Search Results for: Special+Needs

Adopted March 1983 – Reviewed and deemed relevant May 2021 – Education Commission

California State PTA believes:

• All individuals with exceptional needs should receive a free and appropriate public education in the least restrictive environment; this placement will include appropriate services ensuring access to the core curriculum, based on individual needs;
• Individualized Education Programs (IEP) should be developed on the basis of the needs of the individual student. The accurate assessment of each student’s English, native language, and academic skills is necessary to ensure placement in the program that best meets the educational needs of the students;
  • The goal of the IEP should be to provide each student with the academic, vocational and living skills necessary to be a productive and independent adult;
  • The IEP team should determine the appropriate program placement, necessary related services, and which curriculum options to offer;
  • The general education teacher should be part of the IEP team;
  • The school district or the county office of education should provide transportation necessary to meet individual needs as determined in the IEP;
• Parents have the right, obligation and responsibility to be fully involved prior to and throughout the entire process;
  • Parent permission must be secured before testing and for assessment evaluations or placement changes in the student’s program;
  • Parents must be notified in writing of and given every opportunity to attend all IEP meetings and reviews, and must receive a copy of the complete IEP;
• All teachers and school site personnel should be trained and sensitive to the special needs of exceptional students;
• Funding for non-educational needs of special education students should come from sources other than educational dollars. California State PTA further believes it is essential for the Legislature to appropriate adequate resources to fully fund all mandated special programs and services.

† See related position statement: Funding of Mandated Programs: Effect on Public Education. Also see summaries of related National PTA Position Statements: Education of Children With Disabilities–1994; Education for Handicapped Students–1991; Children with Special Needs–1989; Physical Education and Sports Programs for Children with Developmental Disabilities–1990. These are found under the Citizenship and Equality of Opportunity Section III Legislative/Advocacy of the Quick-Reference Guide from National PTA.

†† Transition is defined as the acquisition of skills necessary to develop the most independent and productive lifestyle an individual may be capable of achieving.

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.

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

Figure

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

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

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

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

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

California State PTA supports:

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