2327 L Street, Sacramento, CA 95816-5014 916.440.1985 • FAX 916.440.1986 • [email protected] • www.capta.org

July 2011

Here it is – the newly revised California State PTA Toolkit! The California State PTA Toolkit provides guidance, instruction and ideas to ensure a successful term as a PTA officer or chairman. You will discover valuable information to assist your PTA/PTSA with the important work that you do on behalf of children and families. Many of your questions and concerns can be answered here in just one place. The California State PTA Toolkit is designed to be shared; additional print or CD-ROM copies may be purchased. You can also find the Toolkit in English and in Spanish online at www.capta.org. Just type in “Toolkit” in the search section in the upper right corner of the website. Remember, if you can’t find it in the Toolkit, you always have the safety net of your council, district or state PTA to answer your questions. Don’t hesitate to contact them. Please take advantage of this resource as you plan, implement and evaluate the work of your local PTA. This edition of the Toolkit reflects the hard work and effort of the California State PTA Board of Managers to create the best possible resource for you. It is based on more than 100 years of best practices by PTAs around our state. Your input regarding your PTA needs is invaluable, and your help is necessary in continuing to make this and all PTA materials useful and pertinent. Please contact us – at [email protected]; 916.440.1985; or at 2327 L Street, Sacramento, CA 95816 – with ideas, suggestions and comments so that the Toolkit contains the appropriate material and is in the right format to meet your needs. Thank you for everything that you do each day to enhance the lives of California’s children and families. You do make a difference!

Sincerely,

Carol Kocivar President

Introduction California State PTA Toolkit – 2011 California State PTA Board of Directors 2011-2013

Carol Kocivar Linda Mayo President Vice President for Health 916.440.1985 ext. 101 916.440.1985 ext. 306 [email protected] [email protected]

Colleen You Brian Bonner President-elect Vice President 916.440.1985 ext. 102 for Parent Involvement [email protected] 916.440.1985 ext. 307 [email protected]

Sue King Patty Christiansen Vice President Vice President for Leadership Services for Membership 916.440.1985 ext. 301 916.440.1985 ext. 314 [email protected] [email protected]

Maggie Steele Laurie Koch Vice President Secretary for Programs and Member Services 916.440.1985 ext. 308 916.440.1985 ext. 302 [email protected] [email protected]

Kathryn Cross Kathy Stevenson Vice President Treasurer and Chairman for Communications of Finance Commission 916.440.1985 ext. 303 916.440.1985 ext. 309 [email protected] [email protected]

Justine Fischer Shirley Gold Vice President for Convention Parliamentarian 916.440.1985 ext. 332 916.440.1985 ext. 310 [email protected] [email protected]

Kathy Rabun Patty Scripter Vice President Director of Legislation for Community Concerns 916.440.1985 ext. 311 916.440.1985 ext. 304 [email protected] [email protected]

Debbie Look Roy Grimes Vice President for Education Chairman of the District Presidents 916.440.1985 ext. 305 916.440.1985 ext. 312 [email protected] [email protected] (Elected annually in May)

ii California State PTA Toolkit – 2011 Introduction 2327 L Street, Sacramento, CA 95816-5014 916.440.1985 • FAX 916.440.1986 • [email protected] • www.capta.org

CALIFORNIA STATE PTA TOOLKIT ORDER FORM

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P180 California State PTA 2011 Toolkit (English) $ 15.00

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PAYMENT REQUIRED METHOD OF PAYMENT (Check appropriate box) Allow 4 to 6 weeks for delivery. wITH ALL ORDERS q CHECK or MONEY ORDER payable to California State PTA MAIL ORDERS TO –A fee of $10.00 will be charged for any check returned due to insufficient funds. California State PTA –Two signatures required on ALL PTA/PTSA checks. 2327 L Street Sacramento, CA 95816-5014 q MasterCard q VISA CIN # ______

FAX ORDERS TO (PERSONAL credit cards only) Zip Code ______916.440.1986 CREDIT CARD ONLY ___/___/___/___/ ___/___/___/___/ ___/___/___/___/ ___/___/___/___/ ______/ ______DO NOT MAIL FAXED ORDERS Credit Card Number Exp. Date FOR INFORMATION CALL Print Name ______916.440.1985 ext. 105 NO PHONE ORDERS

FOR OFFICE USE ONLY: Authorization # ______Ck # ______AMT. ______r PTA r PER Reference # ______Invoice # ______2011

Introduction California State PTA Toolkit – 2011 iii iv California State PTA Toolkit – 2011 Introduction TOOLKIT

Introduction California State PTA Toolkit – 2011 v California State PTA Toolkit. Published by the California State PTA.

Copyright © 2011 by the California Congress of Parents, Teachers and Students, Inc. All rights reserved. Printed in the United States of America.

No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, except by the members of chartered PTAs/PTSAs in California and not for resale. When using parts of this publication, the California State PTA must be credited.

For permission regarding use, address:

California State PTA 2327 L Street • Sacramento, CA 95816-5014 916.440.1985 • FAX 916.440.1986 • [email protected] • www.capta.org vi California State PTA Toolkit – 2011 Introduction Table of Contents

Table of Contents i Introduction 2.3.3 Brainstorming ...... 44 2.3.4 Goal Setting...... 44 Foreword from the President ...... i 2.3.5 Procedure Book ...... 45 California State PTA Board of Directors ii ...... 2.3.6 Annual Historian Reports ...... 46 Toolkit Order Form iii ...... 2.3.7 PTA Records ...... 46 Table of Contents ...... vii-x 2.3.8 Involving School Administrators and List of Figures ...... xi School Community ...... 46 Suggestions for Use ...... xi 2.3.9 Responsibilities of Officers and Chairmen ...... 48 List of PTA Materials, English and Spanish...... xii 2.3.10 Professional Governance Standards ...... 48 Order Forms, English and Spanish ...... xv 2.3.11 Whistleblower Policy ...... 49 List of Due Dates ...... xvii 2.3.12 Recommended Officers and Chairmen ...... 50 California State PTA Calendar of Events...... xix 2.3.13 President ...... 50 Resources and Subscriptions...... xx 2.3.14 Secretary ...... 54 2.3.15 Historian ...... 55 2.3.16 Parliamentarian ...... 55 1 PTA Basics 2.4 Bylaws for PTAs in California ...... 56 1.1 Know the PTA ...... 3 2.4.1 Changing Bylaws ...... 56 1.1.1 Purposes of the PTA ...... 3 2.4.2 Standing Rules ...... 56 1.1.2 Mission Statement of the California State PTA . . .3 2.4.3 Conflict Management ...... 57 1.1.3 California State PTA Core Values ...... 3 2.4.4 Controversial Issues in Association Meetings. . . . 58 1.1.4 PTA Basic Policies ...... 3 2.4.5 Violations of PTA Bylaws, Policies, or Procedures 59 1.1.5 A Brief History: Working Together for Children 2.5 Committee Development and Guidelines ...... 61 Since 1897 ...... 4 2.5.1 Required Officers ...... 61 1.2 Organizational Structure ...... 6 2.5.2 Additional Officers/Chairmen...... 61 1.2.1 Types of Associations ...... 7 2.5.3 Committee Member Selection...... 61 1.2.2 The Local Unit PTA ...... 9 2.5.4 Committee Meetings ...... 62 1.2.3 The Council PTA ...... 11 2.6 Delegating ...... 62 1.2.4 The District PTA ...... 12 2.6.1 Tips for Success ...... 62 1.2.5 The California State PTA ...... 13 2.7 Community Organizations, Co-sponsorship, and 1.2.6 State PTA Office ...... 14 Coalitions ...... 63 1.2.7 Trademark/Service Mark ...... 14 2.7.1 Cooperating with Other Organizations ...... 63 1.2.8 California State PTA Privacy Policy ...... 14 2.7.2 Other Organizations ...... 65 1.3 Basic Policies for All PTAs ...... 14 2.7.3 Joining, Building, and Making Coalitions Work . . . 65 1.3.1 Noncommercial Policy ...... 14 2.8 Attending Conventions and Conferences ...... 67 1.3.2 Nonsectarian Policy ...... 15 2.8.1 State Convention ...... 67 1.3.3 Nonpartisan Policy ...... 15 2.8.2 National PTA Convention ...... 68 1.3.4 Working with the Schools ...... 16 2.8.3 Outside Conferences ...... 69 1.3.5 Working with School Support Groups ...... 17 2.9 Convention Resolution Process ...... 69 1.3.6 Cooperating with Other Organizations ...... 17 2.9.1 Criteria for Resolutions ...... 69 1.4 Governance and Operations of the 2.9.2 Submitting Resolutions ...... 69 California State PTA ...... 17 2.9.3 California State PTA Resolutions Committee 1.4.1 California State PTA Officers and Review and Recommendation ...... 70 Commissions ...... 17 2.9.4 Presentation of Resolutions at Convention . . . . . 70 1.4.2 Service to Unit, Council, and District PTAs ...... 20 2.9.5 Emergency Resolutions ...... 70 1.5 California State PTA Brief Statements 2.9.6 Action Following Convention ...... 71 on Current Issues ...... 22 3 Membership 2 PTA Management 3.1 Joining the PTA ...... 75 2.1 Association Meetings ...... 33 3.1.1 Twelve Reasons to be a PTA Member ...... 75 2.1.1 Compliance with Americans with Disabilities Act . 33 3.1.2 Why People Join – Member Profile Types ...... 76 2.1.2 Program Planning ...... 33 3.2 The Basics of PTA Membership ...... 78 2.1.3 Suggestions for Program Format ...... 34 3.2.1 Membership and Membership Cards ...... 78 2.1.4 Announcements and Materials ...... 34 3.2.2 Membership Dues ...... 78 2.1.5 Conducting PTA Meetings ...... 34 3.2.3 Student Memberships ...... 79 2.1.6 Parliamentary Procedure...... 37 3.2.4 Family Memberships ...... 79 2.1.7 Steps to Making a Motion ...... 37 3.2.5 Charter Memberships ...... 79 2.1.8 Amendments ...... 37 3.2.6 Dues – Where Do They Go and How 2.1.9 The Agenda ...... 38 Are They Used? ...... 80 2.1.10 Evaluation ...... 38 3.3 Responsibilities of Membership Chairman or 2.2 Nominations and Elections ...... 38 Vice President ...... 81 2.2.1 Electing the Nominating Committee ...... 38 3.3.1 Dues Collection ...... 81 2.2.2 Selecting Nominees ...... 40 3.3.2 Member Contact Information and 2.2.3 Contacting Nominees ...... 40 Membership Lists ...... 81 2.2.4 The Election ...... 40 3.3.3 Just Between Friends ...... 81 2.2.5 Questions and Answers ...... 42 3.3.4 Resources for Membership ...... 81 2.3 Guide to Executive Leadership ...... 42 3.4 Building PTA Membership ...... 82 2.3.1 Executive Board ...... 43 3.4.1 Membership Themes ...... 82 2.3.2 Conflict of Interest Policy...... 43 3.4.2 Creating an Invitation and a Welcome Packet . . . 82

Introduction California State PTA Toolkit – 2011 vii 3.4.3 Adding and Keeping Members ...... 83 5.2.7 Financial Officer Transition ...... 204 3.4.4 Outreach ...... 83 5.3 Financial Records, Reports and Forms ...... 204 3.5 Diversity and Inclusion ...... 84 5.3.1 Contents of the Treasurer’s Records ...... 204 3.6 Involving Students ...... 85 5.3.2 Computer-Generated Financial Records ...... 205 3.6.1 Student Involvement Committee ...... 85 5.3.3 Financial Officers’ Reports and Forms ...... 206 3.6.2 Best Practices for Including Student Members . . 86 5.4 Banking ...... 218 3.6.3 Create a Student Recognition Award Program . . 86 5.4.1 Bank Statements ...... 218 3.6.4 Legal Issues to Consider When Involving 5.4.2 Bank Cards/ATM and Credit Cards ...... 219 Students ...... 86 5.4.3 Petty Cash...... 219 3.6.5 Revising Bylaws to Change to a PTSA...... 86 5.4.4 Savings Account ...... 219 3.7 Involving Teachers and School Staff ...... 87 5.5 Budgeting and Fundraising...... 219 3.8 Membership Awards and Recognition ...... 87 5.5.1 Developing the Budget ...... 219 3.7.1 Ready, Set … Remit! Award ...... 87 5.5.2 Recommended Budget Line Items ...... 220 3.7.2 Membership Challenge ...... 87 5.5.3 Funds Not Belonging to the Unit ...... 221 3.7.3 Membership Growth ...... 87 5.5.4 Approving the Budget ...... 221 3.7.4 Membership and Outreach Category of PTA 5.5.5 Amending the Budget ...... 221 Spotlight Award...... 88 5.5.6 Protecting PTA Tax Exemption ...... 221 5.5.7 Local Requirements for Fundraising ...... 221 4 Advocacy 5.5.8 Standards for PTA Fundraising ...... 221 5.5.9 Noncommercial Policy ...... 222 4.0 Advocacy Topic Index ...... 105 5.5.10 Selecting Appropriate Fundraising Activities . . . 223 4.1 Local PTA Advocacy for Children and Youth ...... 117 5.5.11 Obtaining Grants ...... 226 4.1.1 Study the Issues ...... 117 5.6 Income ...... 227 4.1.2 State and Federal Issues ...... 117 5.6.1 Handling PTA Funds ...... 227 4.1.3 Communicate with Your Elected Officials ...... 117 5.6.2 Providing Documentation to Donors ...... 227 4.1.4 Public Appearances...... 120 5.6.3 Returned Not-Sufficient-Funds Checks...... 228 4.1.5 Organize a Rally ...... 120 5.6.4 Non-Dues Revenue...... 228 4.2 California State PTA Legislative Program ...... 120 5.6.5 Financial Procedures for the Internet ...... 229 4.2.1 PTA Legislation Team ...... 120 5.7 Expenditures...... 229 4.2.2 Legislation Program ...... 120 5.7.1 Check Request System: Payment 4.2.3 California State PTA Legislative Bill Positions . . 121 Authorization/Request for Reimbursement. . . . 229 4.2.4 Legislation Platform ...... 122 5.7.2 Authorization Procedure – Funds 4.2.5 California State PTA Legislative Policies and Budgeted But Not Authorized...... 229 Procedures ...... 123 5.7.3 Unbudgeted Expenditures ...... 230 4.3 Election Campaigns and the Role of the PTA ...... 125 5.7.4 Financial Procedures for the Internet...... 230 4.3.1 Restrictions on Endorsement of Candidates. . . . 125 5.7.5 Request for Advance ...... 230 4.3.2 Local Candidates Forum ...... 126 5.7.6 Stale Dated Checks ...... 231 4.3.3 Candidate Questionnaires...... 126 5.8 The PTA Audit ...... 231 4.3.4 School Bonds and Other Ballot Measure 5.8.1 Audit Schedule ...... 231 Campaigns ...... 126 5.8.2 Purpose of an Audit ...... 231 4.3.5 Legal Guidelines for Campaign Activity...... 126 5.8.3 Preparation for an Audit ...... 231 4.3.6 Nonpartisan Policy ...... 126 5.8.4 Audit Procedure and Recommendations ...... 232 4.3.7 IRS Reporting Requirements ...... 127 5.8.5 Audit Report ...... 233 4.3.8 California Fair Political Practices Commission 5.9 Financing Programs at the School...... 233 (FPPC) Regulations...... 127 5.9.1 PTA Funds versus School Funds ...... 233 4.3.9 California Education Code and Election Law . . . 127 5.9.2 Personal Gifts ...... 235 4.4 where we Stand: Convention and Board of Managers 5.9.3 Hospitality ...... 235 Resolutions ...... 135 5.9.4 PTA and Education Foundations ...... 236 4.5 where we Stand: Position Statements ...... 137 5.10 Tax Requirements...... 236 4.6 where we Stand: Issue-Related Guidelines ...... 183 5.10.1 Employer Identification Number (EIN) ...... 236 5.10.2 Tax-Exempt Status and Letters of 5 Finance Determination ...... 236 5.0 Fiduciary Responsibilities...... 197 5.10.3 Sales Tax ...... 236 5.1 Policies and Procedures ...... 197 5.10.4 Federal Taxes...... 237 5.1.1 Signs of Good Financial Health...... 197 5.10.5 State Taxes and Government Forms ...... 237 5.1.2 Sample Financial Calendar of Activities ...... 179 5.10.6 Gross Receipts ...... 238 5.1.3 Records Retention Schedule and Destruction 5.10.7 Unrelated Business Income Tax ...... 238 Policy ...... 198 5.10.8 Filing Due Dates ...... 238 5.1.4 Commingling of Funds ...... 199 5.10.9 Officer Responsibilities for Filing ...... 238 5.1.5 Fiduciary Agreements and Gifts to Schools . . . . 199 5.10.10 Resources ...... 239 5.1.6 Contracts ...... 200 5.10.11 Internal Revenue Service (IRS) Audit ...... 239 5.1.7 Hold Harmless Agreement ...... 200 5.11 PTA as an Employer ...... 239 5.1.8 Bonding and Insurance ...... 201 5.11.1 Employee versus Independent Contractor. . . . 239 5.1.9 Insurance and Loss Prevention Guide ...... 202 5.11.2 Approving Projects That Require Employees . 239 5.2 Financial Officers ...... 202 5.11.3 Comprehensive General Liability Insurance 5.2.1 Treasurer Duties ...... 202 for Independent Contractors ...... 240 5.2.2 Financial Secretary Duties ...... 203 5.11.4 Workers’ Compensation Insurance ...... 240 5.2.3 Auditor Duties ...... 203 5.11.5 Workers’ Compensation Annual Payroll Report 240 5.2.4 President Financial Duties...... 204 5.11.6 Employer Tax and Withholding Requirements . 241 5.2.5 Secretary Financial Duties ...... 204 5.11.7 Filing Requirements for Employers ...... 241 5.2.6 Vice President/Chairman Financial Duties . . . . . 204 5.11.8 Penalties...... 241 viii California State PTA Toolkit – 2011 Introduction Table of Contents

5.11.9 Filing Requirements for Independent 7.6.1 Phoebe Apperson Hearst Family-School Partnership Contractors...... 242 Awards, National PTA Award...... 274 5.12 Miscellaneous Operating Information ...... 242 7.6.2 PTA Unit Spotlight Award Program, 5.12.1 Special Request for Professional Opinion . . . 242 California State PTA Award ...... 274 5.12.2 PTA-Provided Baby-Sitting Services ...... 242 7.6.3 Honorary Service Awards (HSA) Program . . . . . 275 5.12.3 Handling Requests for Relief Assistance . . . . . 243 7.6.4 Acknowledging Service and Honoring Presidents276 5.12.4 School Bond and Other Ballot 7.6.5 Legacy PTA Award ...... 277 Measure Campaigns ...... 243 7.7 Child Abuse Prevention — Community Concerns . . . 277 5.13 Insurance Claims ...... 243 7.8 Child Restraints and Seat Belts — 5.13.1 Mismanagement of Funds/Embezzlement . . . 243 Community Concerns...... 278 5.13.2 Accidents or Incidents ...... 243 7.9 Citizenship — Community Concerns ...... 279 5.14 Glossary ...... 244 7.10 Community and wellness Fairs ...... 279 7.11 Education ...... 280 6 Communication 7.12 Environmental Protection — Health ...... 280 7.13 Founders Day: February 17...... 281 6.1 Purposes of PTA Communication...... 249 7.14 Gangs — Community Concerns ...... 281 6.1.1 Purposes of PTA Communication ...... 249 7.15 Graduation or Prom Night — 6.2 Communicating with Confidence...... 249 Programs and Member Services ...... 282 6.2.1 Public Speaking 7.16 Grants ...... 283 6.2.2 Representing PTA ...... 250 7.16.1 Parent Education Grants for Unit, Council and 6.2.3 Resources ...... 250 District PTAs ...... 283 6.3 Guidelines for Communications Coordinators . . . . . 250 7.16.2 Outreach Translation Grants for Unit, Council and 6.3.1 PTA Publication Types...... 250 District PTAs ...... 283 6.3.2 Plan PTA Communications ...... 250 7.16.3 Cultural Arts Grants for Unit, Council and District 6.3.3 Guidelines for PTA Publications ...... 250 PTAs ...... 284 6.3.4 Electronic Communications...... 253 7.16.4 Leadership Development Grants for Unit, Council 6.3.5 Print Communications ...... 253 and District PTAs...... 284 6.4 Publicizing PTA to the Larger Community...... 254 7.16.5 Healthy Lifestyles Grant ...... 284 6.4.1 Promote PTA ...... 254 7.17 Health...... 284 6.4.2 Newsmakers ...... 254 7.18 Homeless Families and Children — 6.4.3 Generate Publicity ...... 254 Community Concerns...... 285 6.4.4 Interview Preparation ...... 255 7.19 Library and Media Facilities in Schools — 6.4.5 Press Releases ...... 256 Education ...... 285 6.4.6 Letters to the Editor...... 256 7.20 Missing and Exploited Children — 6.4.7 Opinion Editorials ...... 257 Community Concerns...... 287 6.4.8 Advertising and Public Service 7.21 Parent and Family Involvement ...... 287 Announcements (PSAs) ...... 257 7.21.1 School District Parent Involvement Policies . . . 288 6.5 Guidelines for Communications Coordinators . . . . . 257 7.21.2 California State Board of Education Policy on 6.5.1 Basic Guidelines for Communications Parental Involvement ...... 288 Coordinators...... 257 7.21.3 Focus on the School Site’s Priorities ...... 289 6.5.2 Publications Procedure Books ...... 258 7.21.4 Parent Involvement Policy Statement Sample . 290 6.5.3 Background Knowledge ...... 258 7.21.5 Additional Resources...... 290 6.5.4 Publicity Record Book ...... 258 7.22 Parent Involvement Committee ...... 290 6.6 Multimedia Literacy – Communications...... 258 7.23 Parenting Resources ...... 291 6.6.1 Develop Media Literacy and Television 7.23.1 Helping Your Child Grow and Learn ...... 291 Viewing Skills ...... 259 7.23.2 Communicating with Your Child ...... 292 6.6.2 Recommended Actions for Schools and PTAs . . 259 7.23.3 Helping Your Child Read and Write ...... 293 6.6.3 Recommended Actions at Home...... 259 7.23.4 Quality Child Care ...... 294 6.6.4 Additional Resources ...... 259 7.23.5 Creating a Partnership Between Home and School ...... 294 7 Programs 7.23.6 Effective Parent-Teacher Conferences ...... 295 7.1 Areas for PTA Involvement ...... 265 7.23.7 Preparing for Life After High School ...... 296 7.1.1 Points to Remember ...... 265 7.23.8 Alcohol and Drug-Use Prevention ...... 297 7.2 Chairman and Committee Procedures...... 265 7.24 Red Ribbon week Celebration ...... 298 7.2.1 Chairman Duties ...... 265 7.25 Reflections Program — Programs and 7.2.2 Considerations for Year-Round Schools ...... 266 Member Services ...... 298 7.3 Creating an Event...... 266 7.26 Safety/Disaster Preparedness — 7.3.1 Preliminary Planning ...... 266 Community Concerns...... 300 7.3.2 Event Development ...... 267 7.27 Scholarships ...... 301 7.3.3 Pre-Crunch ...... 267 7.27.1 Graduating High School Senior Scholarship. . . 301 7.3.4 Crunch Time ...... 267 7.27.2 Continuing Education Scholarship for Credentialed 7.3.5 Day of the Event ...... 267 Teachers and Counselors ...... 302 7.3.6 After the Event...... 269 7.27.3 Continuing Education Scholarship for School 7.4 Action Plans ...... 269 Nurses ...... 302 7.4.1 Recommended Actions ...... 269 7.27.4 Continuing Education Scholarship for PTA 7.4.2 How to Make a Study ...... 269 Volunteers ...... 302 7.4.3 Develop an Action Plan ...... 272 7.4.4 Implement the Action Plan ...... 273 8 Bylaws 7.4.5 Evaluate Success of the Plan ...... 273 8.1 Bylaws of the California State PTA...... 305 7.5 Absentees and Dropouts — Education ...... 273 7.6 Awards...... 274

