cases of suspected child abuse;
• Creating adequate laws to protect children from cyber bullying, intended online stalking and using any type of communication device to physically or mentally abuse another child or cause harm;
• Team-building workshops so active members in the community can get acquainted with each other;
• Adequate funding for treatment centers and temporary shelters;
• Adequate funding and staffing for child welfare services programs; and
• Anonymous telephone tip established and advertised for safe public reporting.

Adopted March 2002 – Reviewed and deemed relevant November 2017 – Family Engagement Commission

California State PTA believes that high quality before- and after-school programs for all children and youth can provide engaging and enriching environments that improve academic achievement. Statistics show that such programs improve a number of student outcomes, including increased graduation rates and reduce the likelihood of arrest and incarceration.

California State PTA recognizes that a range of before- and after-school programs is needed to serve children and youth from pre-school through high school. Each program needs to be based on the particular needs of the young people in the community.

California State PTA believes the elements of a quality before- and after-school program include:

Program Design – With the development of academically focused programs that center on:

•  An array of enrichment, cultural and recreational activities
• Activities that are developmentally and culturally appropriate for the children they serve
• Career development and life skills training for middle and high school students
• Opportunities for children and youth to develop positive relationships with peers and adults
• Health and wellness through nutritional snacks, exercise programs and prevention information
• Adequate funding to make programs and resources affordable and accessible

Facilities and Environment – With programs that:

• Preferably, are school-based with efforts to coordinate facilities and equipment between school and program sites
• Comply with relevant health and safety regulations
• Have safe indoor and outdoor space sufficient for a diversity of activities
• Rely on age appropriate equipment and materials for enhancing learning for participants
• Provide reasonable accommodations to make the program accessible to students with disabilities which may include providing a private location or specialized medical training for the handling of a student’s personal needs

Partnerships – With key stakeholders, including parents, schools and community organizations, involved in:

• Collaboration that is responsible for planning, outreach and evaluation
• Coordination between the school site staff and program staff to enhance the academic components of the program by linking the school day and after-school curriculum
• Engagement by families in planning to ensure sustained youth participation and assure that the needs of each participant are met
• Participation by parent and community volunteers as an integral part of the program
• Active engagement of children and youth in community programs and in community service

Staffing – With programs to include staff members who are:

• Able to create positive relationships and mentoring opportunities between staff and participants by having adequate staff to participant ratios
• Qualified with appropriate qualifications including the ability to provide tutoring and homework assistance in accordance with the educational component of the program
• Involved in staff development that is provided on an ongoing basis and is appropriate to program responsibilities
• Adequately compensated
• Evaluated on their job performance on a regular basis

Program Management – With the management and administration of programs that:

• Implement clear short- and long-term goals developed by the collaboration of key stakeholders
• Develop and implement relevant policies and procedures
• Maintain fiscal oversight and sustainability
• Are evaluated for effectiveness through continuous, multiple measures and result in necessary program modifications