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(Established 2000 – Reviewed April 2017)

Grants may be available annually from California State PTA to encourage and support attendance at the California State PTA Convention, regional and/or local trainings in order to strengthen leadership on unit, council, and district PTA boards.

Selection: A check for the grant is sent to the district PTA. It is the responsibility of the district PTA to select recipients and forward grants to the individual PTA.

The district PTA must submit a final report to the California State PTA office detailing the distribution of leadership development grant funds no later than June 1. See Forms, Leadership Development Grant Report.

Failure to submit this report by the due date will result in an invoice payable upon receipt from California State PTA for the amount of the grant. The Scholarships and Grants Committee and Leadership Services Commission will take into consideration the timely receipt of the report when awarding future Leadership Development Grants.

Direct all questions regarding due dates or rules for all grants to the California State PTA Scholarships and Grants Committee Chairman at grants@capta.org for leadership development grants please contact your district PTA.

(Established 1993 – Revised August 2020)

Scholarships are available annually from California State PTA to be used for continuing education at accredited colleges, universities, trade or technical schools. These scholarships recognize volunteer service in PTA and enable PTA volunteers to continue their education. The scholarships may be utilized during the period January 1 to December 31.

Application: The application is online. Applications and reference forms with letters must be received by October 15.

Qualifications: Applicant must have given three years’ volunteer service to PTA/PTSA and must hold current membership in a PTA/PTSA unit in good standing.

Selection: Recipients are selected by the California State PTA Scholarships and Grants Committee. Continuing volunteer service in PTA/PTSA is a major criterion in the selection of scholarship recipients. Upon proof of enrollment, a check for the scholarship is sent to the recipient, usually in December or January.

(Established 1976 – Revised August 2020)

Scholarships are available annually from California State PTA for continuing education use, including summer study, from January 1 through December 31.

Application: The application is available online. Applications and reference forms with letters must be received by October 15.

Qualifications: Scholarships are awarded to credentialed teachers, counselors, school nurses and other staff members

1. who were employed full time in the public schools in California during the preceding academic year;
2. who have a minimum of three (3) years’ experience in California public schools;
3. who have a full-time contract for the current year;
4. who plan to continue as a teacher, counselor, school nurse or staff member; and
5. who are members of a PTA/PTSA unit in good standing, and teach or have a counseling, nursing or staff position at that PTA/PTSA

Selection: Recipients are selected by the California State PTA Scholarships and Grants Committee and approved by California State PTA. A check for the scholarship is sent to the recipient in December or January.

(Established 1977/1978 – Revised October 2008)

Scholarships are available annually from California State PTA to high school seniors graduating between January and June of each calendar year. These scholarships acknowledge the achievement of high school seniors of volunteer work in the school and community. Scholarships are for use during the first year following high school graduation at an accredited college, university, community college, or trade or technical school.

Application: The application is available online. Applications and reference forms with letters must be received by February 1.

Qualifications: Applicant must have volunteered in the school and community and must be graduating from a California public high school that has a PTA unit in good standing. Applicant must be a member of the PTA/PTSA unit at his/her high school or serving on the board of a PTA/PTSA.

Selection: Recipients are selected by the California State PTA Scholarships and Grants Committee. Upon selection to receive a California State PTA Graduating High School Senior Scholarship, a check will be sent to the recipient with the award letter. Checks will be issued to recipients by June 1 of the current fiscal year.

Programs and Member Services

A PTA graduation or prom night event is coordinated by a committee whose chairman is an appointed or elected member of the executive board. The committee members can include other members of the board, the principal, a faculty member, the president (ex officio), and other PTA members appointed by the president.

The major responsibility of this committee is to provide a safe, healthy, legal and supervised recreational event for students in cooperation with the community. A secondary responsibility may be to raise funds to host the event.

Founders Day is a perfect time to renew the dedication to the Purposes of the PTA that were defined by PTA’s founders more than a century ago. Each year in February, PTA honors the three founders as well as past and present PTA leaders. Through special programs and events, PTA also attempts to increase the awareness of its members and the community by highlighting achievements, activities, projects and goals.

The Founders Day celebration was created in 1910 by Mrs. David O. Mears, a charter member of the National Congress of Mothers founded by Alice McLellan Birney and Phoebe Apperson Hearst in Washington, D.C., February 17, 1897. The Founders Day observance has continued through the change of organization names in 1925 to the National Congress of Parents and Teachers, and the uniting in 1970 with the National Congress of Colored Parents and Teachers, founded in 1926 by Selena Sloan Butler, to become the National PTA (A Brief History: Working Together for Children Since 1987).

Issues concerning immigrants, homeless children and families, the unemployed and the uneducated, and numerous health and safety concerns still need attention. However, through PTA advocacy to enact and enforce laws, children’s health is better protected and children are better fed, housed and educated, with parents more involved in their upbringing. The vision of PTA’s founders has been realized in many ways, and now it is up to present PTA members to continue the vision.

Honorary Service Awards (HSA) are available to recognize the service and dedication of both individuals and organizations. They are awarded only by unit, council, district PTA and California State PTA, and presented by PTA representatives at PTA-sponsored meetings or at functions of allied groups.

The HSA Program includes the Very Special Person Award, the Honorary Service Award, the Continuing Honorary Service Award, the Golden Oak Service Award, the Outstanding Teacher Award, the Outstanding Administrator Award, and Elected Official Honorary Service Award, and donations to the HSA Program that benefit the California State PTA Scholarships and Grants Program. A person may receive more than one of any of these awards and in any order.

Funds contributed to the HSA Program provide resources for the California Scholarship, Grant and Leadership Development Programs (Scholarships and Grants).