Introduction California State PTA Toolkit – 2011 ix 9 Forms Scholarships Continuing Education Annual Unit Historian Report Form (2.3.6a; 2.3.15a) . . . 319 Credentialed Classroom Teachers Annual Council Historian Report Form (2.3.6a) ...... 321 and Counselors (7.27.2) ...... 379 PTA Volunteers (7.27.4) ...... 383 Application for Youth Group Sponsorship or School Nurses (7.27.3) ...... 387 Renewal (2.7.1b) ...... 323 Graduating High School Seniors (7.27.1) ...... 391 Award Forms Volunteer Tally Sheet (2.3.13a) ...... 394 Honorary Service Award Order Form (7.6.3) ...... 324 Honorary Service, Continuing Service, Golden Oak, Very Special Person Honorary Service Award Nomination Form (7.6.3) . . . . . 325 10 Job Descriptions In Memoriam or Tribute Donation (7.6.3) ...... 326 RequiRed OfficeRs PTA Unit Spotlight Award (7.6.2) ...... 327 Conflict/whistleblower Form...... 329 President ...... 397 Secretary ...... 401 Event/Program Planning Treasurer ...... 405 Evaluation (7.3.6) ...... 330 Event Planning Worksheet (7.3.1) ...... 331 AdditiOnAl OfficeRs/chAiRmen Final Action Plan (7.4.3) ...... 333 Arts Education Chairman ...... 407 Needs Assessment Worksheet (7.4.1) ...... 334 Auditor ...... 409 Service Provider/Speakers/Program Participants Check Disaster Preparedness/Crisis Response ...... 411 List (7.3.2a) ...... 335 Education Chairman...... 413 Facsimile Consent Form (2.1) ...... 336 Executive Vice President ...... 415 Finance Financial Secretary ...... 417 Annual Financial Report (Sample) (5.3.3e) ...... 337 Founders Day...... 419 Audit Checklist (5.3.3d) ...... 338 Fundraising Chairman ...... 423 Audit Report (5.3.3d; 5.8.5) ...... 339 Graduation/Prom Night...... 425 Authorization to Purchase on the Internet (5.7.4) ...... 340 Health ...... 429 Authorization to Transfer Funds Between Historian ...... 431 Accounts (5.6.5) ...... 341 Honorary Service Award...... 433 Budget (Sample) (5.3.3a; 5.5) ...... 342 Hospitality ...... 435 Cash Verification Form (5.3.3g; 5.6) ...... 343 Legislative Advocacy Chairman ...... 437 Check and Checkbook Register (Sample) ...... 344 Local Unit Leader ...... 439 Committee Report (2.3.8; 2.3.14; 5.5; 7.2-7.3) ...... 345 Media Coordinator ...... 441 Donation Receipt (5.6.2) ...... 346 Membership Chairman/Vice President (Unit) ...... 445 Facilities Use Permit Addendum (1.3.4a; 2.3.8b; 5.1.7). . 347 Outreach...... 449 Fiduciary Agreement (5.1.5) ...... 348 Parent Involvement...... 451 Financial Secretary’s Report (5.3.3c) ...... 349 Parliamentarian ...... 453 Hold Harmless Agreement (5.1.7) ...... 350 Program Chairman ...... 455 Ledger (Sample)...... 351 Public Relations ...... 457 Payment Authorization/Request for Reflections Program...... 461 Reimbursement (5.3.3h; 5.7) ...... 352 Room Representative...... 463 Request for Advance/Payment Authorization (5.7.5) . . . . 353 Room Representative Coordinator...... 465 Treasurer’s Report (Sample) (5.3.3b) ...... 354 Safety ...... 467 Unit Remittance Form (5.3.3f) ...... 355 Student Board Member ...... 469 Workers’ Compensation Annual Payroll Student Involvement Chairman ...... 471 Report Form (5.3.3i; 5.11.5) ...... 356 Volunteer ...... 473 Volunteer Coordinator...... 475 Grants Website...... 477 Grant Application for Unit, Council and District PTAs (7.16) ...... 357 Cultural Arts (7.16.3), Healthy Lifestyles (7.16.5) Leadership Development (7.16.4), 11 Index Outreach Translation (7.16.2) or Index ...... 479 Parent Education (7.16.1) Grant Report for Unit, Council and District PTAs (7.16). . 361 Photography Release...... 362 PTA Brochures Benefits of Membership for You, Students, Your School English and Spanish (3.2.6) ...... 363 Partners In Education Series (2.3.7) The School Board and PTA ...... 367 The Site Administrator and PTA ...... 369 The Superintendent and PTA ...... 371 The Teacher and PTA ...... 373 Professional Governance Standards (2.3.10)...... 375 PTA Style Guide (6.3.2) ...... 377

x California State PTA Toolkit – 2011 Introduction Suggestions for Use

List of Figures

1-1 CALIFORNIA STATE PTA MAP...... 8 1-2 ORGANIZATIONAL FLOW CHART ...... 19 2-1 SAMPLE AGENDA AND MEETING PLANNER ...... 35-36 2-2 PTA AND BOY SCOUTS OF AMERICA CHARTER ...... 64 3-1 SAMPLE LETTER TO PARENTS AND FAMILIES ...... 89 3-2 SAMPLE LETTER TO STUDENTS ...... 90 3-3 SAMPLE LETTER TO TEACHERS AND ADMINISTRATORS ...... 91 3-4 SAMPLE LETTER FOR BUSINESS/COMMUNITY OUTREACH ...... 92 3-5 SAMPLE LETTER TO SCHOOL BOARD MEMBERS...... 93 3-6 SAMPLE MEMBERSHIP FORM ...... 94 3-7 SAMPLE VOLUNTEER FORM ...... 95 3-8 SAMPLE EVALUATION SURVEY ...... 96 3-9 SAMPLE PROCLAMATION ...... 98 3-10 TEMPLATE FOR DEVELOPING STUDENT INVOLVEMENT: ELEMENTARY SCHOOL ...... 99 3-11 TEMPLATE FOR DEVELOPING STUDENT INVOLVEMENT: MIDDLE SCHOOL ...... 100 3-12 TEMPLATE FOR DEVELOPING STUDENT INVOLVEMENT: HIGH SCHOOL...... 101 4-1 ORGANIZING A LETTER WRITING CAMPAIGN...... 129 4-2 HOW TO ORGANIZE A LOCAL RALLY ...... 131 4-3 ORGANIZING A LOCAL CANDIDATES FORUM ...... 132 5-1 BUDGET (SAMPLE)...... 208 5-2 TREASURER’S REPORT (SAMPLE)...... 209 5-3 FINANCIAL SECRETARY’S REPORT (SAMPLE)...... 210 5-4 AUDIT REPORT FORM ...... 211 5-5 AUDIT CHECKLIST FORM ...... 212 5-6 ANNUAL FINANCIAL REPORT (SAMPLE)...... 213 5-7 UNIT REMITTANCE FORM ...... 214 5-8 CASH VERIFICATION FORM ...... 215 5-9 PAYMENT AUTHORIZATION/REQUEST FOR REIMBURSEMENT FORM ...... 216 5-10 WORKERS’ COMPENSATION ANNUAL PAYROLL REPORT FORM ...... 217 6-1 SAMPLE REQUEST FOR USE OF COPYRIGHTED MATERIAL ...... 260 6-2 SAMPLE E-NEWSLETTER...... 261 6-3 SAMPLE PRESS RELEASE ...... 262 7-1 SAMPLE PARTICIPANT RESPONSE FORM ...... 268 7-2 SAMPLE AGENDA FOR NEEDS ASSESSMENT...... 270

Suggestions for Use

The California State PTA Toolkit provides guidance, Many chapters refer to PTA forms, applications or instruction, and ideas for ensuring a successful term as brochures to copy. These items will be found in Chapter a PTA officer or chairman. One copy of the publication is 9: Forms under the “Forms” tab in subject order. Refer sent to each PTA president in California when published. to the Summer Service Mailing CD for “fill in the blank” The California State PTA Toolkit is designed to be electronic forms. When using the electronic version print shared; additional print or CD-ROM copies may be pur- two copies, one to forward and one to retain. The elec- chased. The Toolkit, English and Spanish, is posted on tronic file with entered data cannot be saved unless one the California State PTA website, www.capta.org. has the program.

Chapters, sections, subsections, figures, and forms each Presidents are encouraged to photocopy the full table of are numbered in a unique way to facilitate finding specif- contents, index, and relevant sections for their officers ic information. Cross-references have been made and chairmen. throughout the book to identify related information on particular topics. If leaders have any questions or suggestions regarding the California State PTA Toolkit, please contact the For example, Sample Letters are 3.4.2, Figs. 3-1 – 3-5. California State PTA Vice President for Member The reference 3.4.2 means that one will find them in Services at [email protected]. Chapter 3: Membership; Section 4: Building PTA Membership; Subsection 2: Creating a Welcome Packet. To purchase additional copies of the California State The notation Figs. 3-1 – 3-5 means that five sample let- PTA Toolkit, consult the List of PTA Materials or call ters are provided within Chapter 3 to assist with mem- 916.440.1985. bership recruitment.

Introduction California State PTA Toolkit – 2011 xi 2327 L Street, Sacramento, CA 95816-5014 916.440.1985 • FAX 916.440.1986 • [email protected] • www.capta.org

LIST OF PTA MATERIALS *Spanish versions available. See: PUBLICACIONES DE PTA DISPONIBLES EN ESPAÑOL

PUBLICATIONS

P101 a-b-c’s of Parliamentary Procedure, The ...... $1.00 Easy-to-read information on parliamentary procedures. P111 *Bylaws for Local PTA/PTSA Units - June 2011 - English ...... $0.35 P112 *Bylaws for Local PTA/PTSA Units - June 2011 - English/Spanish ...... $0.35 P113 Council Bylaws - June 2011 ...... $0.35 P114 District Bylaws - June 2011 ...... $0.35 P185E *Education Pocket Pal - January 2011 ...... $1.50 Contains basic information on public education terminology, policies and issues at the local, state and federal levels. P187E *Financial Pocket Pal - January 2011 ...... $1.50 Contains basic financial information to assist the president, treasurer, financial secretary, and fundraising chairman. A quick guide to the audit, budget, insurance, and other important financial practices. P145E *Leadership Pocket Pal - January 2011 ...... $1.50 A condensed leadership tool to assist officers and chairmen of local units in their vital PTA work. P263E Membership Pocket Pal - January 2011 ...... $1.50 Contains information on the value and benefits of PTA membership, marketing your PTA, community out- reach, diversity and inclusion, and all aspects of planning and running a yearlong membership campaign. P186E Parent Involvement Pocket Pal - January 2011 ...... $1.50 Contains information on parent involvement and its importance in children’s education. Provides tips to enhance parenting skills and identifies ways parents can work with schools to support their children’s efforts. P269E Set of Five Pocket Pals - (English or Spanish versions) ...... $5.00 PEP-E *Parents Empowering Parents (PEP) Guide (2004) - (English edition) ...... $10.00 This valuable resource assists PTA leaders at all levels in establishing and carrying out an effective parent education and involvement program. The PEP Guide contains information and PTA leadership ideas/activi- ties to promote building strong home-school partnerships, to assist parents with techniques to use in sup- porting their children’s efforts in school, and to enhance parents’ skills in working with their children. PEP-C *PEP CD-ROM - (English and Spanish versions) ...... $5.00 P180E *PTA Toolkit 2011 ...... $15.00 The PTA Toolkit serves as the primary resource for the California State PTA. Contains essential informa- tion: PTA basics, PTA management, membership, advocacy, financial, communications and programs. Includes basic policies, accepted procedures, bylaws, position statements and forms. Designed to be separated, photocopied and shared among elected officers. Sent to all PTA presidents when published. P182 PTA Toolkit 2011 CD-ROM - Complete English and Spanish versions ...... $5.00 P380 Robert’s Rules of Order Newly Revised, 10th Edition ...... $12.00 P262 School Administrator’s Manual ...... $17.00 Binder of materials to be used by school administrators in order to increase their understanding of the function of PTA and their significant role to strengthen PTA’s effectiveness. P098 Annual California State PTA Convention Handout and PTA Publications CD ...... $5.00 Features workshop handouts, PEP Manual, Insurance and Loss Prevention Guide, PTA Resolutions and National PTA Membership templates to enhance your PTA work. xii California State PTA Toolkit – 2011 Introduction List of PTA Materials

BROCHURES

P162E Honorary Service Award - October 2008 ...... FREE One-page, four color leaflet describing the Honorary Service Award program. Includes information on the different types of awards. P228E *Involvement Makes A Difference - January 2010 ...... FREE One-page, four color leaflet that tells what PTA is, what PTA has done and briefly describes current projects of the California State PTA. P229E *Benefits of Membership for You, Students, Your School - October 2010 ...... FREE One-page single color leaflet that describes the benefits provided by PTA to each member. P184E *Parent Talk - November 2007 ...... FREE One-page, three color guide to foster positive relationships between parents and children using communication to discuss family importance, values, citizenship, self esteem, health and safety, responsibility, choices and decisions, friendships, and time management. P230E Professional Governance Standards - July 2007 ...... FREE One-page leaflet describing the principles involved in responsible and effective governance for the individual board member and for the PTA executive board, to be adopted by PTAs and shared with their communities. P227E *Put Yourself in the PTA Picture - October 2010 ...... FREE One-page, four color leaflet that tells the story of how dues money is used in PTA’s work on behalf of children in a statewide and national organization. P264E Outreach: Building Community Unity through PTA - January 2009 ...... FREE One-page, four color leaflet describing outreach activities and steps to take. P385 For the Record - April 2008 ...... FREE One-page leaflet with general information for the PTA/PTSA secretary. (Shipped unfolded.) P220E *Things Your Kids want You to Know - August 2007 ...... FREE One-page, four color leaflet with suggestions for parent-child conversations to enhance involvement in children’s education. P106 Students Are Our Future - September 2010 ...... FREE One-page, four color leaflet describing and promoting student involvement in PTAs and Parent-Teacher- Student Associations (PTSAs). P105 Kids and the Law: An A-Z Guide for Parents, California Bar Association ...... 100 for $10.00 Four-color newspaper-like publication in four languages for parents and teens intended to help adults inform teens about laws affecting minors and the consequences of breaking them. P105 English P105S Spanish P105C Chinese P105K Korean P222 when You Turn 18, California Bar Association ...... 100 for $10.00 Four-color newspaper-like publication in four languages for teens describing their responsibilities and rights and the laws that affect them as they enter adulthood. P222 English P222S Spanish P222C Chinese P222K Korean

SUBSCRIPTIONS

PTA in California – Official newsletter of the California State PTA ...... $5.00 per year The Communicator ...... $12.50 Camera-ready print material for use in newsletters and handouts; five issues per year. The Communicator – CD-ROM version ...... $10.00 Camera-ready print material for use in newsletters and handouts; five CDs mailed with electronic files in PDF format; annual subscription commences in July. PTA Connects – Online newsletter for unit presidents ...... FREE SMARTS – Online newsletter to bring the arts back into our schools ...... FREE

Introduction California State PTA Toolkit – 2011 xiii 2327 L Street, Sacramento, CA 95816-5014 916.440.1985 • FAX 916.440.1986 • [email protected] • www.capta.org PUBLICACIONES DE PTA DISPONIBLES EN ESPAÑOL (PTA PUBLICATIONS AVAILABLE IN SPANISH) PUBLICACIONES políticas básicas, procedimientos, reglamentos, for- P112 Estatutos para unidades locales PTA/PTSA mas y declaraciones de posición. Diseñado para (Spanish Unit Bylaws) - junio de 2011 ...... $0.35 separar, fotocopiar y compartir entre funcionarios elegidos. Enviado a todo presidente de PTA cuando P185S Asistente para Entender el Sistema Educativo - es publicado. enero 2011 ...... $1.50 (Education Pocket Pal) Contiene información básica P182 Carpeta de recursos de la PTA versión en disco acerca de la terminología de la educación pública, compacto (CD) (PTA Toolkit, español e inglés) las políticas y asuntos del nivel local, estatal y fed- $5.00 erales. P187S Asistente para Finanzas - enero 2011 . . . . $1.50 FOLLETOS (Financial Pocket Pal) Contiene información básica P228S La participación marca la diferencia - enero 2010 para ayudar al presidente, tesorero, secretario ...... GRATIS financiero, y al presidente de medios y maneras a (Involvement Makes A Difference) Un folleto que encontrar sus responsabilidades financieras. Una cuenta lo qué es y lo qué ha hecho la PTA, y breve- referencia rápida para la revisión, presupuesto, mente describe proyectos actuales de la PTA de seguro, y otras prácticas financieras importantes. California. P145S Asistente para Liderazgo - enero 2011 . . . . $1.50 P229S Beneficios de membrecía para usted, los estudi- (Leadership Pocket Pal) Una herramienta de lider- antes, su escuela - octubre 2010 ...... GRATIS azgo condensada para ayudar a los directivos y (Benefits of Membership for You, Students, Your presidentes de unidades locales en su trabajo vital School) Un folleto que describe los beneficios pro- en PTA. porcionados por la PTA a cada miembro. P263S Asistente de Afiliación - enero 2011 ...... $1.50 P184S Charlando como padres - enero 2010 . . GRATIS (Membership Pocket Pal) Contiene información (Parent Talk) Una guía para fomentar las relaciones acerca del valor y los beneficios de asociación a la positivas entre padres y niños que utilizan la comu- PTA, el mercadotecnia de su PTA, alcance de nicación para discutir la importancia de la familia, comunidad, la diversidad y la inclusión, y todos los los valores, la ciudadanía, el auto estima, la salud y aspectos de planificación y funcionamiento de un la seguridad, la responsabilidad, las elecciones y las año campaña de asociación. decisiones, las amistades, y la administración del P186S Asistente para la Participación de los Padres - tiempo. enero 2011 ...... $1.50 P227S Póngase dentro del marco de la PTA - octubre (Parent Involvement Pocket Pal) Contiene informa- 2010 ...... GRATIS ción para la participación de los padres y su impor- (Put Yourself In the PTA Picture) Un folleto que tancia en la educación de los niños. Proporciona cuenta como se usan sus cuotas y los beneficios consejos para mejorar las habilidades para el de su participación como miembro de PTA en una cuidado de los niños e identifica maneras en que organización nacional. los padres pueden trabajar con las escuelas para apoyar los esfuerzos de sus niños. P220S Lo que sus niños quieren que usted sepa... - P270S Colección de las cinco Guías rapidas enero 2010 ...... GRATIS $5.00 (Things Your Kids Want You to Know...) Un folleto (Set of Five Pocket Pals) ...... de una página con sugerencias de conversaciones PEP-S Los Padres Eligen Participar (PEP) Guía - entre padre-hijo para aumentar la participación con (Spanish edition) ...... $10.00 el niño en la escuela. (Parents Empowering Parents Guide) Este recurso P105S Los jóvenes y la ley: una guía de A-a-Z para los valioso ayudará a los líderes de la PTA en todos los padres ...... 100 por $10.00 niveles para establecer y llevar a cabo un programa (Kids and the Law: An A-Z Guide for Parents, efectivo de involucración y educación para padres. California Bar Association) Una publicación para El Guía PEP contiene información e ideas/activi- padres y jóvenes, parecido a un periódico de cuatro dades de liderazgo para promocionar la construc- colores, en cuatro idiomas, diseñado para ayudar a ción de una fuerte asociación entre hogary escuela, los adultos informar a los jóvenes acerca de las asistir a los padres con técnicas para apoyar a sus leyes que les afectan a los menores y las conse- niños en sus esfuerzos de la escuela, y mejorar las cuencias si rompen esas leyes. P105 inglés habilidades de los padres para trabajar con sus P105S español P105C chino P105K coreano niños. PEP-C Los Padres Eligen Participar (PEP) Guía . . $5.00 P222S Cuando llegas a los 18 años: una guía de supervivencia para adolescentes 100 por $10.00 (Parents Empowering Parents Guide) Versión en (When You Turn 18, California Bar Association) Una disco compacto (CD) (español e inglés) publicación para jóvenes, parecido a un periódico P183S Carpeta de recursos de la PTA de California de cuatro colores en cuatro idiomas, que describe (PTA Toolkit 2011, Spanish)...... $15.00 sus responsabilidades y sus derechos y las leyes Esta publicación sirve como el recurso primario de que les afectan al entrar a la mayoría de edad. la PTA de California. Contiene información esencial: P222 inglés P222S español P222C chino fundamentos de PTA, gestión, miembros, defensa, P222K coreano finanzas, comunicaciones y programas. Incluye

xiv California State PTA Toolkit – 2011 Introduction 2327 L Street, Sacramento, CA 95816-5014 916.440.1985 • FAX 916.440.1986 • [email protected] • www.capta.org PTA MATERIALS ORDER FORM

PLEASE PRINT USING BLACK INK OR TYPE. The California State PTA will not be responsible for errors resulting from illegible orders. Date ______Name ______District PTA______Address ______Council ______City______Zip Code______Telephone (______)______Name of Unit ______

E-mail______Unit ID # ______

Quantity Code Item Unit Price Total

Prices subject to change WITHOUT MINIMUM ORDER–$3.00 plus shipping & handling notice. Prices include sales tax. Do S/H for TOTAL of NOT send coins, currency or postage “FREE” PUBLICATIONS: Subtotal. . . $ ______S/H charges: stamps as payment for an order. 1 - 500 . . . $5.00 501 - 600 . . . $6.00 up to $10.00. . . $5.00 NOTE: The California State PTA Office 601 - 700 . . . $7.00 S/H Charges $______$10.01 - $20.00. . . $7.50 701 - 800 . . . $8.00 does not bill or refund amounts of $20.01 - $39.99. . $10.00 $5.00 or under that result from mathe- 801 - 900 . . . $9.00 over $40.00. . $12.50 901 - 1,000 . . $10.00 TOTAL. . . . $ ______matical errors. Each additional 1,000 . . . $5.00

PAYMENT REQUIRED METHOD OF PAYMENT (Check appropriate box) Allow 4 to 6 weeks for delivery. wITH ALL ORDERS q CHECK or MONEY ORDER payable to California State PTA MAIL ORDERS TO –A fee of $10.00 will be charged for any check returned due to insufficient funds. California State PTA –Two signatures required on ALL PTA/PTSA checks. 2327 L Street Sacramento, CA 95816-5014 q MasterCard q VISA CIN # ______(PERSONAL credit cards only) Zip Code ______FAX ORDERS TO 916.440.1986 ___/___/___/___/ ___/___/___/___/ ___/___/___/___/ ___/___/___/___/ ______/ ______CREDIT CARD ONLY Credit Card Number Exp. Date DO NOT MAIL FAXED ORDERS Print Name ______FOR INFORMATION CALL 916.440.1985 ext. 105 Signature ______NO PHONE ORDERS FOR OFFICE USE ONLY: Authorization # ______Ck # ______AMT. ______r PTA r PER Reference # ______Invoice # ______2010

Introduction California State PTA Toolkit – 2011 xv 2327 L Street, Sacramento, CA 95816-5014 916.440.1985 • FAX 916.440.1986 • [email protected] • www.capta.org

FORMA DE PEDIDO

FAVOR DE ESCRIBIR EN LETRA DE MOLDE O A MAQUINA. Fecha ______California State PTA no es responsable por pedidos ilegibles. Distrito de PTA ______Nombre ______Conseo ______Dirección ______Nombre de Unidad ______

Ciudad ______Código Postal______Número de Identificación de la Unidad ______

Teléfono (______) ______E-mail ______Cantidad Cifra Precio de Unidad TOTAL

Precios sujetos a cambiar SIN aviso. PEDIDO MINIMO DE $3.00 más manejo y envío Los precios incluyen impuestos. NO Cargos de envío. mandar dinero en efectivo, monedas, o TOTAL de publicaciones gratis: Cargos de envío: Subtotal. . . . $ ______timbres como pago por su pedido. 1 - 500 . . . $5.00 501 - 600 . . . $6.00 hasta - $10.00. . . $5.00 601 - 700 . . . $7.00 NOTA: La oficina de California State $10.01 - $20.00. . . $7.50 701 - 800 . . . $8.00 Envío . . . . . $ ______PTA no cobrará o reembolsará canti- $20.01 - $39.99. . $10.00 dades de $5.00 o menos que resultan 801 - 900 . . . $9.00 más de $40.00. . $12.50 901 - 1,000 . . $10.00 por errores matemáticos. cada adicional 1,000 . . . $5.00 TOTAL. . . . . $ ______

SE REQUIERE PAGO COMO PAGARA (Marcar la caja apropiada.) Permitir de 4 a 6 semanas para la entrega. CON TODO PEDIDO q CHEQUE o GIRO POSTAL pagable a California State PTA PEDIDOS POR CORREO – Una cantidad de $10.00 se les cobrará por cualquier cheque devuelto por falta de fondos. California State PTA – Se requieren dos firmas en todo cheque de PTA/PTSA. 2327 L Street Sacramento, CA 95816-5014 q MasterCard q VISA CIN # ______(PERSONAL credit cards only) Codigo Postal ______PEDIDOS POR FAX – 916.440.1986 – Con tarjeta de credito solamente ___/___/___/___/ ___/___/___/___/ ___/___/___/___/ ___/___/___/___/ ______/ ______– Favor de no enviar una copia por Número de la tarjeta de crédito Exp. Date correo PARA MAS INFORMACIÓN Nombre ______916.440.1985 ext. 105 NO PEDIDOS POR TELEFONO Firma ______

PARA EL USO DE LA OFICINA SOLAMENTE: Authorization # ______CH # ______AMT.______q PTA q PER Reference # ______Invoice # ______2010 xvi California State PTA Toolkit – 2011 Introduction 2327 L Street, Sacramento, CA 95816-5014 916.440.1985 • FAX 916.440.1986 • [email protected] • www.capta.org

LIST OF DUE DATES* PROGRAM / PROJECT State District PTA Council

IN THE OFFICE DISTRICT PTA COUNCIL DUES STATE PTA BY DISTRICT DUE DATE DUE DATE

Last day for remittance of per capita dues December 1 ______for 15 members

Final Installment of per capita dues June 30 ______and Insurance Premiums

RECEIVED IN DISTRICT PTA COUNCIL FINANCE FORMS STATE PTA OFFICE DUE DATE DUE DATE

Insurance premiums December 20 ______

Workers’ Compensation January 31 ______Annual Payroll Report

RECEIVED IN DISTRICT PTA COUNCIL SCHOLARSHIPS AND GRANTS STATE PTA OFFICE DUE DATE DUE DATE

Parent Education Grants November 15 ______for unit, council and district PTAs

Continuing Education Scholarships November 15 ______for credentialed teachers and counselors for school nurses for PTA volunteers

Cultural Arts Grants November 15 ______for unit, council and district PTAs

Healthy Lifestyles Grants November 15 ______for unit, council and district PTAs

Outreach Translation Grants November 15 ______for unit, council and district PTAs

Graduating High School Senior February 1 ______Scholarships

Leadership Development Grant Report June 1 ______for district PTAs

Grant Report for unit/council/district PTAs June 1 ______

— continued — Introduction California State PTA Toolkit – 2011 xvii LIST OF DUE DATES* (continued) PROGRAM / PROJECT State District PTA Council

RECEIVED IN DISTRICT PTA COUNCIL FOUNDERS DAY STATE PTA OFFICE DUE DATE DUE DATE

Freewill Offering Remittance June 30 ______

CONVENTION

DRAFT Resolution & Convention Action Cover Sheet October 1 ______

FINAL Resolution & Convention Action Cover Sheet December 15 ______

Registration information mailed Early January ______

Registration accepted February-April ______“Early registration discount” available

AwARDS

Ready, Set … Remit! Award October 30 ______(30 memberships)

PTA Unit Spotlight Award February 1 ______

Membership Challenge Award June 30 ______

REFLECTIONS PROGRAM

Entries and forms Third Thursday of January ______

ANNUAL HISTORIAN REPORTS FOR 2011-2012

Unit, council and district PTAs June 1 ______(period: July 1 through June 30)

ROSTER OF OFFICERS

Unit and council presidents June 1 ______

District PTA officers, chairmen and council president (Exhibit D10) June 1 ______

• All due dates are California State PTA due dates. • Materials/remittances are to be received in the California State PTA office on or before the date specified. • Units must observe council and district PTA due dates. *Dates Subject to Change.

xviii California State PTA Toolkit – 2011 Introduction California State PTA Calendar of Events

California State PTA Calendar of Events

These dates represent the dates by which materials must be received in the California State PTA office. Earlier due dates by council and/or districts may apply in order to ensure sufficient time for information to flow through channels. Units must observe council and district PTA due dates.

September January June September and October are desig- Third Thursday of January – National 1 District PTA presidents responsi- nated membership kickoff months. PTA Reflections Program entries ble for submitting unit, council and due in California State PTA office. district PTA rosters of officers, October including complete contact infor- 31 Ensure that Workers’ mation for the California State 1 DRAFT Resolutions and Compensation Annual Payroll PTA mailing list and directory. Convention Action Cover Sheet due Report and insurance premium, in the California State PTA office. if any, are forwarded through 1 Annual Historian Reports to be 23-31 Red Ribbon Week channels. They must be received sent to the California State PTA in the California State PTA office historian. 30 Per capita for 30 members from the district PTA by January received from units to qualify for 1 Leadership Development Grant 31. Ready, Set … Remit! Award Report from district PTAs due in (which is one criteria for units to February the California State PTA office. apply for PTA Spotlight Award). Check with council/district PTA for 1 Grant Report from unit, council or 31 Expiration date for all member- California State PTA convention pre- district PTA grant recipients due in ships from previous year and registration deadline and discounts. California State PTA office. membership cards. 1 Graduating High School Senior June 21-24, 2012 National PTA November Scholarship applications due in Convention, San Jose, Calif. the California State PTA office. 15 If fiscal year ends June 30, tax June 20-23, 2013 National PTA and government forms are due. 1 PTA Spotlight Award application Convention, Cincinnati, Ohio due in California State PTA office. 15 Outreach Translation, Cultural See www.pta.org for more Arts, Healthy Lifestyles, and 17 Founders Day honors the three information. Parent Education grant applica- PTA founders as well as past and 30 Final per capita for the year is due. tions due in the California State present PTA leaders. 30 Final remittance of Founders Day PTA office. March freewill offerings due in California 15 Continuing Education Scholarship State PTA office. 1 Phoebe Apperson Hearst Family- applications due in the California School Partnership Award State PTA office. July/August applications due in National PTA December office (www.pta.org). Use the summer months to begin planning programs, events, and mem- 1 Last day for state office to receive May bership recruitment activities for the (through channels) at least the coming school year. 9-12, 2012 California State PTA minimal amount of memberships Convention, Anaheim The California State PTA publishes for a unit to remain “in good numerous resources to empower and standing.” 2-5, 2013 California State PTA support the efforts of unit, council and Convention, San Jose 15 FINAL Resolutions and Convention district PTAs to impact positively the Action Cover Sheet due in the 1-4, 2014 California State PTA lives of children, youth, and families. California State PTA office. Convention, Los Angeles 20 Ensure that insurance premium is April 30-May 3, 2015 California State forwarded through channels. The PTA Convention, Sacramento premium must be received in the California State PTA California State PTA office from the 2327 L Street district PTA by December 20, or a Sacramento, CA 95816-5014 late fee of $25 will be assessed by 916.440.1985 • FAX 916.440.1986 the California State PTA. [email protected] • www.capta.org Postmarks will not be accepted.

Introduction California State PTA Toolkit – 2011 xix Resources and Subscriptions

website: www.capta.org Legislation Action Report Service Mailings Provides up-to-date information on Summary of actions taken on legisla- Current California State PTA publica- PTA programs and policies. Unit, tion of interest to the California State tions and material which educate and council and district PTAs in good PTA. Includes general bill information inform leaders and members and sup- standing may submit links to local and the positions taken by the port programs and projects planning websites. California State PTA. Posted on and implementation. www.capta.org A free association service provided PTA in California Sent free to: by the California State PTA to: Official newsletter of the California California State PTA Board of Unit, Council and District PTA State PTA. Contains organizational Managers Presidents news, information on current projects, Advisory Board Members Council and District PTA and helpful suggestions for PTA lead- District PTA Legislation Chairman Counselors ers. Available by subscription for District PTA Offices District PTA Officers and Committee $5.00 per year and posted on the Members of the Legislature Chairman California State PTA website, Electronic Mailing Lists: District PTA Offices www.capta.org. Legislation Action Alerts California State PTA Board of Sent free to: Legislation Information Alerts Managers and Advisory Board California State PTA Board of SMARTS E-newsletter Members Managers These resources provide current Advisory Board Members information about legislative issues. Insurance Mailing District PTA Offices An insurance mailing is sent annually District PTA Board Members Sacramento Update and includes the Insurance and Loss Unit and Council Presidents Newsletter reporting on the current Prevention Guide and annual insur- Council and District PTA state legislation affecting the educa- ance premium notice and other Counselors tion, health, safety, and protection of California State PTA material as State PTA Past Presidents children and youth. Also contains brief appropriate. County Superintendents of Schools summaries of federal legislation. A free association service provided in California Posted on www.capta.org. by the California State PTA to: Members of the State Board of Sent free to: Unit, Council and District PTA Education California State PTA Board of Presidents District Superintendents Managers Council Counselors Allied Agencies posted on www.capta.org District PTA Treasurers National PTA Office California State PTA Board of National PTA Board Members PTA Connects Managers National PTA and State Newsletter PTA Connects is a quick-read monthly Editors e-newsletter to keep PTA leaders Convention Mailing informed, including timely organiza- Two annual California State PTA The Communicator tional reminders and a California Convention mailings include the Pre- Source of camera-ready artwork with State PTA calendar. Registration mailing, complete with leadership, convention, program, and attendance requirements, forms and financial information that may be Sent free of charge via the Internet Register online at www.capta.org directions, and the “Convention placed in unit, council and district PTA Chronicle,” containing the official publications. Sent to district PTA pres- “CALL” to attend, the business of the idents. Available annually as a print SMARTS organization and a brief convention version subscription for $12.50 or as The SMARTS e-newsletter promotes overview. a CD version subscription for $10.00 California State PTA’s program to A free association service provided and posted on the California State encourage arts education. PTA website, www.capta.org. by the California State PTA to: Sent free of charge via the Internet Unit, Council and District PTA Sent free to: Register online at www.capta.org Presidents California State PTA Board of Council Counselors Managers including District PTA Convention Chairs district PTA presidents California State PTA Board of For information on subscribing Managers and Advisory Board to California State PTA publications Members or ordering the List of PTA Materials, Past State Presidents call 916.440.1985 County Superintendents State Board of Education Members or e-mail [email protected]. xx California State PTA Toolkit – 2011 Introduction PTAPTA BasicsBasics Table of Contents 1.1 Know the PTA ...... 3 1.1.1 Purposes of the PTA 3 1.1.2 Mission Statement of the California State PTA 3 1.1.3 California State PTA Core Values 3 1.1.4 PTA Basic Policies 3 1.1.5 A Brief History: Working Together for Children Since 1897 4 1.2 Organizational Structure ...... 6 1.2.1 Types of Associations 7 1.2.2 The Local Unit PTA 9 1.2.3 The Council PTA 11 1.2.4 The District PTA 12 1.2.5 The California State PTA 13 1.2.6 State PTA Office 14 1.2.7 Trademark/Service Mark 14 1.2.8 California State PTA Privacy Policy 14 1.3 Basic Policies for All PTAs ...... 14 1.3.1 Noncommercial Policy 14 1.3.2 Nonsectarian Policy 15 1.3.3 Nonpartisan Policy 15 1.3.4 Working with the Schools 16 1.3.5 Working with School Support Groups 17 1.3.6 Cooperating with Other Organizations 17 1.4 Governance and Operations of the California State PTA...... 17 1.4.1 California State PTA Officers and Commissions 17 1.4.2 Service to Unit, Council, and District PTAs 20 1.5 California State PTA Brief Statements on Current Issues ...... 22

Figures 1-1 CALifOrNiA STATe PTA MAP...... 8 1-2 OrGANizATiONAL fLOW CHArT ...... 19

Know the PTA

1.1 Know the PTA “The organization shall work to promote the health and welfare of children and youth and shall seek to promote 1.1.1 Purposes of the PTA collaboration between parents, schools, and the com- munity at large. To promote the welfare of children and youth in home, school, community, and place of worship. “No part of the net earnings of the organization shall inure to the benefit of, or be distributable to its mem- To raise the standards of home life. bers, directors, trustees, officers, or other private per- sons except that the organization shall be authorized To secure adequate laws for the care and protection of and empowered to pay reasonable compensation for children and youth. services rendered and to make payments and distribu- To bring into closer relation the home and the school, tions in furtherance of the purposes set forth in Article ii that parents and teachers may cooperate intelligently in hereof. the education of children and youth. “Notwithstanding any other provision of these articles, To develop between educators and the general public the organization shall not carry on any other activities such united efforts as will secure for all children and not permitted to be carried on (i) by an organization youth the highest advantages in physical, mental, social, exempt from federal income tax under Section and spiritual education. 501(c)(3) of the internal revenue Code, or (ii) by an organization, contributions to which are deductible under 1.1.2 Mission Statement of the California State Section 170(c)(2) of the internal revenue Code. PTA “Upon the dissolution of this organization, after paying The mission of the California State PTA is to positively or adequately providing for the debts and obligations of impact the lives of all children and families by represent- the organization, the remaining assets shall be distrib- ing our members, and empowering and supporting them uted to one or more nonprofit funds, foundations, or with skills in advocacy, leadership and communications. organizations that have established their tax-exempt Adopted by the California State PTA Board of Managers, status under Section 501(c)(3) of the internal revenue October 2009 Code and whose purposes are in accordance with those of the National PTA. 1.1.3 California State PTA Core Values “The organization or members in their official capacities The California State PTA is a professional, nonprofit vol- shall not – directly or indirectly – participate or intervene unteer organization committed to the well-being of all (in any way, including the publishing or distributing of children. statements) in any political campaign on behalf of, or in opposition to, any candidate for public office, or devote We believe every adult has a responsibility to ensure more than an insubstantial part of its activities to that all children develop to their full potential. attempting to influence legislation by propaganda or oth- We believe parents are children’s first teachers and that erwise. parent involvement is essential throughout a child’s edu- “The organization or members in their official capacities cational experience. shall not endorse a commercial entity or engage in We believe that family is the basic unit of society activities not related to promoting the Purposes of the responsible for the support and nurturing of all children, organization. and we recognize that “the family” may be defined in “The organization shall not enter into membership with many ways. other organizations except such international, national, We believe our responsibility includes advocating for the or state organizations as may be approved by the safety and welfare of all children and the opportunity for California State PTA. a quality public education for each child. “The California State PTA or any of its divisions may 1.1.4 PTA Basic Policies cooperate with other organizations and agencies con- cerned with child welfare, but a PTA/PTSA representa- The California State PTA Bylaws, Article iii (Bylaws, tive shall make no commitments that bind the group he Chapter 8) states: represents.”

“The organization shall be noncommercial, nonsectari- A National PTA parent survey found the top three things an, and nonpartisan. parents say PTA does best. “The organization shall work with the schools and com- munity to provide quality education for all children and PTA youth and shall seek to participate in the decision-mak- • Is effective in improving my child’s education. ing process establishing school policy, recognizing that • Works to make schools safer for children. the legal responsibility to make decisions has been del- • Has positive impact for all children, not just my own. egated by the people to boards of education, state edu- cation authorities, and local education authorities.

PTA Basics California State PTA Toolkit – 2011 3 One hundred years ago Alice McLellan Birney said, “Let us have no more croaking as to what cannot be done; let us see what can be done, and above all see that it is done.” That brisk philosophy still drives the PTA today. While the methods may change to make us more responsive to the demands of an electronic era, the underlying principle does not – “everychild. onevoice.”