Individuals or organizations can make donations:

• As a contribution;
• To say thank you or to honor an individual for service given;
• In tribute to a person who already has received an Honorary Lifetime Membership, Honorary Service Award, Continuing Service Award or Golden Oak Service Award;
• In tribute to an organization or group of people for service given; or
• In memoriam.

An acknowledgment card or certificate suitable for framing will be sent, upon request, when a minimum donation of $10.00 or more is made (Donation Form).

A person may receive more than one HSA, more than one CSA, or more than one Golden Oak Service Award, or may have more than one donation made in their name.

A final evaluation report should include (Evaluation Form):

• Problem statement;
• Summary of the action plan;
• Changes effected relative to the identified concern; by whom;
• Type and extent of school and community involvement;
• Budget and actual dollars spent;
• Project completion (On time? Within budget?);
• Continuing action needed;
• Continuing action planned; and
• A final report presented to the PTA executive board and general membership.

Purpose of Plan

Explore alternate solutions to identified problem(s).

Open informal communication among various community groups.

Share information and resources and avoid duplication of efforts.

Ensure that program improvement and changes are relevant to the community.

Steps to Follow

Consider the probable community response.

• Is the political climate receptive to improvements in this area?
• Have there been previous efforts?
• What is the general community’s attitude toward this problem?

Identify influential leaders to be involved. Make sure the group is balanced and no special interests dominate. Ensure that participant’s time and talents are utilized effectively. Consider representatives from the following groups:

• Parents of preschool and school-aged children;
• Students, teachers and school administrators;
• School board members;
• Media representatives;
• Professionals in the field, such as health, welfare, social services;
• Key people from public and private agencies serving children and families;
• Business and civic leaders;
• City, county and/or state officials;
• Representatives from the religious community; and
• Community volunteers and other interested persons.

Set specifics of initial meeting:

• Date, time, place;
• Identify chairman and secretary;
• Establish meeting format and agenda; and
• Assign hospitality responsibilities including coffee/tea/sodas, name tags, and sign-in sheet.

Prepare and send letters of invitation to potential participants. Include the following in letters:

• Meeting purpose;
• Invitation to participate;
• Date, time, place and directions;
• Due date and contact person for response;
• Preliminary agenda; and
• List of invited participants.

At the meeting:

• Review identified problems/leadership needs/goals;
• Determine whether any existing school and/or community programs deal with the problem;
• Analyze existing beliefs, attitudes, circumstances, etc., in the community regarding the problem;
• Determine what changes could cause things to be different (e.g., beliefs, attitudes, circumstances, laws, time, money);
• Develop a tentative action plan;
• Brainstorm ideas;
• Prioritize action (may include immediate and future action);
• Examine obstacles to plan implementation;
• Decide whether ideas presented are feasible;
• Identify available group resources (e.g., people, enthusiasm, dollars);
• Identify obstacles that will prevent effective action;
• Remove obstacles and/or develop alternatives for each part of the plan;
• Determine if additional information is needed;
• If necessary, schedule another meeting in order to obtain additional information;
• If any obstacle cannot be removed, select an alternative action; and
• Assess alternatives for potential obstacles.

Develop a final action plan (Final Action Plan):

• List all steps needed to carry out the plan;
• Identify the person responsible for each step;
• Establish the time frame for each step;
• Identify budget needs including amount and sources;
• Obtain necessary approvals;
• Obtain letters of support from appropriate community individuals, organizations and agencies if outside funding is required;
• Identify evaluation method for each step;
• Set date for project completion and final evaluation; and
• Determine whether the agreed-upon goals and objectives are met.

Take the action plan to the PTA board and general membership for final approval.

Implement the Action Plan

Through the evaluation process, show to what extent the group can be a viable community force.

Purpose

• To ensure the action plan is being implemented.
• To make modifications to the plan, if evaluation data indicates changes are needed.

Steps to Follow

Monitor progress of the action plan through regular reports.

Modify the action plan as necessary. Be flexible.

At a meeting of the group, review:

• Action taken;
• Time and funds spent;
• Difficulties encountered;
• Successful experiences; and
• Unmet objectives.

Prepare a needs assessment worksheet including the name of the PTA, the school, and the identified concern in appropriate places (Needs Assessment Worksheet).

Determine who is to receive the needs assessment form, how it is to be distributed and the due date for the return. Determine method of follow-up.

Survey appropriate agencies to obtain statistics on the identified concern. This can be done by making personal contacts or by sending a cover letter and the needs assessment form to some or all of the people and agencies listed below.

• School personnel;
• Private and church-related programs;
• Chamber of Commerce and major employers;
• Local, county, state, federal departments of health, education, probation and social services;
• Libraries;
• Professional and volunteer agencies; and
• Community organizations.

Obtain statistics reflecting the community’s ethnic and socioeconomic background. Information may be obtained from the school district office and will be necessary if the PTA will apply for a grant to fund this project.

Evaluate information received. Review all data and compile the responses to the questions on the needs assessment form. Determine whether the school and community concur with the identified concern and believe that a problem exists.

If it is determined that a problem exists, the information gathered will be a basis for the formulation of a community action plan. If it is determined that a problem does not exist or is not of concern to the school and community, it is best not to invest time and money in seeking solutions.

Prepare a final report that includes the following information:

• Reason for the study;
• Statistics that note the numbers by age, socio-economic status, ethnic background, or religious affiliation;
• Community responses;
• Professional resource people interviewed and their responses;
• Other resources used, such as periodicals, books, films, and surveys; and
• Findings that indicate whether a problem exists that requires further action.

As a courtesy, distribute the report to those who participated in the survey. It will compensate them for their cooperation and will raise the level of awareness within the community.

Use the report as a tool in developing and implementing a plan of action. A Sample Agenda for Needs Assessment (Fig. P-2) for a meeting to discuss the findings follows.