1.1.5 A Brief History: Working Together for 1.1.5d PHOeBe APPerSOn HeArST Children Since 1897 An energetic, educated, and phil- The National PTA is the oldest and largest volunteer anthropic woman, well known in association working exclusively on behalf of all children Washington, D.C., and San and youth. for more than 100 years, the National PTA francisco, Phoebe Hearst has promoted the education, health, and safety of chil- became aware of the sad dren, youth, and families. plight of many of the nation’s children first as a young Phoebe Apperson Hearst and Alice McLellan Birney teacher and later as she trav- were greatly concerned about the nation’s children. The eled or worked unselfishly in United States was feeling the enormous impact of the many communities. With one son industrial revolution. An immense wave of immigration of her own, she also was godmother was flowing into the country. Children worked in facto- to and supported the education of scores of children. ries, in mines, and in the streets of the cities. Some could not attend school or obtain enough food to eat. 1.1.5e SelenA SlOAn BuTler What could be done? A dedicated community leader and 1.1.5a THe FIrST MeeTInG IS Held — 1897 teacher, Selena Butler worked diligently in Atlanta, GA, to unify After extensive grassroots work in different parts of the parents and teachers for the nation, the two women met in 1895 and, through diligent advancement of child welfare efforts, planned a meeting to bring their idea to others. and education. She founded On february 17, 1897, that meeting was held, and more not only her school’s Parent- than 2,000 men and women surprised Phoebe Hearst Teacher Association, but the and Alice Birney by filling the hall in Washington, D.C. Georgia Parent-Teacher The National Congress of Mothers was formed, and the Association, and in 1926, the work of the founders took on new meaning and strength. National Congress of Colored Parents and Teachers. 1.1.5b THe CAlIFOrnIA MOVeMenT GrOWS — 1902 1.1.5f Our PTA FOunderS’ VISIOn Similar concerns were felt in California, and the California Home and School Child Study Association Alice McLellan Birney, Phoebe Apperson Hearst, and was organized in San francisco, followed in 1900 by the Selena Sloan Butler knew there was no stronger bond Los Angeles federation of Mothers’ Clubs. in 1902, than that between mother and child. To the mothers, California joined the national organization as the then, they reasoned, must fall the responsibility for elimi- California Congress of Mothers and Study Circles, later nating the threats that endangered the children. They becoming the California Congress of Parents, Teachers, called for action, and people responded — mothers, and Students, inc. — the California State PTA. yes, but also fathers, teachers, laborers, and legislators Meanwhile, growing in strength and numbers, the — all with a commitment to children. National PTA progressed remarkably in working for all children. in her initial address on february 17, 1897, Alice Birney told the crowd, “it is my privilege to extend to each and 1.1.5c AlICe MClellAn BIrney all of you a heartfelt welcome and to express the hope that this large and gratifying audience, this more than A native of Georgia, this motivated encouraging response to our universal call, may prove woman had wide interests but in earnest of the success destined to crown the work to deep devotion to her own chil- which our best and highest efforts are now consecrat- dren. She felt the needs of all ed.” children must be recognized as vitally important to every- Alice Birney had appealed “to all mankind and to all one. As a mother, Alice Birney womankind, regardless of race, color, or condition, to realized it was important to recognize that the republic’s greatest work is to save the know about mental and physical children.” But in many states, segregated schools were health and the educational needs legally sanctioned. To address those students’ special of her own three children. She des- needs, Selena Sloan Butler founded the National perately wished to impart this to other Congress of Colored Parents and Teachers. The two mothers and to raise the status of motherhood to the PTAs formally merged in 1970. important level it deserved.

4 California State PTA Toolkit – 2011 PTA Basics Know the PTA

1.1.5g CAlIFOrnIA STATe PTA HISTOrICAl BrIeFS Schools. “Suggestions for Conducting a Venereal Disease Study-Action Program” published. 1897 California Home and School Child Study Thirteen radio tapes on education developed in Association organized in San francisco. cooperation with California Teachers Association. 1900s Los Angeles federation of Mothers’ Clubs orga- Spanish language tapes, “How to Prepare Your nized in Los Angeles. Name changed to Child for School,” prepared in cooperation with California Congress of Mothers and Study Circles State Department of education. Thirty-one junior — affiliated with National PTA. Juvenile Court Act colleges granted $200 each to establish Student supported. Playground committee authorized, emergency Loan funds. Continuing Service and student welfare program started. Legislation Award established by convention delegates. committee appointed. Joined in organizing California interagency Council on Drug Abuse. Honorary Life 1910s Attempt made to secure State Aid for Dependent Membership changed by convention delegates to Children. Organization became California Honorary Service Award in 1969. California Congress of Mothers. Penny Kitchens, forerunner Parent-Teacher magazine discontinued. Home- of school lunch programs, established. school-community relations conference held with Permissive legislation that marked beginning of grant from Sears roebuck foundation; Human kindergartens in public schools supported. relations Handbook published. Department of Child Hygiene established, and birth registration bill supported. first Child 1970s School feeding program survey conducted. Welfare Day observed, later to become founders Statement on environmental Pollution adopted. Day. Name changed to California Congress of Material prepared and distributed to promote Mothers and Parent-Teacher Associations. Public Project riSe. Children’s emotional Health confer- library services supported. ence co-sponsored with California interagency Mental Health Council. Twenty-acre PTA 1920s resolution regarding enforcement of laws gov- redwood Grove in Prairie Creek State Park dedi- erning sale of cigarettes to children of school age cated. inter-district mass media committees orga- adopted. Juvenile protection committee created. nized to preview and monitor TV and motion pic- California Parent-Teacher magazine began publi- tures. “California State PTA” adopted as alternate cation, including approved film lists. Name name for California Congress of Parents and changed to California Congress of Parents and Teachers, inc. Contributed over $7,000 toward Teachers, inc. Honorary Life Membership project State Park Wildflower Poppy Preserve. adopted in 1927 to provide funds for student Administered Community Volunteer Project in loans. Pomona and “Person-to-Person intervention in Alcohol Abuse.” Adopted commission structure, 1930s Legislation on education of migrant children sup- Bicentennial project (furnishing schoolhouse in ported. Old Sacramento), Antiviolence TV project, parent- 1940s Legislation for creation of California Youth ing conferences, Comprehensive Health Authority endorsed. Teacher education education program, and commemorated 50 of Scholarships established, first of continuing pro- the years Honorary Service Award (HSA) pro- gram of scholarships in addition to student loan gram. Name changed to California Congress of program. Legislation for teachers’ salary sched- Parents, Teachers, and Students, inc. (retained ule, apportionment of school funds as well as California State PTA). Convention delegates sent increased funding for all levels were supported. “Message to the Governor” urging public school first home-school relationship conference co- finance be made top priority. With State sponsored with University of California, Berkeley, Department of education, developed “A Guide to School of education and State Department of School and Community Action.” Co-sponsored education. Adopted CAre projects. “Starting a Healthy family” with National March of Dimes Birth Defects foundation. 1950s State office moved to Tenth District PTA Health Center on 21st Street, Los Angeles. Salk polio 1980s Completed Student Health education forums. vaccine program supported. five teacher recruit- Launched TV Viewing Skills Project. Began com- ment clinics co-sponsored with State Department munity meetings on motion pictures in coopera- of education. Thirty-week television program on tion with theater owners. Urged revision of state child growth and development sponsored. tax structure for public education. established Administrator’s Packet of Parent-Teacher Grants for Parent education and Health Projects. information distributed to all principals and school Completed Juvenile Justice System study. superintendents. Developed room representative Orientation Program to improve home-school communication. 1960s Cooperation with Colleges committee estab- Took leadership role in enactment of educational lished. New State headquarters building opened reform Act. Began scholarships for school nurs- November 1, 1961, in Los Angeles, with dedica- es. first membership increase in 15 years. tion in March 1962. “Paging Parents” TV series Completed three-year PTA/American Cancer produced in cooperation with Los Angeles County Society Project. Developed “Parent’s Notebook”

PTA Basics California State PTA Toolkit – 2011 5 skill sheets. Cooperated in KNBC-TV/PTA development of and unveiled a Strategic Plan for Teenage Alcohol Prevention Project. Leadership California State PTA. Opened Satellite Office in and parent involvement program designed with Sacramento. Hosted a statewide videoconference Southwest regional Laboratory, “Hispanic at 100th Convention in Sacramento: “Keeping recruitment Project.” Provided PTAs with Youth Safe: The Critical After-School Hours.” resources to develop school/community disaster preparedness plans and the parent involvement 2000s established as a PTA priority and initiated in reading program. Largest membership “SMArTS – Bring Back the Arts” campaign to increase in 27 years! Developed PTA Public bring arts back to the schools, the community, relations video and guidelines for “involving the and to children. Sponsored legislation to bring Uninvolved.” Launched a comprehensive arts back to the schools; worked to defeat vouch- Parenting Project funded by statewide fundraising er initiative and pass an initiative to require 55% campaign (trivia game). Developed “Strive for majority for passage of school bond initiatives. excellence,” a self-esteem program for kinder- Held statewide parenting conferences focused on garten students. reaffirmed commitment to par- training parents to be effective advocates. ent education and outreach to parents of increas- established Cultural Arts grants for unit, council, ingly diverse student populations. received and district PTAs and the Leadership National PTA grant for Acquired Development scholarship. Consolidated several immunodeficiency Syndrome (AiDS) education. PTA publications into a single resource, the California State PTA Toolkit. Purchased 1990s Developed a “Kids At risk” legislation agenda. Sacramento historical residence for cost-saving Participated in the red ribbon campaign against advocate and officer housing for events and poli- the use of alcohol and other drugs. Promoted cy maker contact. Purchased office space and Human immunodeficiency Virus/Acquired moved California State PTA headquarters to immunodeficiency Syndrome (HiV/AiDS) educa- Sacramento after almost 50 years in Los tion. Sponsored legislation to require all school Angeles. Provided training for PTA leaders at districts to adopt a parent involvement policy. “PTA University.” funding for arts education and introduced Parents Empowering Parents, a par- reduction of childhood obesity continue to be pri- ent education and involvement manual developed orities. Membership continues strong at nearly by PTA with grant funds from California business- one million members. es. Published Spanish edition as Los Padres Eligen Participar. Developed plans for a statewide parenting conference. Developed and awarded the first Golden Oak Award. Participated 1.2 Organizational Structure in a major statewide effort to defeat a voucher The National PTA (National Congress of Parents and proposal. Sponsored legislation to ban Channel Teachers) is a volunteer educational organization, One from California classrooms and to add a founded in Washington, D.C., in 1897. Branches of the component on working with parents to the National PTA have been established in all fifty United teacher and administrator credentials curricula. States, the District of Columbia, U.S. Virgin islands, Cosponsored the California Bicycle Helmet Puerto rico and in schools for American dependents in Safety Campaign with the California Department europe and the Pacific area. of Health Services. received grant from Annenberg/CPB Math and Science initiative V The California State PTA (California Congress of Project for Math for All program to teach K-3 par- Parents, Teachers, and Students, inc.) is a branch of the ents how to help children with math. Developed National PTA, serving as a connecting link between the “Open the School House Doors” Project, an national organization and its membership within the Action Guide for its implementation, and a Mentor state. The California State PTA shall provide training Training Program. Produced a video, “California and support for its units/councils/districts. State PTA - A Voice for All Children.” Published “PTA Questions the Candidates for California District PTAs are geographical divisions of the California Governor and State Superintendent of Public State PTA, established to carry out its programs. District instruction.” Developed “Outreach: Beyond the PTAs shall provide training and support for their units international Potluck.” “Parent Talk” cards pro- and councils. All PTA districts organized after July 1, duced. Developed a statewide campaign to 1980, are required to have number designations. reduce the size of California classrooms in Councils of PTAs are created by the California State grades one through three. Celebrated the 100th PTA for the purpose of collaboration, leadership training, birthday of PTA in 1997 by participating in the and coordination of efforts of the member units. Pasadena Tournament of roses Parade – win- ning the Sweepstakes Award for the float entry, Unit PTAs are organized and chartered in conformity “The field Trip.” Launched the California State with rules and regulations as prescribed in the bylaws of PTA internet website www.capta.org and issued a the California State PTA. These units are self-governing statewide progress report on the reduction of bodies for the purpose of planning programs and activi- class size in California public schools. Completed ties to meet local community needs. However, they are

6 California State PTA Toolkit – 2011 PTA Basics Organizational Structure required to observe the policies and procedures of the tion members. The work of the section is a part of the California State PTA and/or National PTA. total work of the association.

1.2.1 Types of Associations 1.2.1c SPeCIAl eduCATIOn ASSOCIATIOn

The district PTA is responsible for organizing PTAs. This type of PTA should be organized in a school Procedures for organizing all PTA organizations such as focused on special education students. preschool, special education or parent-teacher-student Special Education Sections associations are the same. The bylaws are adapted to fit the particular needs of the PTA. The PTA encourages the establishment of special edu- cation sections in any association where parents of chil- 1.2.1a PArenT-TeACHer-STudenT ASSOCIATIOn (PTSA) dren with special needs can come together for study of The National PTA encourages establishment of parent- and action on their particular concerns. Projects and teacher-student associations (PTSAs) under require- activities related to children with special needs can be ments and conditions to be determined by state PTAs. promoted, and study groups can be formed to further interest in and understanding of children with special The California State PTA encourages student participa- needs. Operation of the section is primarily the respon- tion in both PTA and PTSA, as determined by the unit. sibility of the parents of children in special classes. The California State PTA incorporated as the California Congress of Parents, Teachers, and Students to reflect A special education section functions as an integral part its support of student participation. All references to of the PTA, much as the various committees function. PTAs in the California State PTA Toolkit are intended to Joining a special education section means, therefore, represent both PTAs and PTSAs. becoming a member of the PTA. Although it is governed by the Bylaws for Local PTA/PTSA Units, the section Students can participate in any PTA in many ways: (a) may adopt a set of standing rules to provide details not serving on committees, including the executive board; included in the bylaws. The framework of organization (b) serving in an advisory capacity; (c) helping with PTA should be kept simple. projects; (d) participating in PTA programs; (e) promot- ing cooperative projects; and (f) attending conventions. The financial needs of a special education section, usu- it is not against the California Corporations Code or civil ally limited to the purchase of study group material and law for students to be elected to serve in any PTA office. the cost of authorized projects, are provided for in the financial institutions should be contacted regarding age regular budget of the PTA. fundraising activities to requirements for financial officers. cover special needs of the section should conform to the policies of the California State PTA. funds so derived All PTAs shall offer students, upon payment of member- should be deposited in the treasury of the PTA and ear- ship dues, all membership privileges and responsibilities marked for section use. (involving Students 3.6). 1.2.1d COMMunITy COlleGe ASSOCIATIOn 1.2.1b PreSCHOOl ASSOCIATIOn Community college associations differ from other PTA A preschool PTA may be organized in any preschool units both in programs and activities, although their program, such as Head Start, nursery schools, and objectives and policies are identical. child-care centers. for this reason the California State PTA authorizes the Preschool and Early Childhood following: Education Sections 1. Community college associations may work directly Preschool and early childhood education programs with the district PTA (even though located within a should be developed by PTAs in recognition of the sig- council area); nificance of this time in the child’s life. Such programs can be developed in many ways, depending on the 2. Community college associations may adapt the rec- needs of the particular community, its children, and their ommended pattern of PTA committee work to fit their parents. own special activities; and for example, an early childhood (or preschool) chair- 3. Community college associations are urged to promote man might be appointed to call attention to the need for opportunities for PTA leaders to conduct discussions guiding young children effectively; programs and reports on PTA objectives and programs with students. might be presented and studies made under this chair- man’s leadership. All references to PTAs in the California State PTA Toolkit A preschool section, discussion, or study group could be are intended to represent both PTAs and PTSAs. established within a PTA for parents of very young chil- through channels: The route of formal communications dren to obtain information, insight, knowledge, and skills through the PTA. Typically from unit to council, council to in fulfilling their responsibilities. The section is largely conducted by the parents themselves, governed by the district PTA, district PTA to California State PTA. PTA bylaws and standing rules as adopted by the sec-

PTA Basics California State PTA Toolkit – 2011 7 California State PTA Map

PTA districts del st nOrTe 1 - Part of Los Angeles County 2nd - San francisco County SISKIyOu MOdOC 3rd - Colusa, el Dorado, Nevada, Placer, Sacramento, Sutter, Yolo, and Yuba counties 4th - Orange County and part of Los Angeles County 5th - San Bernardino County lASSen 6th - Santa Clara County th HuMBOldT SHASTA 7 - Kern County th TrInITy 8 - Mariposa, Merced, San Joaquin, Stanislaus, and Tuolumne counties 9th - imperial and San Diego counties TeHAMA 10th - Part of Los Angeles County PluMAS 11th - fresno and Madera counties 12th - Ventura County Glenn BuTTe 13th - Butte, Shasta, Tehama, and Trinity counties SIerrA 14th - Lake, Mendocino, and Sonoma counties th MendOCInO COluSA 15 - Santa Barbara County SuTTer neVAdA th lAKe yuBA 16 - Marin County th PlACer 17 - San Mateo County 18th - Napa and Solano counties el dOrAdO th yOlO 20 - Monterey, San Benito, and Santa Cruz counties SOnOMA st nAPA 21 - Tulare and Kings counties nd AlPIne 22 - Del Norte and Humboldt counties SACRAMENTO AMAdOr 23rd - riverside County SOlAnO 24th - San Luis Obispo County CAlAVerAS MOnO MArIn 30th - Lassen, Modoc, Plumas, and Sierra counties AlAMedA CONTRA st SAn 31 - Part of Los Angeles County (Peralta district) COSTA TuOluMne nd JOAQuIn 32 - Contra Costa County SAn FrAnCISCO AlAMedA rd (City and County) 33 - Part of Los Angeles County MArIPOSA 34th - Part of Los Angeles, Kern, San SAnTA SAn STAnISlAuS ClArA Bernardino, inyo, and Mono counties MATeO MerCed PerALTA (99) - Alameda County MAderA SAnTA CruZ California Counties not Assigned BenITOSAn InyO to a district PTA: FreSnO Alpine, Amador, Calaveras, MOnTerey TulAre Glenn, and Siskiyou KInGS

SAn luIS Kern OBISPO

SAn BernArdInO SAnTA lOS AnGeleS BArBArA (County) VenTurA

lOS AnGeleS rIVerSIde (city) As of June 30, 2011 OrAnGe Membership 887,200 CATAlInA ISlAnd IMPerIAl Units 3,733 SAn dIeGO Councils 169 District PTAs 29

Fig. 1-1 California State PTA Map

8 California State PTA Toolkit – 2011 PTA Basics Organizational Structure

1.2.1e OTHer SITe ASSOCIATIOnS A fee is charged for the replacement of a charter that has been lost or destroyed. Contact the state office to PTAs may be organized at any site, including business- order a replacement charter. es, court schools, and community centers. 1.2.2b CHAnGeS In ASSOCIATIOn STATuS 1.2.2 The local unit PTA To ensure all requirements of a 501(c)(3) nonprofit orga- To remain in good standing, a unit must: nization are met, a unit must notify the district PTA presi- dent of any proposed change in association status at • Adhere to the Purposes and basic policies of the PTA; least 60 days before the unit votes to make such • Have a minimum of 15 members including three offi- change. inasmuch as a change of status represents cers: president, secretary, and treasurer; amending the association bylaws, a 30 day written advance notice is required to all PTA members. The pro- • Submit per capita dues and insurance premiums by posed change of status requires a two-thirds (2/3) vote the California State PTA due dates; of its members recorded in the minutes. it is the respon- sibility of the district PTA president to know the status of • file all required state and federal tax returns and every unit within the district PTA and give information other government forms; and and advice on the procedures to be followed. Specific • Have bylaws reviewed yearly and approved every PTA procedures are outlined in the California State PTA three years according to the procedures of the Advanced Leadership Tools, which is available to coun- California State PTA (Bylaws for PTAs in California cil and district PTAs. 2.4). Changing Name: When an association votes to change 1.2.2a CHArTerInG A neW unIT its name or the school district changes the school’s name, the district PTA must send a Change of Status Any group may request to organize as a unit of the form and an amended set of bylaws to the California California State PTA provided there is not an existing State PTA parliamentarian for approval. Upon approval, PTA unit in the school. The California State PTA will rec- the Change of Status form will be sent to the state ognize only one PTA in any school, unless otherwise office. At the next meeting of the California State PTA approved by the California State PTA parliamentarian Board of Managers, the change will be presented for and authorized by the California State PTA Board of approval. A charter with the new name will be sent with- Managers. out charge. An association must be composed of not less than 15 Becoming a PTA/PTSA: When a PTA votes to become members, of whom at least three serve in the offices of a PTSA, the district PTA must send a Change of Status president, secretary, and treasurer. form and an amended set of bylaws to the California State PTA parliamentarian for approval. Upon approval, The 30-day membership requirement for voting privi- the Change of Status form will be sent to the state leges and holding office shall be waived for new organi- office. At the next meeting of the California State PTA zations within the first thirty days of their charter. Board of Managers, the change will be presented for The district PTA president is responsible for the organi- approval. A charter with the new name will be sent with- zation of new PTAs within the district PTA. The organiz- out charge. ing process may be delegated to the district PTA exten- When the bylaws are changed making the unit a PTSA, sion team, with the assistance of the council. Conformity the California State PTA recommends that provision be to California State PTA requirements must be verified by made for at least one position on the executive board to the district president. be filled by a student. The new association will be presented for acceptance The unit bylaws should be reviewed for further informa- by the California State PTA Board of Managers when: tion – amendments, officers, election of the nominating • The application for acceptance in the California State committee, and elections. it is strongly recommended PTA has been received; that the entire set of bylaws – each article and section – be reviewed. • The per capita dues have been received in the state office; roster of officers: A listing of all unit, council, and district • The unit bylaws have been received in the state office PTA officers’ names and contact information that is submit- and approved by the state parliamentarian; and ted through channels to the California State PTA. • An employer identification Number application has The district PTA is responsible for postmarking or delivering been submitted to the irS. unit and council PTA official paperwork by the California Upon acceptance by the California State PTA Board of State PTA due dates. Managers, the state office shall issue a charter to the new association.

PTA Basics California State PTA Toolkit – 2011 9 Dividing: When one PTA is serving two or more public lowing the notice requirements of the bylaws, and dis- schools and wishes to organize a unit in each school, trict PTA representatives shall be present for counseling the members may vote to divide into two or more asso- and guidance and to address the association immedi- ciations. Consideration of a division should be undertak- ately preceding any vote to answer final questions or en only in consultation with the principals of the schools concerns. involved, the council president (if in council), and the district PTA president. Decisions need to be made After discussion, a committee should be appointed regarding unit names, division of assets, chartering, etc. which includes representatives of the district PTA to The district PTA must send the Change of Status form carry out necessary procedures. These would include and an amended set of bylaws to the California State preparation of recommendations to be brought to a sub- PTA parliamentarian for approval. Upon approval, the sequent meeting of the membership for vote. Members Change of Status form will be sent to the state office. must vote on proper disposition of property and funds of the organization prior to the vote to disband as a con- Combining: There may be a number of reasons for stituent organization. if the vote to disband is adopted combining associations, such as the closing of one by the membership, the disbursement of all assets must school or duplication of activities. Consideration should be handled to comply with the 501(c)(3) requirements occur only in consultation with the principals of the as detailed in the bylaws. schools involved, the council president (if in council), and the district PTA president. Decisions will need to be each PTA's bylaws, as a basic policy, provide that the made on name of the unit, funds in unit treasuries, assets of the PTA be used for one or more of the educa- bylaws, officers, etc. The district PTA must send the tional purposes for which they were collected and not be Change of Status form and an amended set of bylaws given to individuals. to the California State PTA parliamentarian for approval. When a unit votes to disband the unit shall surrender Upon approval, the Change of Status form will be sent immediately all legal documents, financial and historical to the state office. records, and all assets, including property to the Transferring: When a school district reorganization or California State PTA or other PTA organized under the boundary change has become effective, it may be nec- authority of the California State PTA bylaws. The district essary for a PTA to transfer from one district PTA to PTA may hold funds and property of the disbanded unit another. The unit should report this change in writing to in trust for a period not to exceed two years. The district its present council (if in council) and district PTA, with a PTA will file the change of Status-Disband form with the copy to the state office. The district PTAs involved will state office. use procedures outlined in the Advanced Leadership Tools to complete the transfer. Other reasons for trans- Units are to request help from their council (if in council) or ferring should be considered in consultation with the district PTA in order to avoid disbanding. Many times, out- council president (if in council) and the district PTA pres- side help and guidance will give necessary assistance and ident. The district PTA must send the Change of Status new direction. However, should disbanding be the only form and an amended set of bylaws to the California alternative, certain procedures must be followed to protect State PTA parliamentarian for approval. Upon approval, the Change of Status form will be sent to the state office. the volunteers and comply with federal nonprofit 501(c)(3) regulations. Disbanding: Disbanding a unit PTA is of concern to all its members and the community; therefore, steps should Disbanding: The district and council PTA president must be be taken to ensure that all will have an opportunity to notified immediately of any proposal to disband at least 60 express their opinions and to allow members to vote days before the vote to disband is taken. 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 Charter Withdrawal: The bylaws of the California State taken. Many times, outside help and guidance will give PTA provide for the withdrawal of the charter of a PTA necessary assistance and new direction. Should dis- for nonpayment of dues and/or insurance premiums. banding be the only alternative, certain procedures must The unit will be notified in writing by March 1 if these be followed to protect the members and comply with required payments are delinquent. if dues and/or insur- federal nonprofit 501(c)(3) regulations, including meeting ance premiums are still not paid by March 31, the unit notice requirements. charter will be withdrawn by vote of the California State PTA Board of Managers at its next meeting. The decision to disband is significant and requires at least two meetings. All concerns should be discussed at The bylaws also provide for the withdrawal of the unit a regular or special PTA meeting with a quorum present. charter if that unit is not in good standing for other rea- All members, including administrators and teachers, sons, such as: (a) fewer than 15 members; (b) vacant must be notified at least thirty (30) days in advance, fol- president, secretary, or treasurer positions; and (c) viola- tions of policies, procedures or other sections of the bylaws. The district PTA is responsible for organizing and disband- When there are alleged violations that may be subjec- ing units and must be included in disbanding deliberations. tive in nature, such as those involving policy and/or not

10 California State PTA Toolkit – 2011 PTA Basics Organizational Structure following proper financial procedures, the district PTA or To remain in good standing, a council must: the California State PTA grievance committee may be charged with determining the facts and recommending a • Adhere to the Purposes and basic policies of the PTA; solution that may include withdrawing the PTA’s charter. • Adhere to the California State PTA policies and Upon the withdrawal of the charter, the California State bylaws; PTA has the right to collect and transfer funds, including • Have bylaws reviewed yearly and approved biennially funds deposited by the unit with a financial institution according to the procedures of the California State over which the unit or its officers have or had signature PTA; authority or control. The unit shall immediately surrender all records, assets, and property to the district PTA. • Have a minimum of three units as council members; Property will be held in suspense for a period of two years. each local association shall, upon withdrawal of • Have a minimum of three officers: president, secre- its charter by the California State PTA, immediately tary, and treasurer; cease and desist from any further use of the associa- • forward the national, state, and district PTA portion of tion’s internal revenue Service employer identification the unit per capita dues through channels to the dis- Number (eiN) as a constituent organization under the trict PTA by the due date; group exemption number issued to the California State PTA. The California State PTA will file notice with the • forward unit insurance premiums from local units to irS that the unit is no longer a constituent organization. district PTA by the due date; in all cases, the unit shall be notified in writing at least • remit council insurance premiums to district PTA by 15 days before the charter withdrawal is to come before the due date; the California State PTA Board of Managers for action. • file all required state and federal tax returns and Rescinding Charter Withdrawal: if a unit submits other government forms; through channels to the state office • Submit the names and addresses of association and • remittance of necessary dues and/or insurance premi- council officers to the district PTA according to estab- ums, including the state penalty; and lished procedures and due dates. • revised bylaws using the most current standard in addition, the council must: bylaws • Possess a Charitable Trust number from the by June 15 of the same calendar year in which the char- California Attorney General’s registry of Charitable ter is withdrawn, then charter withdrawal action will be Trusts; rescinded by a two-thirds vote of the State Board of Managers at the next meeting. The state parliamentari- • file an annual Registration Renewal Fee Report an must approve the unit’s revised bylaws before the (RRF-1) with the California Attorney General’s unit may be placed on the membership status report for registry of Charitable Trusts. the rescission of the charter withdrawal. 1.2.3a reSPOnSIBIlITIeS in the event of error or state of emergency, the (nOT All-InCluSIVe) California State PTA Board of Managers will consider The Council Shall rescinding charter withdrawals for those units that have complied with all requirements to have their charter Provide information and support to member units. withdrawal rescinded at its next regularly scheduled meeting. form a close tie between the district PTA and the units. 1.2.3 The Council PTA Promote PTA programs and observance of PTA policies, principles, procedures, and bylaws. A council is a group of PTA units organized under the Arrange training or workshops and group conferences authority of the California State PTA for the purpose of for unit leaders in cooperation with the district PTA. collaboration, leadership training, and coordination of the efforts of the member units. A council provides the Work closely with district PTA president and leadership units within a city, county, or area an opportunity for department in organizing new units and all matters of cooperation in promoting their common interests and leadership service. discussion regarding their common issues. it coordi- nates the work of the member units with other agencies Coordinate PTA activities in a community or school dis- or organizations in the area working for children and trict with the consent of the majority of its member units. youth. it serves as a channel of communication between Provide opportunities for local units to collaborate on the state and district PTA and the units. projects together. implement council projects only after a majority of the local units vote to support them.

PTA Basics California State PTA Toolkit – 2011 11 The Council Shall Not • Have bylaws reviewed annually and approved bienni- ally according to the procedures of the California Legislate for units or regiment them in activities. State PTA; Duplicate the function of unit or district PTA type of • Have a minimum of three officers: president, secre- meeting. tary, and treasurer; Utilize unit leaders in council roles if needed at the unit • forward the national and state portion of the unit per level. capita dues to the California State PTA by the due 1.2.3b POlICIeS date; 1. A council cooperates with, but does not join, other • forward unit and council insurance premiums to the organizations. California State PTA by the due date; 2. A council does not pay dues to the National PTA, • remit district PTA insurance premiums to the California State PTA, or district PTA. it may collect California State PTA by the due date; council per capita dues from its units, and/or a unit • file all required state and federal tax returns and assessment. An assessment must have units’ other government forms; approval and be included in all the units’ standing rules. • Submit names and addresses of association, council, and district PTA officers to the California State PTA 3. A council shall not assess additional fines or late fees according to established procedures and due dates. for the late submission of insurance, per capita or reports required by the California State PTA. in addition, a district must: 4. A council’s officers, committee chairmen, and repre- • Possess a Charitable Trust number from the sentatives must be members of PTA units within the California Attorney General’s registry of Charitable council. Trusts; 5. The council president-elect (or the president continu- • file an annual Registration Renewal Fee Report ing in office) or the elected alternate and one dele- (RRF-1) with the California Attorney General’s gate or alternate elected from the council of the vot- registry of Charitable Trusts. ing body shall represent the council at the California State PTA Convention. 1.2.4a reSPOnSIBIlITIeS (nOT All-InCluSIVe) 1.2.4 The district PTA Give advisory service to councils and units. A district PTA is a subsidiary organization in a designat- interpret PTA policies, plans, practices, and programs. ed geographical area, established by the California State PTA to facilitate the administration of the affairs of Organize and stabilize councils and local associations: the California State PTA and to implement its programs. The district PTA helps to coordinate the work of the • Cooperate with council officers and committee chair- councils and units with the plans and activities of the men; California State PTA and National PTA. • Confer with council leaders on local problems; To remain in good standing, a district PTA must: • Assist the council in working with units; and • Adhere to the Purposes and basic policies of the PTA; • Where there is no council, appoint an extension com- • Adhere to the California State PTA policies and mittee to work with units. bylaws;

district PTA due dates October 1 December 20 June 1 DRAFT Resolutions & Convention Action Cover Insurance premiums Annual Historian Reports Sheet due in the California State PTA office. due in the California State PTA office. due in the California State PTA office c/o Historian. December 1 June 1 Last day for remittance of per capita dues for 15 Complete information for the mailing lists and June 30 members minimum per unit due in the California directory, for which district PTA presidents are Final installment of per capita dues State PTA office to remain in good standing. responsible, due in the California State PTA office. due in the California State PTA office. December 15 June 1 June 30 FINAL Resolution & Convention Action Cover Leadership Development Grant Report Final remittance of Founders Day gift Sheet due in the California State PTA office. due in the California State PTA office. due in the California State PTA office.

12 California State PTA Toolkit – 2011 PTA Basics Organizational Structure

Bring other parent-teacher groups into PTA membership. 1.2.5 The California State PTA

Assist in studies of proposed changes in association The California State PTA is a branch of the National status. The district PTA is responsible for organizing and PTA and is responsible for implementing the Purposes disbanding units and must be included in the delibera- of PTA in California. it works for the well-being of chil- tions. dren and youth on tasks beyond the scope and resources of unit, council and district PTAs working sep- Compile a directory of council and unit officers for the arately. California State PTA office. in its relation to unit, council, and district PTAs, Plan and conduct district PTA or regional conferences California State PTA: under state provisions. • Serves as a liaison with the National PTA; Promote PTA publications and their purposes. • represents PTA through participation in statewide remit per capita dues and insurance promptly. meetings and conferences of allied groups, agencies, file copies annually of the approved district PTA budget, and coalitions having goals similar to PTA; audits, and year-end financial reports with the California • Provides leadership training through the annual con- State PTA treasurer. vention meeting, field services, and workshops; Model and encourage advocacy and legislative efforts. • Provides services, materials, and publications; The district PTA shall not assess additional fines or late • Supports and works for legislation on statewide issues fees for late submission of insurance, per capita or that affect the education, health, and well-being of reports required by the California State PTA. children and youth; and 1.2.4b dISTrICT PTA OFFICerS And CHAIrMen • Serves as a clearinghouse for PTA information and as District PTA presidents are members of the California a coordinating agency for PTA work in the state. State PTA Board of Managers during their term of office. 1.2.5a lIneS OF COMMunICATIOn A district PTA representative is granted the right to vote on the California State PTA Board of Managers when Proposals for action and other communications to the officially representing the district PTA in the absence of California State PTA Board of Managers from a unit or the president. its board or executive committee shall first be presented to the council (if in council) and district PTA for consider- District PTA presidents and district PTA leadership are ation. The decision of the district PTA with the explana- responsible for extension work within their PTA district tion of its action must be reported in writing to the unit. if including organization of all new PTAs and all changes the district PTA endorses the proposal, it is forwarded to in association status (Changes in Association Status the California State PTA Board of Managers with indica- 1.2.2b). tions of its endorsement. Articles, radio talk shows, television appearances, and When the proposal or other communication does not recordings about the PTA, other than what is carried in receive the endorsement of the district PTA and the unit state and national publications or California State PTA (after reconsideration) still wishes to have it presented publicity channels, should be released only under the to the California State PTA Board of Managers, the dis- supervision of the district PTA president or delegated trict PTA president must forward the proposal to the representative. board. District bylaws include a provision that all district PTA Unit, council, or district PTAs forwarding proposals or board members be residents in PTA district territory; other communications are asked to include study mate- parents of children attending schools in district PTA terri- rials or a report of the considerations that led to the tory; or personnel of schools in district PTA territory. requests and to forward immediately copies of any sub- 1.2.4c InTer-dISTrICT PTA COMMITTeeS sequent intra-organizational communications in support of their proposal. An inter-district committee is composed of district PTA board members from two or more district PTAs to work in areas of common concern. To strengthen lines of communication, each committee may request that the California State PTA president appoint a member from the California State PTA Board of Managers to serve as a liaison to its group. When an inter-district PTA commit- tee desires California State PTA assistance for a specific purpose, requests should be made through the Leadership Services Vice President.

PTA Basics California State PTA Toolkit – 2011 13 1.2.6 California State PTA Office We share your personal information only with compa- nies we have officially approved and selected to provide Under the direction of the California State PTA Board of services for PTA members or which support California Directors, the executive director and employees main- State PTA operations. Our contracts with these compa- tain the inventory of publications, emblems, and sup- nies require them to keep member information strictly plies; fill orders and package materials for distribution; confidential, and allow them to use the information only prepare lists for and process all print and electronic to offer the contracted services mutually agreed upon to mailings including PTA in California and other communi- California State PTA members. cations; keep financial and membership records; con- duct correspondence and compile records for the HSA California State PTA may also disclose personal infor- program, grants, and scholarships; maintain a PTA ref- mation when required to do so by law or when such erence library and store documents; and reproduce action is necessary or appropriate to comply with legal materials for California State PTA officers and commis- process served on California State PTA, to protect and sioners. defend the rights or property of California State PTA, or to protect the personal safety of users of www.capta.org. The state office has workspace for use by volunteer We reserve the right to contact the appropriate authori- California State PTA board members and conference ties at our discretion when visitors’ activities appear to rooms for meetings of California State PTA committees. be illegal or inconsistent with our policies. 1.2.7 Trademark/Service Mark finally, California State PTA may sometimes share aggregate statistics and non-personal information with The basic policies that govern PTA activities and partici- the media, government agencies, advertisers, and other pation also govern the use of the PTA name. “National third parties. for example, we may publish statistics on Congress of Parents and Teachers,” “Parent Teacher the number of members in various unit, council or dis- Association,” “PTA,” and “PTSA” are all registered ser- trict PTAs, or the number of visitors to www.capta.org. vice marks of the National Congress of Parents and These aggregate statistics do not allow anyone to identi- Teachers. “California State PTA” is a registered service fy member names or other personal information. mark with the California Secretary of State. This means that no group or organization not affiliated with the in order to protect personal information, California State California State PTA may use “PTA.” A service mark has PTA uses technologies and processes such as encryp- the same legal status as a trademark but is the designa- tion, access control procedures, network firewalls, physi- tion used for services rather than commercial products. cal security and other measures. Unless otherwise noted, PTAs may reproduce and dis- tribute materials from the California State PTA without expressed, written permission. California State PTA 1.3 Basic Policies for All PTAs materials may not be duplicated by any other organiza- tion or person without written permission of the Basic policies govern the activities of all PTAs. These California State PTA. policies ensure a unity of purpose through the members’ commitment to the Purposes of the PTA and help pro- 1.2.8 California State PTA Privacy Policy tect the association and its members from exploitation. Adopted January 2007 in addition, National PTA and California State PTA are tax exempt under internal revenue Code Section in this policy, we use the terms “California State PTA,” 501(c)(3). As such, they maintain strict adherence to its “we,” “our,” and “us” to refer to California State PTA. We requirements in order to retain that exemption. use the terms “you” and “your” to refer to PTA members and visitors of www.capta.org. The PTA is a noncommercial, nonsectarian, and nonpar- tisan organization. These basic policies must be part of for more than 100 years, the California State PTA name every PTA’s bylaws. has been a trusted symbol of service and reliability, and we remain dedicated to those principles today. 1.3.1 noncommercial Policy

California State PTA understands how important privacy All PTA bylaws, whether unit, council, district, state or is to our members and our customers. We are commit- National, require the association to be noncommercial. ted to protecting privacy and want to make sure that everyone understands how information is used, whether This noncommercial policy also means that the name provided over the phone, in person, over the internet, or “PTA,” which is a registered service mark, or the names through the mail. of its officers shall not be used in conjunction with the commercial activities of other organizations including, it is important to note that we do not share member but not limited to, the promotion of their goods and ser- information with other companies for the purpose of vices. This policy should be applied with judgment, dis- marketing, unless specifically requested in advance. cretion, and common sense, recognizing that it is not California State PTA does not sell or rent member infor- meant to prohibit all contact or cooperation with such mation to telemarketers, mailing list brokers, or any groups. other companies. No action or instruction is needed; we protect privacy automatically.

14 California State PTA Toolkit – 2011 PTA Basics Basic Policies for All PTAs

Before accepting donations of goods or services, a PTA in order for PTAs to retain tax-exempt status and contin- organization, at any level, should consider whether such ue to receive tax-deductible contributions, under internal acceptance might be construed as an endorsement of revenue Code (irC) Section 501(c)(3), they may not the provider. (1) devote more than an insubstantial part of their activi- ties to influence legislation; (2) participate in any political 1.3.2 nonsectarian Policy campaign on behalf of or in opposition to a candidate for national, state, or local public office. The National PTA and its unit, council, district and state PTAs welcome into membership people representing a A unit’s failure to comply with these restrictions may diversity of cultures, ethnic backgrounds, and political endanger council, district, State and National PTAs’ irC and religious beliefs. Creed, color, race and economic 501(c)(3) status. for further information on irS reporting status are irrelevant to qualification for membership. requirements and options, see Section 4.3. PTA should be hospitable to all — supporting no one religion over another and according each faith equal respect and consideration. Policies of the PTA as an organization are in no way intend- ed to infringe on any member’s rights as an individual. The Purposes of the PTA acknowledge the importance of spiritual faith in the development of children and See Bylaws for Local PTA/PTSA Units, Article III, Sections youth. a, b, and c, and the National PTA Quick Reference Guides As a private association, PTA has the right to offer inspi- for detailed information on the basic policies. rational messages to open or close its meetings; howev- The PTA is a noncommercial, nonsectarian and nonpartisan er, such messages by PTA leaders should be inspira- organization. tional rather than sectarian, recognizing that in this plu- ralistic nation, not all members share the same beliefs. Partisan, as defined by the PTA, includes any election Poetry, quotations from great men and women, uplifting involving a candidate — even for “nonpartisan” offices such anecdotes, and moments of quiet meditation can serve as a school board or city council. to focus concern for and dedication to improving the lives of children and youth.

PTA leaders should be well aware of their school dis- 1.3.3a A PTA leAder’S rOle In eleCTIOn endOrSeMenTS trict’s policy regarding celebration of religious holidays PTA members are often the individuals with the most and should work closely with school administrators to knowledge and awareness of their communities’ needs. observe whatever guidelines have been established. Their community activities qualify them to take leader- 1.3.3 nonpartisan Policy ship roles in election campaigns. However, PTA leaders who are considering taking a leadership role on behalf PTA must never support or oppose political parties or of a candidate are strongly urged to avoid even the candidates, including those running for school boards on appearance that their private activities have, in any way, nonpartisan slates. However, PTA may adopt a position the endorsement, approval, or support of PTA. expressing its support for or opposition to issues dealing Discretion must be used by the current PTA president, with the health, safety, education, or general well-being because he/she is the official spokesperson for the PTA of children and youth, but only to the extent permissible organization. with respect to the requirements of each PTA’s tax- exempt status. Nothing in the law or in PTA bylaws pro- Activities on behalf of any candidate must be conducted hibits members as individuals from exercising their civic separately and apart from any activities of the PTA responsibilities in personal and partisan ways, including association. A current PTA officer/board member may running for office. not use his/her title or the name of the PTA to endorse: One of the Purposes of the PTA is “to secure adequate laws for the care and protection of children and youth.” • a ballot measure on which PTA has not taken a it is by educating its members – and through them, the position; and general public – on issues affecting children and youth, • any candidate even for purposes of identification that PTAs can best influence the course of action of in print, electronic, or website candidate literature those who make policy decisions, thereby achieving the (e.g., campaign mailer, ballot statement, candidate Purposes of the PTA. stationery). PTA units may be involved in legislative activities. A current or former PTA officer/board member must not • By supporting or opposing local issues that affect chil- use his/her title, the name of the PTA or the trademark dren or services to children in their respective com- of PTA in any election venue unless authorized by a munities based upon a study of the issue and a vote vote of the association, following a study of the issue. of the association; and Although federal election regulations do not prohibit the • By supporting California State PTA positions on legis- use of organizational affiliation for identification purpos- lation needed to achieve the Purposes of the PTA. es, the California State PTA sets a standard which is

PTA Basics California State PTA Toolkit – 2011 15 higher than law. failure to comply may result in a viola- qualified to serve the community as members of local tion of California State PTA policy. school boards of education. for the purpose of this policy, all elections involving can- PTA officers may serve as members of school boards as didates are defined as partisan elections, even those for long as they do not seek PTA endorsement to support “nonpartisan” offices such as school board or city council. their election. if a PTA officer runs for a school board, no endorsement by the PTA should be given or implied. Use of a PTA’s name or the PTA trademark with partici- The inclusion of a reference to PTA service or honors on pation in any partisan activity will endanger PTA’s non- a list of the candidate’s qualifications for office is permit- profit status. ted. 1.3.3b CAndIdATeS And ISSueS FOruMS Any activity in support of any specific candidate for a During the course of a campaign, candidates for public school board position on the part of any local parent- office do not discuss political or legislative matters at teacher unit, council, district, or state PTA branch is pro- PTA meetings unless appearing at a candidates forum, hibited under the nonpartisan policy of the National PTA where all candidates for designated offices have been and the California State PTA. invited to speak. 1.3.4 Working with the Schools PTAs may conduct candidates forums alone or as part National PTA believes that the public schools, which of a coalition with other nonpartisan groups. All candi- provide the common experience that helps ensure a dates for a specific office must be invited to present their democratic society, are essential and must be strength- views. Whether or not a candidate chooses to appear is ened and supported. it also believes that parents and the decision of each candidate. A nonpartisan moderator other adults have the right to join together to positively should be in charge of the meeting, and fair procedures affect the education of all children through membership must be established and agreed to in advance. Similar in groups such as PTA. procedures should be followed for an issues forum (for more information see Local Candidates forum section The National PTA Board of Directors states all PTAs 4.3.2 and figure 4-3). have certain organizational rights, which are to function as an independent, nonpartisan, child advocacy group; 1.3.3c PTA leAderS SeeKInG eleCTIOn TO PuBlIC OFFICe seek enactment of policies and practices that protect The California State PTA recognizes the fact that the children and youth; participate in making decisions experience and interest gained by its members through affecting policies, rules, and regulations; and meet with participation in PTA activities make them particularly appropriate school officials to discuss matters of mutual qualified to serve the community as elected officials. concern affecting children. PTA officers and those members who are likely to be in turn, National PTA believes that PTA members have recognized locally as being active PTA spokesmen or the responsibility to do the following: protect access to leaders, and who choose to enter the political or legisla- quality education for all children; seek information on tive arenas in their private (i.e., non-PTA) capacities, are policies, curriculum, and laws that affect children; share strongly urged to avoid even the appearance that their accurate information with its members and the school private activities have, in any way, the endorsement, community; know, help, and interact with teachers and approval, or support of the PTA. administrators; accept responsibilities willingly to ensure that the PTA is strong and active; work within both the PTA leaders who consider public office while they serve PTA and the school in a constructive manner; maintain as PTA spokesmen are urged to weigh the impact their respect for democratic procedures and a tolerance for candidacy, appointment, or election could have on PTA’s the diversity of opinions; work in partnership with school tax-exempt status. professionals to determine appropriate levels of pro- grams and services; and participate in making decisions Members who choose to seek public office may neither affecting policies, rules, and regulations. request nor receive PTA endorsement at any time, but may list their PTA service as part of their qualifications. PTAs should ensure that the process for establishing school policy is clear and provides an opportunity for the Neither government regulations nor PTA policy prohibit public to express its concerns. unit, council, district or State PTA officers and other leaders from serving on commissions or other boards PTAs should maintain contact with school board mem- active in areas of concern to the PTA, provided that bers as well as school administrators and other school such membership is not designed to support partisan professionals; establish and maintain lines of communi- interests (i.e., those of any political party or candidate). cation between and among its members, the school staff, and the school board; attend school board meet- 1.3.3d nOnPArTISAn POlICy And MeMBerSHIP On SCHOOl ings regularly and report on the proceedings to the PTA BOArdS membership; and make statements representing the The California State PTA recognizes the fact that the PTA to a school board only after official authorization by experiences and interest gained by its members through that PTA. participation in PTA activities make them particularly

16 California State PTA Toolkit – 2011 PTA Basics Governance and Operations of the California State PTA

A unit, council, or district PTA may present its criteria for • establish and maintain lines of communication among any employee position to the school board. A PTA the PTA membership, school administration, and should appoint a representative when invited to serve school board. on a personnel selection and/or promotion committee. Neither the unit, council or district PTA nor its executive • Provide the PTA membership and the general public board members may become involved in personnel opportunities for study and discussion of school assignments. Such assignments are the legal responsi- issues and policies (school finance, negotiations, cur- bility of school boards. riculum, etc.).

1.3.4a PTA uSe OF SCHOOl FACIlITIeS • Attend school board meetings regularly and report back to the PTA membership regularly. PTAs frequently use school district facilities for pro- grams and fundraising activities. One should never sign • ensure that any statement on behalf of PTA is made a Hold Harmless Agreement on behalf of the PTA. if the after study and after official authorization has been school district requires the PTA to sign a Hold Harmless granted for its presentation. Agreement for use of school premises, the PTA should 1.3.6 Cooperating with Other Organizations contact the California State PTA insurance broker. if the PTA is then directed by the insurance broker to sign a Community betterment is one of the chief aims of PTA facilities Use Permit Addendum one may be found in endeavors. This can be brought about through coopera- the forms section (Chapter 9). The governing board of tion with other agencies that are doing child welfare any school district is obliged to authorize use of school work in the community (Community Organizations, facilities or grounds within its control, when an alterna- Co-sponsorship, and Coalitions 2.7). tive location is not available, to nonprofit organizations including PTAs. 1.4 Governance and Operations of the Any school district authorizing use of school facilities or grounds shall be liable for any injuries resulting from California State PTA negligence of the school district in the ownership and The work of the California State PTA is carried out by maintenance of those facilities or grounds. Any group the California State PTA Board of Managers, composed using the school facilities or grounds are liable for any of the elected and appointed officers, the director of leg- injuries resulting from the negligence of the group during islation, the immediate past president, commissioners, the use. The school district and the group each bear the legislative advocates, district PTA presidents, consul- cost of insuring against its respective risks and shall tants, and National PTA board members residing in bear the cost of defending itself against claims. (See California. Insurance and Loss Prevention Guide.) Their work is accomplished by ten commissions and standing and special committees (Organizational flow facilities use permit: A permit required by most school dis- Chart fig. 1-2). tricts that, when approved, authorizes the PTA to use school 1.4.1 California State PTA Officers and site facilities. Commissions

1.3.5 Working with School Support Groups The ten commissions can be classified into two groups: (1) those dealing primarily with internal, organizational PTAs can work with school support groups in the follow- matters: convention, leadership services, membership, ing ways: programs and member services, communications, and finance; and (2) those dealing with external issues in • Be the volunteer link accountable for school and com- which PTA has a vital interest: community concerns, munity. education, health and parent involvement. • Operate independently of the school system without The commissions are chaired by vice presidents elected benefit of government funds or government controls. biennially by the PTA membership at the annual conven- tion meeting in odd-numbered years. Commissioners • Serve as the single advisory group. are appointed members who serve during the adminis- • encompass all other mandated advisory groups within tration. The treasurer serves as chairman of the finance its organization. commission. • Act as a council of advisory groups. The California State PTA constantly assesses children’s needs to determine where and how PTA action should • Cooperate on special projects with any agency or be initiated or intensified. State convention resolutions, organization with compatible policies, but do not enter letters, and results of studies from unit, council, and dis- into membership with any other group. trict PTAs as well as National PTA programs and priori- ties provide direction to the California State PTA Board • encourage public thinking and understanding in the of Managers. each commission develops its plan of decision-making process for establishing school poli- action based on the goals and priorities of the associa- cy. tion.

PTA Basics California State PTA Toolkit – 2011 17 The work of the commissions is facilitated through spe- Community Concerns commissioners represent the cial committee studies and cooperation with statewide California State PTA on many statewide committees and allied groups, agencies, and coalitions whose goals are commissions devoted to issues such as those listed similar to PTA’s. each commission is responsible for above. The Vice President for Community Concerns and providing leadership and education to unit, council, and one designated commissioner serve on the Legislation district PTAs to help implement the projects and activi- Action Committee. ties that fall within its area of concern. Through PTA in California, The Communicator, the website 1.4.1c COnVenTIOn COMMISSIOn (www.capta.org), and other avenues of communication, The Convention Commission plans, implements, and unit, council, and district PTAs are kept informed of cur- evaluates the annual California State PTA Convention. it rent projects, the progress of studies, and the initiation coordinates all support services with the convention of new projects. center and contracted vendors, including audiovisual 1.4.1a COMMunICATIOnS COMMISSIOn requirements, decorating needs, security, transportation, and setup of the convention site to established specifi- The Communications Commission is responsible for cations. internal and external California State PTA publicity. its work includes news releases and news conferences; Considering the goals and objectives of the president, radio and TV appearances by California State PTA the commission develops the convention program and Board of Managers members; website maintenance designs publications for distribution to the delegates; (www.capta.org); social media outreach; and develop- evaluates the logistics of registration to facilitate the ment, design, and publication of print and digital com- process for delegates; establishes the prospectus for munications including PTA in California, The exhibitors, both commercial and nonprofit; and ensures Communicator, PTA Connects, and SMARTS. it is compliance with legal aspects related to vendors. The responsible for concerns related to mass media and commission is responsible for coordinating, across all their effects on children, youth, and families. commissions and committees, the development and evaluation of conferences that stimulate, educate, and 1.4.1b COMMunITy COnCernS COMMISSIOn train delegates, and must evaluate the budget to deter- mine applicable costs for delegates and exhibitors and The Community Concerns Commission deals with a provide input to the treasurer. variety of concerns within the home, school and commu- nity that affect children and their families including: 1.4.1d eduCATIOn COMMISSIOn School and Community Safety – campus and play- The education Commission focuses on policies, pend- ground safety, home to school safety, teen driving and ing legislation and education trends affecting public passenger safety, firearms safety, gangs, bullying, child- education. education commissioners represent the care licensing, construction safety at and near schools, California State PTA on numerous statewide coalitions internet safety, disaster preparedness and recovery, and committees to bring the parent perspective to poli- educational strategies to reduce school and community cymakers and the public. The commission provides violence, and citizenship; tools and information to actively engage PTAs through- out California in local and statewide efforts to ensure Substance Abuse Prevention – alcohol and drug that every child has the opportunity for an excellent edu- abuse prevention education, alcohol and drug-related cation. driver education, sale of tobacco/alcohol near schools, drug testing, steroid and/or prescription drug abuse edu- 1.4.1e FInAnCe COMMISSIOn cation and prevention; The finance Commission is responsible for developing, Juvenile Justice – student and parent/guardian rights reviewing and updating California State PTA guidelines, and responsibilities, victim and witness rights, delin- policies, and procedures related to the financial man- quency prevention, juvenile justice reform, truancy and agement of PTAs. its work includes providing informa- dropout prevention, threatening phone calls to school, tion regarding compliance with the financial require- foster care, and after-care services for foster youth 18 ments of the PTA bylaws, and the State of California year and older; and irS tax regulations. The commission develops materials and tools used in training financial officers to Violence in Social relationships – physical, sexual, carry out their job duties more effectively and assist verbal and emotional abuse, child abuse and child wel- them in providing for the financial well-being of individ- fare services, missing and exploited children, aid to rape ual PTAs. victims and families, strategies to reduce community vio- lence, child pornography, violence prevention in 1.4.1f HeAlTH COMMISSIOn homes/schools and communities, sexual harassment, peer pressure and bullying, date rape, gay-lesbian, The Health Commission works to promote the develop- bisexual, and transgender issues; and ment of lifelong, positive, health-related attitudes, knowl- edge and behaviors through science-based, preventive environmental Issues – recycling, energy conserva- health education and health literacy in the areas of per- tion, environmental protection. sonal health; consumer and community health; injury prevention and safety; alcohol, tobacco and other drugs;

18 California State PTA Toolkit – 2011 PTA Basics Governance and Operations of the California State PTA

Organizational Flow Chart

PTA members in California

Annual California State PTA Convention

The annual con ven tion meet ing affords the membership, acting through its accredited delegates, an opportunity to participate in: • electing of fic ers; • approving bylaws amendments; • adopting resolutions; and • voting on the Leg is la tion Plat form and Legislation Policies. it is held for the transaction of certain association business and for the instruction, information, and in spi ra tion of the membership.

BOArd OF dIreCTOrS: BOArd OF MAn AG erS: president elected and appointed officers president-elect commissioners, including students nine commission vice presidents legislation advocates secretary district PTA presidents* working through treasurer (chairs Finance Commission) consultants parliamentarian (appointed) immediate past president director of legislation (appointed) National PTA board members residing chairman of district PTA presidents in California (elected by district PTA presidents) *representing units and councils from their respective areas of state

Commissions dealing primarily with Commissions dealing with is sues: internal, or ga ni za tion al matters: Community Concerns Leadership Services education Programs and Member Services Health Membership Parent involvement Communications Convention finance

Committees meeting regularly: Committees on-call: Annual Audit Annual Budget Bylaws Arts Committee Legislation Board Development District PTA Presidents Convention Management resolutions Convention Steering Student involvement Diversity and inclusion Grievance Honorary Service Award Legislation Action Library resource Development Scholarship and Grant Special Needs Special Projects

Fig. 1-2 Organizational Flow Chart

PTA Basics California State PTA Toolkit – 2011 19 nutrition; environmental health; family living; individual office to review, promote, and publish the materials of growth and development; and communicable and chron- the California State PTA and to coordinate service mail- ic diseases. The commission promotes the use of ings containing this material to unit, council, and district engaging instructional strategies for all students and PTAs. Chairman and coordinator positions include those supports coordinated school-health collaborations concerned with the National PTA reflections Program, among parents, schools, communities, institutions, founders Day, historian’s work, scholarships and grants, agencies and organizations, which are essential to the and awards. health and academic success of California’s children and youth. 1.4.1k PArenT InVOlVeMenT COMMISSIOn

1.4.1g leAderSHIP SerVICeS COMMISSIOn The Parent involvement Commission acknowledges par- ents as the first teachers of their child and realizes the The Leadership Services Commission is responsible for integral role that parents play in the total development of strengthening and extending the work of PTA. its activi- the child. ties include providing opportunities for leadership devel- opment and training to unit, council, and district PTAs; The commission supports parents/guardians and family giving guidance in strengthening, organizing, reorganiz- caregivers by strengthening/teaching parenting skills ing, and disbanding unit, council, and district PTAs; and and encouraging involvement in schools and at home, generally augmenting the influence and public under- supporting the understanding of childhood development standing of PTA, its purpose, and work. stages, providing resource materials such as the Parents Empowering Parents (PEP) Guide (Los Padres 1.4.1h leGISlATIOn TeAM Eligen Participar) and the Parent Involvement Pocket Pal (in english and Spanish), and networking with agen- The Legislation Team includes the director of legislation, cies and groups that focus on parent involvement. an advocate for federal issues, and state legislative advocates who specialize in specific issues regarding 1.4.1l STudenT STATe BOArd MeMBerS education, parent involvement, community concerns, and health as these affect children, youth and families. Student State Board Members serve as commissioners on the California State PTA Board of Managers. Student The team works closely with the commissions dealing Commissioners are members of the Student with external issues. The commissions are responsible involvement Committee, assigned to a commission and for preparing background information and authority for included in the planning and presentation of student bills in their subject matter area and for recommending involvement workshops. involving youth on the California appropriate action. Once a position has been adopted, State PTA Board of Managers is part of California State the legislation team is responsible for all further actions PTA’s commitment to training students as community on related legislation. This includes relaying information leaders and advocates by giving students a voice and on PTA positions to legislators and communicating PTA working with them on their concerns. for information on action on legislation-related matters to the constituent applying to become a student state board member, con- organizations of the California State PTA. tact your district PTA president or go to the Student involvement web page at www.capta.org (involving 1.4.1i MeMBerSHIP COMMISSIOn Students 3.6). The Membership Commission develops marketing 1.4.2 Service to unit, Council, and district strategies to promote the value of PTA and increase PTAs statewide membership, coordinates the membership award program and encourages best practices to assist The California State PTA provides mailings, subscrip- units, councils and districts in building an informed team tions, publications, and supplies to unit, council, and dis- of individuals that works on behalf of children and youth. trict PTAs.

The commission promotes the expansion of outreach 1.4.2a SerVICe MAIlInGS and inclusion efforts that embrace the diversity of our communities, recognize that everyone has value, pro- Current California State PTA and National PTA materials vide a welcoming environment, build trusting relation- are compiled and distributed to unit, council, and district ships; share information, and empower and motivate PTAs to support planning and implementing programs members to successfully advocate for the needs of stu- and projects. Presidents should become familiar with all dents. materials received and share the contents with the executive board, giving specific items to officers and 1.4.1j Programs and MeMBer SerVICeS COMMISSIOn chairmen for their use. The Programs and Member Services Commission coor- Service mailings are distributed free to the following: dinates the implementation of programs offered through unit, council, and district PTA presidents; council and California State PTA and promotes their use. it also, district PTA counselors; district PTA officers and commit- promotes the use of programs offered through National tee chairmen; district PTA offices; California State PTA PTA, and seeks out opportunities for new appropriate Board of Managers and Advisory Board members. and pertinent programs from other organizations. The commission also works with the California State PTA

20 California State PTA Toolkit – 2011 PTA Basics Governance and Operations of the California State PTA

1.4.2b CAlIFOrnIA STATe PTA neWSleTTer To subscribe to the California State PTA Legislation Alert listserv, e-mail [email protected] or call As a service of the California State PTA, PTA in 916.440.1985. The listserv includes members of the California, the official newsletter of the California State California State Board of Managers, district PTA offices PTA, issued six times per year, is sent without charge and legislation chairmen, council presidents and legisla- to: unit and council presidents; council and district PTA tion chairmen, and subscribers. counselors who hold no other board position; district PTA board members; California State PTA Board of each week while Congress is in session, National PTA Managers and Advisory Board members; district PTA publishes This Week in Washington, a free electronic offices; California State PTA past presidents; county and newsletter, so that members and non-members can district superintendents of schools in California; mem- learn about what’s happening in Washington, D.C., and bers of the State Board of education; National PTA about federal legislative issues of interest to child advo- Board members; state PTA newsletter editors; allied cates. To subscribe, visit the National PTA website, agencies; members of the state legislature; and others www.pta.org/ia_newsletters.html. at the discretion of the California State PTA president. Others may subscribe annually or view the newsletter 1.4.2f PuBlICATIOnS And SuPPlIeS online at www.capta.org. All subscriptions begin when Both the California State PTA and National PTA prepare payment is received and end with the final issue of the a great variety of published material for the benefit of year. PTA leaders and members. Publications are listed by 1.4.2c The CommuNiCAToR subject area, with a brief description of how they may be helpful in PTA work, in the List of PTA Materials, avail- The Communicator contains organizational news, infor- able online at www.capta.org and in the Toolkit mation on current projects, and helpful suggestions for introduction section. Costs of PTA publications for use of PTA leaders. it is distributed free to the California State officers and chairmen should be included in the annual PTA Board of Managers, including district PTA presi- budget. dents, and is also available by subscription. Order forms with current prices are included in the List 1.4.2d ouR ChilDReN of PTA Materials in the Toolkit introduction section. All orders are subject to shipping and handling charges. Our Children is published monthly by the National PTA for information on how to order materials or subscribe except for bimonthly issues of June/July, to PTA publications, refer to the resources and August/September, and December/January (nine issues Subscription page in the introduction of the California annually); it provides both in-depth coverage of educa- State PTA Toolkit. tional issues and news of PTA activities and includes What’s Happening in Washington. One subscription is entered automatically for each unit and sent directly to the president. Members of the California State PTA Board of Managers, including dis- trict PTA presidents, also receive subscriptions automati- cally. Others may subscribe annually from the National PTA, www.pta.org. The subscription year begins with the August/September issue.

1.4.2e leGISlATIOn neWSleTTerS And rePOrTS Sacramento Update, a newsletter prepared and distrib- uted by the California State PTA, reports on current state legislation that affects the education, health, safety and protection of children and youth and includes a brief summary of federal legislation. it is published five times annually in July, October, January, february/March, and April/May and is distributed free to the California State PTA Board of Managers. it is also posted on the California State PTA website, www.capta.org. The California State PTA Legislative Action Report is prepared following meetings of the Legislation Action Committee, scheduled January through July, as appro- priate. it is distributed through the California State PTA Legislation Alert e-mail listserv and posted electronically on the California State PTA website. Updated informa- tion on PTA’s positions on proposed legislation can be accessed on the California State PTA website, www.capta.org, Advocacy, Current Legislation Tabs.

PTA Basics California State PTA Toolkit – 2011 21 1.5 California State PTA Brief Statements on Current Issues

The California State PTA is a nonpartisan association that, in accordance with the third Purpose of PTA, advocates at both the state and local levels “to secure adequate laws for the care and protection of children and youth.” PTA takes positions on issues, but never on candidates. Nonpartisan means California State PTA shall not be controlled by, asso- ciated with, or in support of the interests of any one political party or individual.

refer to the California State PTA Toolkit, available in english and Spanish, and the California State PTA Resolutions Book for more information on these topics and PTA’s positions as summarized in these brief statements on current issues. Copies of the resolutions and position statements are available on the California State PTA website, Advocacy section (www.capta.org). Other resources include National PTA’s Quick Reference Guides and the National PTA web- site, www.pta.org.

references for each statement are listed in italics. Position statements may be found in the California State PTA Toolkit and resolutions in the Resolutions Book. While the references listed below are not exhaustive, a complete list of references can be found in the Advocacy Topic index at the beginning of the Advocacy section of the Toolkit. PTA encourages its members to make a thorough study of the position statements and resolutions on which these brief issue statements are based.

1.5.1 Arts in education 1.5.3 Behavioral Health and Social emotional PTA believes visual and performing arts should be a development basic and integral part of a balanced curriculum for all PTA believes that greater awareness is needed in students. PTA supports measures that would guarantee understanding issues related to behavioral health and funding for high-quality arts education programs from social emotional development. PTA believes such con- pre-kindergarten through grade 12. cerns and other external and internal barriers to learning PoSiTioN STATemeNT: and teaching must include collaboration within the Arts in Education school community. Collaboration is essential in planning and implementing a full range of interventions to pro- ReSoluTioNS: mote behavioral health and social emotional develop- st Education: A 21 Century Vision (2005) ment, and provide a systemic approach to prevention, Arts Education (1998) early intervention, and treatment of manifesting prob- lems.

1.5.2 Assessment PoSiTioN STATemeNT: PTA believes that standards and assessment must be Behavioral Health and Social Emotional Development integral parts of the instructional process. Content and ReSoluTioNS: performance standards should reflect the full range of Increasing Counselor to Student Ratio in Schools (2000) both knowledge and skills in specific subject areas, be Mental Illness: Treatment and Support (1999) linked to the curriculum frameworks, and should indicate Self-Esteem and Personal and Social Responsibility levels of mastery of skills. The overall goal of any stu- Awareness (1991) dent assessment program should be to identify what Suicide Prevention Education and Awareness (1983) students know and how well they can apply that knowl- Treatment Centers for the Sexually Abused (1978) edge. Tests should not be limited to multiple choice or true/false questions, but must provide a variety of ways for students to demonstrate what they have learned. PTA believes that the systemic analysis and use of 1.5.4 Categorical Programs assessment data to guide instruction is a key factor in the improvement of student outcomes and in closing the PTA believes in local control of educational decisions achievement gap. when it is in the best interests of students to make these decisions locally, but supports the development and PoSiTioN STATemeNT: implementation of categorical programs to ensure that Assessment (Statewide) the educational needs of all students are addressed. if ReSoluTioN: student needs are to be properly addressed under a Achievement: Eliminating the Gap (2009) system that grants program flexibility to school Longitudinal Integrated Statewide Data System (2008) districts/local schools, the California Department of Student Assessment, Achievement and Accountability education must establish stringent guidelines and (2000) accountability standards to ensure that the focus on stu- dent learning is maintained and that all children’s educa- tional needs are appropriately served.

PoSiTioN STATemeNTS: Education: Categorical Programs Public Involvement in School Governance

22 California State PTA Toolkit – 2011 PTA Basics California State PTA Brief Statements on Current issues

ReSoluTioN: 1.5.8 Choice in education Specially Funded Programs (1981) PTA believes it is important for parents, educators and community members to acknowledge that no one edu- 1.5.5 Child Abuse cational program is best for all students. Parental PTA supports building community awareness of the “choice” may be defined as giving parents the right to problem of child abuse, encouraging the development of select their children’s schools from among a range of services for abused children and abusers. PTA believes possible options. PTA supports parental choice within schools, law enforcement, courts and social services the public school system based on the academic and agencies should work cooperatively in handling cases of individual education needs of students and on consider- suspected child abuse. PTA supports education and pre- ation for the child care needs of working parents. PTAs vention programs to protect children from physical, sex- should work with school districts in seeking creative ual, verbal, psychological abuse or neglect. PTA sup- ways to provide alternative programs. ports training for school and law enforcement personnel PoSiTioN STATemeNTS: to enable them to recognize, report and deal with the Education: Parental Choice in Public Schools trauma of an abused child. Charter Schools PoSiTioN STATemeNTS: Child Abuse 1.5.9 Civic Mission of Schools Child Victims/Witnesses Rights PTA recognizes the importance of understanding the ReSoluTioNS: rights and obligations of civic responsibility. PTA sup- Mental Illness: Treatment and Support (1999) ports increased collaboration between schools and com- Treatment Centers for the Sexually Abused (1978) munities to promote responsible citizenship, and urges PTA units, councils and districts to be active in register- ing and encouraging young people to vote. 1.5.6 Child Care and Before- and After- School Options for Children and youth ReSoluTioN: Support for the Civic Mission of Schools (2006) PTA 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 1.5.10 Class Size reduction children of various ages. The PTA further believes that PTA believes that the introduction of a class size reduc- high quality before- and after-school programs for all tion program in grades K-3 is a successful and historic children and youth can provide engaging and enriching first step in a long-range commitment to the educational environments. employers should be encouraged to needs of the children of California. Successful class size adopt policies to help meet the needs of families with reduction must include a separate physical area to children. accommodate each group of 20 students and the PoSiTioN STATemeNTS: assigned certificated teacher; flexibility in class structure Before- and After-School Options for Children and Youth that may include combination classes; minimal flexibility Child Care in class size providing the school-wide average class size reduction is maintained; assignment of teachers ReSoluTioN: who are well-trained; and a firm funding commitment to Support for Quality Child Care (1986) make reduced class size an ongoing priority.

PoSiTioN STATemeNT: 1.5.7 Children With Special needs Reduced Class Size in Grades K-3

PTA believes that all children with special needs should ReSoluTioNS: receive a free and appropriate public education in the Class Size Reduction Flexibility (2005) least restrictive environment possible. PTA further Class Size Reduction (1996) believes it is essential that state and federal govern- ments appropriate adequate resources to fully fund all mandated special education programs and services. 1.5.11 Computers and Internet use

PoSiTioN STATemeNTS: PTA encourages parents to be fully aware of their chil- Education of English Language Learners dren’s access to the use of computers and the internet Funding of Mandated Programs: Effect on Public and to assist them in the selection of programs and Education games to be used in the home or in the classroom. Parents should teach their children how to evaluate ReSoluTioNS: what they see and hear, and should frequently monitor Individuals with Disabilities Education Act (IDEA) programs and games for content. Parents should also Underfunding (2007) be aware of how to effectively supervise and guide their Learning Disabilities and Learning Disabilities in Gifted children’s access to appropriate material and to the Children (2000) internet which can, when properly used, be a fun, safe Attention Deficit Disorder in Children (1998) and effective way for children to gain knowledge and information. PTA opposes internet sites and computer

PTA Basics California State PTA Toolkit – 2011 23 products that are offensive, that advertise products to units, councils and PTA districts to identify needs and children that are hazardous or deceptive, or that coerce maintain a current listing to inform their members of or exploit children and youth. PTA supports equal appropriate services and resources within their commu- access to technology for all students, including hard- nities that provide information and assistance to families ware, integrated curriculum, staff training, and funding. involved in domestic violence.

PoSiTioN STATemeNTS: PoSiTioN STATemeNTS: Mass Media and the Family Assistance to Families in Need Television and Video Viewing Child Abuse Video Game Sites Family Services Responsibility of Society to the Family ReSoluTioNS: Internet Access for California Classrooms (2000) ReSoluTioNS: Online Safeguards for Internet Use by Children and Mental Illness: Treatment and Support (1999) Youth (1997) Family Preservation: An Alternative to Out-of-Home Computer Technology in Education (1983) Placement (1990) Violence in the Home (October 1977) 1.5.12 delinquency Prevention 1.5.15 drug, Alcohol and Tobacco Abuse PTA supports delinquency prevention programs that include early identification of youth “at risk” and provide Prevention/Intervention and Awareness the services necessary to support the physical, social, PTA believes that awareness, prevention and interven- mental and educational development of these children tion efforts must involve the home, school and communi- and youth. Such programs should include the utilization ty and that the issue of substance abuse should be of community resources for child and family counseling addressed through improvement of family communica- and the provision of educational assistance necessary tion skills, knowledge of primary education programs, to ensure opportunities for success in school. and the development of school and community student PoSiTioN STATemeNTS: assistance programs. Before- and After-School Options for Children and Youth PoSiTioN STATemeNT: Character Education Prevention and Intervention Programs Delinquency Prevention ReSoluTioNS: Prevention and Intervention Programs Social Host Accountability and Underage Drinking (2009) ReSoluTioNS: Student Substance Abuse: Alternatives to Zero Student Substance Abuse: Alternatives to Zero Tolerance (2003) Tolerance (2003) Alcohol and Tobacco Use in Youth: Education, Increasing Counselor to Student Ratios in Schools (2000) Prevention and Intervention (2002) Mental Illness: Treatment and Support (1999) Tobacco Advertising that Targets Youth (1993) Alcohol Beverage Advertising that Targets Youth (1992) 1.5.13 disaster Preparedness and emergency Limiting Concurrent Sales of Gasoline and Alcohol and Planning the Proliferation of Outlets (1985) Primary Prevention of Substance Abuse (1979) PTAs should work with school district personnel and Community Drug Abuse Prevention Programs (1970) other community agencies in the development, imple- Drug Advertising (1970) mentation and updating of disaster preparedness and emergency plans. PTAs should work to promote public 1.5.16 education awareness and provide information on what can be done in case of an emergency. (See Safety and Safety PTA believes that children and youth have the right to education.) equal educational opportunities through public education to develop their capabilities to the maximum, and that a PoSiTioN STATemeNT: closer relationship between the home and school must Safe School Environments be established to promote more effective parent partici- ReSoluTioNS: pation in the education of children and youth. PTA sup- Food Safety and Anaphylaxis in Schools (2004) ports high professional standards for teachers, adminis- Threatening Phone Calls to Schools (1990) trators and school staff, and equal access to a quality Disaster Preparedness (1986) curriculum, instructional materials, and facilities for all Emergency School Bus Evacuation (1973) students. PTA believes that all students are entitled to an equitable education to achieve their potential and 1.5.14 domestic Violence become contributors to our global economy. PTA advo- cates for legislation and public policies that improve PTA recognizes that children and youth subjected to academic achievement for all students in order to devel- domestic violence, even if not physically assaulted op the workforce of the future and to eliminate the themselves, may suffer deep and lasting emotional achievement gap. Public schools must be a major priori- effects and are more likely to continue the cycle of ty of the people and state of California. abuse from one generation to the next. PTA urges its

24 California State PTA Toolkit – 2011 PTA Basics California State PTA Brief Statements on Current issues

PoSiTioN STATemeNTS: Toxins (Persistent and Bioaccumulative) and Their Basic Education Effects on Children (2002) Character Education Protection of Children from the Harmful Effects of Credentialed School Personnel Aircraft Emissions (1998) Education: Higher Education Location of Toxic/Hazardous Materials Sites (1985) Education of English Language Learners Hazardous Waste Management (1980) Education: Support of Public Education Education: The Early Years, Ages 3 to 6 1.5.18 Family life education/Family Planning Education: The Elementary Years, Ages 6 to 10 Education: The Middle Years, Ages 10 to 14 PTA believes the primary responsibility for family life/sex Education: The High School Years, Ages 14 to 18 education belongs in the home. PTA also believes Funding of Mandated Programs: Effect on Public schools have a responsibility to provide education pro- Education grams that offer preparation for family living, including Instructional Materials medically accurate, age-appropriate, comprehensive sex Library Services education and HiV/STD prevention education. PTAs Public School Employer-Employee Negotiations have a responsibility to see that qualified people are Safe School Environments trained to plan and implement these programs. PTA also School Closure believes all people seeking family planning guidance School-to-Career/Technical Education should be able to receive services compatible with their Special Education beliefs and needs. PTA is concerned for maternal and Student Records child health and responsible parenthood necessary for Year-Round Education the creation of a secure family atmosphere.

ReSoluTioNS: PoSiTioN STATemeNTS: Achievement: Eliminating the Gap (2009) Family Planning Education: A 21st Century Vision (2005) Health Care Access for Children, Youth, Pregnant School-to-Career for All Students (2001) Women and Their Families Teacher Quality: Recruitment, Retention and Resources Prevention of Teen Pregnancy (2001) ReSoluTioN: Early Childhood Development and Education (2000) HIV/STD Prevention Education in Our Schools (2009) Increasing Counselor to Student Ratios in Schools (2000) Learning Disabilities and Learning Disabilities in Gifted 1.5.19 Firearm Safety Children (2000) PTA supports state and federal restrictions on firearms Student Assessment, Achievement and Accountability that would require a waiting period and background (2000) check on those purchasing firearms, outlaw military- Developmentally Appropriate Physical Education (1999) style semi-automatic assault weapons, require firearms Financial Literacy for Youth (1999) offered for sale or transfer be equipped with a child- proof trigger lock, and ban the sale of “Saturday night 1.5.17 environmental Protection specials” (handguns) and the sale of firearm ammunition that is armor-piercing. PTA also supports firearm safety PTA believes it is evident that the deteriorating quality of awareness and education programs including risks of the environment creates conditions that are injurious to unsecured firearms in the home, and the availability and health and threaten human survival. PTA recommends proper use of trigger locks and other safety devices, and that programs be initiated to inform and alert communi- regulations supporting state certified courses in appro- ties about the injurious effects of environmental pollution priate firearms use and safety practices including proper and that they support the location of toxic/hazardous storage. PTA supports state and federal legislation disposal sites at a safe distance from residential or agri- and/or regulations that require all handgun owners to cultural areas. PTA encourages schools and communi- hold a periodically renewed license that includes a ties to implement eco-friendly programs and practices. hands-on proficiency test in order to purchase, receive PTA further encourages school districts to implement or possess a handgun and at all instances of transfer of and emphasize education code provisions that state stu- ownership. dents shall receive instruction concerning the environ- ment so they will value natural resources and learn how PoSiTioN STATemeNTS: to protect these resources. Firearms Toy Look-Alike Guns PoSiTioN STATemeNTS: Energy Conservation ReSoluTioNS: Environmental Health and Environmental Education Licensing and Registration of Handguns (2000) Lead Poisoning Firearm Safety Devices (1999) Use of Pesticides in and Around Schools Ban on the Manufacture and Sale of Saturday Night Specials/Junk Guns (1997) ReSoluTioNS: Comprehensive Waste Reduction in Schools (2007) Indoor Air Quality (IAQ) in Schools (2007)

PTA Basics California State PTA Toolkit – 2011 25 1.5.20 Foster Families ReSoluTioNS: Credentialed School Nurses (2005) PTA promotes an awareness of the need for more Sun Safety: Skin Cancer Prevention Measures at trained foster families, kinship care and guardianship in School (2005) the dependency system. PTA supports legislation pro- Healthy Lifestyles for All Children (2004) viding kinship care with the same remuneration as non- Breakfast in Every School (2003) kinship foster care and increased reimbursement to fos- Antibiotic Resistance Awareness (2002) ter and kinship foster families. PTA supports the continu- Mental Illness: Treatment and Support (1999) ance of youth aged 18 in foster or kinship care or guardianship until completion of high school and the development of a support network for adult children 1.5.23 Health Care Access for Children, youth leaving the foster care system transitioning into indepen- and Pregnant Women dent living, including higher education opportunities. PTA understands the importance of good health to a PoSiTioN STATemeNT: child’s quality of life. PTA believes that all children, youth Education: Higher Education and pregnant women are equally entitled to appropriate, confidential and timely health care. PTA recognizes that ReSoluTioN: basic preventive health care can prevent permanent dis- Foster Families (1999) ability or lengthy remediation and supports efforts to pro- vide equal access to quality, affordable, basic preventive 1.5.21 Gangs health care for all children, youth and pregnant women.

PTA recognizes the harmful impact of gangs on our chil- PoSiTioN STATemeNT: dren, youth, and communities. education is the first and Health Care Access for Children, Youth and Pregnant most important step in awareness of gangs and gang Women activities. PTA promotes educational programs that ReSoluTioNS: enable parents and school personnel to identify potential Credentialed School Nurses (2005) gang affiliation and work aggressively to protect and dis- Increased School Nurse to Student Ratios (1997) courage their children from gang involvement. PTA believes that good human relations, fostering individual and intergroup respect, understanding and appreciation, 1.5.24 Juvenile Justice must be an important force in working toward prevention PTA supports a juvenile justice system that emphasizes and solution of problems in schools and communities. rehabilitation of juveniles and holds offenders account- PoSiTioN STATemeNTS: able and responsible for their actions. PTA recognizes Character Education the need for community-based programs to help solve Delinquency Prevention the problems of status offenders. Gang Awareness PoSiTioN STATemeNTS: Human Relations Juvenile Offenders in the Justice System Inclusiveness and Diversity Status Offenders Prevention and Intervention Programs Safe School Environments ReSoluTioN: Juvenile Justice Reform – A Priority (1983) ReSoluTioNS: Violence Prevention in the Schools (1999) School Absenteeism and Dropouts (1996) 1.5.25 Juveniles’ names in the Media Strategies to Reduce School, Family and Community PTA supports laws that prohibit disclosure to the news Violence (1995) media of names of juveniles subject to legal proceed- ings due to arrest. 1.5.22 Health ReSoluTioN: PTA understands the importance of good health (nutri- Use by Mass News Media of Names of Juveniles in tional, physical, mental, psychological and social well- Police Matters (1971) being) to a child’s quality of life and believes it is neces- sary for the optimum physical, behavioral and intellectu- 1.5.26 Mass Media al development of each individual. PTA believes the home, school and community each bear responsibility PTA believes parents and the mass media each have a for the health of all children and youth. responsibility to provide enriching experiences for chil- dren and youth. Producers of mass media have a PoSiTioN STATemeNTS: responsibility to consider how their messages, images Health Education and products affect children and youth. Parents are Behavioral Health and Social Emotional Development encouraged to guide their children in the choice of all Chronic Illness Care in California Public Schools media products, teach their children how to evaluate Nutrition Education what they see and hear, and inform proper authorities Physical Education (K-12) when it appears that federal, state or local laws prohibit-

26 California State PTA Toolkit – 2011 PTA Basics California State PTA Brief Statements on Current issues ing the sale/distribution of obscene/pornographic materi- 1.5.29 Parent Involvement als to minors are being violated. PTA believes that parents are children’s first teachers, PoSiTioN STATemeNTS: and that parent involvement is essential throughout a Mass Media and the Family child’s education experience. All children and youth Video Game Sites should have the opportunity to develop their abilities to ReSoluTioNS: their fullest potential, and research has shown that Online Safeguards for Internet Use by Children and greater parental involvement in children’s education Youth (1997) results in higher levels of student achievement. involved Television Literacy and Program Accountability (1993) parents bring skills in parenting, advocacy, communica- Opposition to Televised Commercials in California tion, learning support, and volunteerism to promote the Classrooms (1990) well-being of their children. involved parents make good Admission of Minors to R-Rated Films (1981) citizens and participate in the community both as advi- Quality of Life Portrayed on Television (1979) sors and decision makers to promote the well-being of all children and their families. PTA can help bring fami- lies and schools together. Schools have a role to play as 1.5.27 Missing and exploited Children well. PTA believes that school practices to promote PTA supports funding and operation of information cen- involvement through outreach, programs/operations, ters that provide multi-jurisdictional coordination of engagement, community building, and support services efforts to find missing children. PTA believes law have a statistically significant and direct influence on enforcement should be required to respond immediately student success and involvement. to take the steps necessary to locate missing minors, PoSiTioN STATemeNTS: and supports stringent punishment for perpetrators of Education: Support of Public Education serious crimes against children and youth. PTA supports School-Based Decision Making raising awareness among parents and the public about the issue of missing and exploited children. ReSoluTioN: Achievement: Eliminating the Gap (2009) PoSiTioN STATemeNT: Missing and Exploited Children 1.5.30 Parenting education ReSoluTioN: Child Trafficking in California (2010) PTA believes that parents, guardians and all adults Promoting the Inclusion of Nonpublic Schools on responsible for the nurturing of children should be pre- California’s Megan’s Law Registered Sex Offender pared to exert a constructive influence on the develop- Database (2009) ment of children in their care. PTAs have the responsi- bility to offer parenting education programs/information to their members and to the community at large. 1.5.28 nutrition education PoSiTioN STATemeNT: PTA believes it is important to promote healthy lifestyles Parenting Education and Skills Development and positive attitudes about nutrition in children and adults. Adequate nutrition is necessary for the optimum physical, behavioral and intellectual development of 1.5.31 Preschool each individual. PTA believes that everyone benefits PTA supports efforts to ensure that all children have from nutrition education and access to nutrition informa- opportunities to attend high-quality developmentally tion through curriculum, parent and community nutrition appropriate preschool programs, to develop readiness education programs, and community collaboration. PTA skills they need to become successful academic learn- believes school lunch program availability should be ers and to close the achievement gap. promoted and supports legislative efforts to improve PoSiTioN STATemeNTS: nutrition standards in schools. PTA has consistently sup- Basic Education ported school breakfast and lunch programs and urges Education: The Early Years, Ages 3 to 6 school districts to maximize state and federal funds so that all children may have access to nutritious meals. ReSoluTioNS: Education: A 21st Century Vision (2005) PoSiTioN STATemeNT: Early Childhood Development and Education (2000) Nutrition Education

ReSoluTioNS: 1.5.32 Professional development Healthy Lifestyles for All Children (2004) Breakfast in Every School (2003) PTA believes that ongoing, relevant professional devel- Nutrition Education (1991) opment programs are essential for all school personnel School Nutrition Programs: Improvement and Expansion in order to provide a quality education and learning envi- (1991) ronment for all children, and to answer the professional Nutrition Education for Adults (1978) needs of the individual and the individual school site. School Lunch Milk Requirements (1972) Professional development should enable teachers and administrators to work effectively with all parents/guardians and with service providers to meet

PTA Basics California State PTA Toolkit – 2011 27 the needs of our diverse student population. PTA sup- 1.5.34 School Attendance ports a longer instructional school year and instructional PTA encourages parents, students, school district gov- school day to provide increased time for both profes- erning boards, school staff and communities to work sional development and for student-teacher together to develop school attendance policies regard- contact/instructional time. ing absenteeism, truancy and suspensions. for chronic PoSiTioN STATemeNT: truants, PTA urges the establishment of educational Credentialed School Personnel alternatives, counseling centers and in-school suspen- ReSoluTioNS: sions. PTA encourages school districts to utilize School Education: A 21st Century Vision (2005) Attendance review Boards (SArBs), whose purpose is, Teacher Quality: Recruitment, Retention and Resources through the coordinated efforts of schools and communi- (2001) ty agencies, to divert students with school-related prob- lems from the juvenile justice system. 1.5.33 Safety and Safety education PoSiTioN STATemeNTS: Delinquency Prevention PTAs have a responsibility to identify safety hazards in Juvenile Offenders in the Justice System the home, school and in the community. PTAs should Prevention and Intervention Programs promote family and community awareness of safety Safe School Environments issues and provide information on safe practices. Status Offenders

PoSiTioN STATemeNTS: ReSoluTioNS: Before- and After-School Options for Youth Student Substance Abuse: Alternatives to Zero Environmental Protection (Toxic/Hazardous Materials) Tolerance (2003) Gang Awareness Violence Prevention in the Schools (1999) Lead Poisoning Attention Deficit Disorder in Children (1998) Safe School Environments School Absenteeism/Dropouts (1986) School Bus Safety Toy Look-Alike Guns 1.5.35 School-Based Health Clinics ReSoluTioNS: Teen Driving (2009) PTA believes that access to quality health care is essen- Safe Routes to School (2008) tial to sound health practices and recognizes that ado- Sun Safety: Skin Cancer Prevention Measures at lescents as a group are the most under-served popula- School (2005) tion in terms of health care. School-based and school- Food Allergy and Anaphylaxis in Schools (2004) linked health centers give young people access to Playground Surface Safety (2002) health care they might otherwise not have. PTA believes School Traffic and Pedestrian Safety Improvement (2001) that local community support is the key to the success Safety Helmets for Scooter, Skateboard and Skate of any school-based or school-linked health center, and Users Under the Age of 18 (2001) that parent and student involvement should be a major Firearm Safety Devices (1999) part of the planning. Protection of Students from the Effects of Excessive PoSiTioN STATemeNT: Noise (1998) School-Based/Linked Health Centers Violence Prevention in the Schools (1999) ReSoluTioNS: Ban on the Manufacture and Sale of Saturday Night Credentialed School Nurses (2005) Specials/Junk Guns (1997) Increased School Nurse to Student Ratios (1997) Online Safeguards for Internet Use by Children and Youth (1997) Regulation of Liquor Licenses Near Schools (1997) 1.5.36 School discipline Playground Equipment Safety Standards (1996) PTA believes that every child is entitled to a safe and Firearm Safety and Awareness (1995) peaceful school environment. Schools must provide Strategies to Reduce School, Family and Community orderly, empowering, nonviolent surroundings with clear Violence (1995) behavioral expectations, and discipline policies that are School Bus Safety (1993) fairly and consistently administered, and that recognize Bicycle Safety Helmets (1991) positive behavior. PTA further believes in preventive dis- Fireworks: Hazards to Youth (1990) cipline that fosters positive social interaction, encour- School Buildings and Railroad Safety Requirements ages strong bonding within families, and creates attach- (1990) ments within the community. School personnel must Mitigating Earthquake Hazards in Public Schools (1989) involve students, parents, and community members in Seat Belts: Rear Shoulder/Lap Safety Belts in the development and implementation of discipline poli- Passenger/Multipurpose Passenger Vehicles (1989) cies that create a safe and peaceful school environ- Background Checks for Ice Cream Truck Vendors (1986) ment. early intervention programs in school and in the Disaster Preparedness (1986) community, through coordinated efforts of law enforce- Seat Belt and Child Restraint Usage (1983) ment and social service agencies, are needed to end

28 California State PTA Toolkit – 2011 PTA Basics California State PTA Brief Statements on Current issues alienation that often leads to anti-social and criminal 1.5.39 School Violence and Vandalism: behavior. Prevention and Accountability PoSiTioN STATemeNTS: PTA encourages parents, students, school district gov- Delinquency Prevention erning boards, school staff and communities to provide Safe School Environments information regarding indicators and circumstances that Status Offenders may lead to school violence, and to work together to ReSoluTioNS: develop preventive programs that create a safe and Student Substance Abuse: Alternatives to Zero peaceful school environment. PTA supports the avail- Tolerance (2003) ability of adequate counseling and other support ser- Violence Prevention in Schools (1999) vices in the schools. PTA believes that offenders must be held accountable for their actions, and that victims should receive restitution. 1.5.37 School Finance PoSiTioN STATemeNTS: PTA believes adequately financing our public schools, Delinquency Prevention including programs, staffing and facilities, is necessary Gang Awareness to ensure a quality education for all students. The deter- Inclusiveness and Diversity mination of an adequate level of funding and resources Juvenile Offenders in the Justice System for public schools must be a top priority for PTA and Safe School Environments community members and policymakers at every level of Status Offenders government. PTA strongly supports Proposition 98, California’s constitutional guarantee of minimum state ReSoluTioNS: funding for public schools. PTA also supports ongoing Violence Prevention in the Schools (1999) efforts to explore new models of public school funding Strategies to Reduce School, Family and Community that would ensure a quality education for every student. Violence (1995) Violence and Vandalism (1980) PoSiTioN STATemeNT: Education: Higher Education Education: Support of Public Education 1.5.40 Suicide Prevention education and Awareness ReSoluTioNS: Financing California’s Public Schools (2007) PTA believes that in order for parents to engage in School Transportation: Equitable Funding (2004) efforts to prevent suicide attempts, it is useful to become Equalized Base Revenue Limit Funding (1991) familiar with some of the characteristics associated with Adequate and Equitable State School Finance System suicide, which may or may not be direct causes. Suicide (1987) prevention plans should involve the support of families, School Funding (1981) schools, and communities working together as part of a School Transportation (1981) comprehensive coordinated school health system that Support of Public Education, PTA Priority (1980) considers resiliency and youth development assets in School Finance (1976) pursuit of the goal of preventing suicide attempts. PoSiTioN STATemeNTS: 1.5.38 School-to-Work/Career Behavioral Health and Social Emotional Development Safe School Environments PTA believes all students must have equal access to an Suicide Prevention education and Awareness education that meets the needs of today’s high-skill, high-technology workplace. A broad-based School-to- Work/Career or Linked Learning (Multiple Pathways) ReSoluTioNS: program prepares all students for lifelong learning and Student Substance Abuse: Alternatives to Zero successful transitions to career and advanced educa- Tolerance (2003) tion. Students need academically rigorous instructional Mental Illness: Treatment and Support (1999) programs as well as opportunities to apply their acade- Suicide Prevention Education and Awareness (1983) mic and technical skills to the world of work. School-to- Work/Career or Linked Learning programs should pro- 1.5.41 Television Programming mote mastery of both academic and career performance PTA opposes censorship of the media. However, PTA standards to enable all students to make informed believes the first Amendment was not designed to pro- career decisions. tect the economic interests of broadcasters or advertis- PoSiTioN STATemeNT: ers. According to the federal Communications Act, it is School-to-Career Technical Education the responsibility of station owners/management to pro- vide programming in the “public interest, convenience ReSoluTioN: Achievement: Eliminating the Gap (2009) and necessity.” PTA urges parents to communicate their Education: A 21st Century Vision (2005) concerns about programming to broadcasters. School-to-Career for All Students (2001) PoSiTioN STATemeNT: Television Programming

PTA Basics California State PTA Toolkit – 2011 29 ReSoluTioNS: Television Literacy and Program Accountability (1993) Opposition to Televised Commercials in California Classrooms (1990)

1.5.42 Television Viewing PTA believes it is necessary to develop an aware view- ing public able to understand the explicit and implicit messages in television programs and commercials, and that TV viewing skills should be included in the K-12 curriculum. PTA encourages parents to watch TV with their children. PTA urges members to monitor TV pro- grams and communicate suggestions/concerns to TV stations, networks, cable TV broadcasters and spon- sors, and urges members to commend programs acceptable for family viewing.

PoSiTioN STATemeNTS: Mass Media and the Family Television and Video Viewing

ReSoluTioN: Television Literacy and Program Accountability (1993)

1.5.43 Vouchers PTA opposes vouchers, tuition tax credits or other edu- cation-related expenses for students that would divert public funds to private or parochial elementary and sec- ondary schools. PTA believes these funding methods would have a detrimental effect on our public school system, and do not provide the means for bringing about improvement in public schools. PTA supports our system of public education as the major vehicle for per- petuating the basic values of a democratic system of government, and believes all levels of government, including local, state and federal, must share in provid- ing adequate funding for public schools.

PoSiTioN STATemeNTS: Education: Opposing Vouchers, Tuition Tax Credits and Deductions as Systems of Education Aid Education: Support of Public Education

ReSoluTioN: Tuition Tax Credits (1982)

1.5.44 youth Involvement PTA supports youth involvement within its governance and activities, believing that youth provide valuable insights on issues and programs that affect them, and supports meaningful youth involvement with state, regional and local government, and public and private agencies and organizations.

ReSoluTioN: Youth Involvement (2004)

30 California State PTA Toolkit – 2011 PTA Basics TK02_Mgmnt_2011_02-11 PTA management 7/04 bw 8/1/11 3:52 PM Page 31

PPTTAA MMaannaaggeemmeenntt Table of Contents

2.1 Association Meetings ...... 33 2.1.1 Compliance with Americans with Disabilities Act 33 2.1.2 Program Planning 33 2.1.3 Suggestions for Program Format 34 2.1.4 Announcements and Materials 34 2.1.5 Conducting PTA Meetings 34 2.1.6 Parliamentary Procedure 37 2.1.7 Steps to Making a Motion 37 2.1.8 Amendments 37 2.1.9 The Agenda 38 2.1.10 Evaluation 38 2.2 Nominations and Elections ...... 38 2.2.1 Electing the Nominating Committee 38 2.2.2 Selecting Nominees 40 2.2.3 Contacting Nominees 40 2.2.4 The Election 40 2.2.5 Questions and Answers 42 2.3 Guide to Executive Leadership ...... 42 2.3.1 Executive Board 43 2.3.2 Conflict of Interest Policy 43 2.3.3 Brainstorming 44 2.3.4 Goal Setting 44 2.3.5 Procedure Book 45 2.3.6 Annual Historian Reports 46 2.3.7 PTA Records 46 2.3.8 Involving School Administrators and School Community 46 2.3.9 Responsibilities of Officers and Chairmen 48 2.3.10 Professional Governance Standards 48 2.3.11 Whistleblower Policy 49 2.3.12 Recommended Officers and Chairmen 50 2.3.13 President 50 2.3.14 Secretary 54 2.3.15 Historian 55 2.3.16 Parliamentarian 55 2.4 Bylaws for PTAs in California ...... 56 2.4.1 Changing Bylaws 56 2.4.2 Standing Rules 56 2.4.3 Conflict Management 57 2.4.4 Controversial Issues in Association Meetings 58 2.4.5 Violations of PTA Bylaws, Policies, or Procedures 59 2.5 Committee Development and Guidelines ...... 61 2.5.1 Required Officers 61 2.5.2 Additional Officers/Chairmen 61 2.5.3 Committee Member Selection 61 2.5.4 Committee Meetings 62

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2.6 Delegating ...... 62 2.6.1 Tips for Success 62 2.7 Community Organizations, Co-sponsorship, and Coalitions ...... 63 2.7.1 Cooperating with Other Organizations 63 2.7.2 Other Organizations 65 2.7.3 Joining, Building, and Making Coalitions Work 65 2.8 Attending Conventions and Conferences ...... 67 2.8.1 State Convention 67 2.8.2 National PTA Convention 68 2.8.3 Outside Conferences 69 2.9 Convention Resolution Process ...... 69 2.9.1 Criteria for Resolutions 69 2.9.2 Submitting Resolutions 69 2.9.3 California State PTA Resolutions Committee Review and Recommendation 70 2.9.4 Presentation of Resolutions at Convention 70 2.9.5 Emergency Resolutions 70 2.9.6 Action Following Convention 71

Figures

2-1 SAMPlE AGENDA AND MEETING PlANNER ...... 35-36 2-2 PTA AND BOy SCOuTS OF AMERICA CHARTER ...... 64

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Association Meetings

2.1 Association Meetings Federal Communications Commission rules require that associations must obtain the signed, written consent of The officers and chairmen of a PTA have the responsi- a recipient, even association members, in order to fax bility to plan the PTA meetings and programs and to meeting notices (Facsimile Consent Form, Chapter 9). oversee the operations of the organization. PTA leaders should utilize the standard job descriptions and tools Suggestions for Year-Round Schools provided in the Toolkit as well as updated information as Elect vice presidents from each track or appoint track provided by the California State PTA and the National chairmen who can serve as communicators with mem- PTA. bers in their respective tracks. The PTA association/membership is the only group with Review and revise job descriptions to meet the needs of authority to: a year-round school. • elect the nominating committee; Establish a workable method of communicating timely • elect officers; information to the executive board. • approve/ratify all PTA expenditures; Schedule association meetings so that each track does not miss more than one meeting during the year. • approve all contracts for PTA programs, events and projects; Encourage all families to attend meetings, whether or not they are on a scheduled attendance track. • adopt the budget; Hold informational meetings for different tracks in addi- • adopt the audit reports; tion to association meetings. • authorize an individual to represent the PTA; Prepare fliers announcing scheduled events in advance and give to the students going off track. • authorize a position to be taken on an issue after a study; and 2.1.1 Compliance with Americans with Disabilities Act • elect convention delegates. The Americans with Disabilities Act requires that disabled All parents and community members are encouraged to persons must be reasonably accommodated by modify- attend association meetings. It is recommended that a ing policies, making physical changes, and obtaining program be presented as an addition to the meeting. equipment to assist their participation in any activity. “Whenever members are required or permitted to take For PTA meetings, this could include seating to accom- any action at a meeting, a written notice of the meeting modate an attendant accompanying a member or shall be given, not less than 10 days nor more than 90 reserved seating in a location to accommodate a mem- days before the date of the meeting, to each member, ber’s special need, providing written handouts to supple- who, on the recorded date for the notice of the meeting, ment discussion, and/or providing qualified readers or is entitled to vote at such meeting.” (See Bylaws for interpreters for members having a hearing or sight Local PTA/PTSA Units, Council Bylaws and District impairment. Bylaws.) The written notice must include the date, time, location and proposed business to be considered at the 2.1.2 Program Planning meeting. Written notice for the proposed bylaw amend- ments and election of officers must be given at least Programs should be planned in advance to meet the thirty (30) days in advance. needs and interests of the members in their concern for children and youth. The program plan should be kept flexible in order to meet situations and conditions that

Federal Communication Commission rules require that asso- The PTA association/membership is the only group with ciation must obtain the signed, written consent of a recipient, authority to: even association members, in order to fax meeting notices. • elect the nominating committee; (Facsimile Consent Form, Chapter 9.) • elect officers; According to California State PTA Bylaws – Unit, Article VIII, • approve/ratify all PTA expenditures; Executive Board, Section 6; Council, Article IX, Executive • approve all contracts for PTA programs, events and Board, Section 6; District PTA, Article X, District PTA Board, projects; Section 6, “…Special meetings of the executive board may be • adopt the budget; called by the president. The president must call a special • adopt the audit reports; meeting upon the written request of ______(number) • authorize an individual to represent the PTA; members.” • authorize a position to be taken on an issue after a study; and • elect convention delegates.

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may arise during the year. An observance of Founders In planning programs look for sources of free speakers Day is recommended. The program committee submits and materials; check with your state and county agen- the program plan to the executive board for approval. cies; approach professional organizations; or contact The executive board recommends the program plan to your local, county, and state education community. the membership, which must give the final approval (Creating an Event 7.3). 2.1.4 Announcements and Materials Ways to Make PTA Programs More Productive units are frequently asked to schedule announcements of meetings, presentations, or fundraising activities The PTA meeting must be important and meaningful. sponsored by outside organizations, and may need to limit such announcements. This can be done by estab- Survey the members in writing, by email, or by phone to lishing a policy or standing rule that all announcements find out what they would like presented at the meetings, from outside groups or individuals be presented in writ- such as what they want or need to know about the ing to association president at least one day prior to the school, the community or their children. Provide presen- meeting and that such announcements may be short- tations on those topics or activities that bring the whole ened to fit the time available. family to the meeting. Only printed materials that support the Purposes and Suggested Program Topics basic policies of the PTA and are pre-approved by the Parenting workshops based on National PTA Family president may be made available or distributed in con- School Partnerships. Contact your council or district nection with any PTA activity. (See unit bylaws and PTA to arrange a presentation. standing rules.) Making the most of parent-teacher conferences 2.1.5 Conducting PTA Meetings How to help with homework When planning a meeting, consider the goal of the meeting and how the meeting can be structured to Creating a peaceful home accomplish that goal. The president and the executive board plan the meeting ahead of time: Why youth become involved in gangs • Prepare the agenda and distribute written notice to Teaching children to be responsible members, as required (The Agenda 2.1.9; Sample To include the whole family at the same time, PTA could Agenda Fig. 2-1). offer classes for specific age groups taught by members • Make the necessary preparations. with skills they can share, such as: • Attend the meeting themselves to demonstrate their Art, including pottery or photography commitment. Cake decorating • Create a way to evaluate the meeting to improve Computer training future meetings. Needlecrafts • Productive meetings include information, instruction, Cooking and/or inspiration. When developing a program, keep Creative writing these three “I’s” in mind. The content will meet the Family game night, where families bring their favorite group’s needs and provide benefits for participants, games and teach others their children, school staff, or the community. Music appreciation • Always keep meetings as brief as possible. Square dancing • Conduct committee work in committee well before the Other parenting workshops as outlined in California meeting. Have chairmen provide written reports State PTA’s PEP (Parents Empowering Parents) Guide unless action is required by the association. Encourage the development of and then promote to PTA • Give members an opportunity to participate in the members daytime/evening classes presented by the decision making. school district, including English as a Second language • Streamline minutes and financial reports. Duplicate (ESl), General Education Diploma (GED) class, or and distribute or post, wherever possible. Cardio-Pulmonary Resuscitation (CPR) course. 2.1.3 Suggestions for Program Format A National PTA parent survey found the top three things Audio-visual presentations parents say PTA does best. Guest speaker or panelists • PTA is effective in improving my child’s education. Student panels • PTA works to make schools safer for children. Brainstorming groups • PTA has positive impact for all children, not just my own.

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Association Meetings

(your PTA Name)

(Your PTA Address) (Your PTA telephone and e-mail address)

(Date of Meeting) (Meeting Location/Time)

I. Call to Order (on time, quorum met) The president stands, raps the gavel once and calls the meeting to order. “The meeting will please come to order.” The president will review the meeting’s ground rules. II. Opening Ceremonies Pledge of Allegiance (if held in public facility). “______will lead us in the Pledge of Allegiance. Will you please rise?” “Thank you, ______.” Optional: Inspirational message, song, other. “______will present an inspirational song.” III. Reading and Approval of Minutes – Action Items The secretary addresses the chairman and reads the minutes. (Or with the approval of the group, the minutes may be posted, distributed in advance or assigned to a committee of three or more for approval or correction, especially for the last association meeting.) “The secretary will read the minutes of the __(date) meeting.” OR “The minutes are posted at the entrance/were distributed at the door.” “Are there any corrections?” (Note corrections.) “The minutes stand approved as read/printed,” OR “The minutes stand approved as corrected.” IV. Financial Report. (Treasurer’s Report 5.3.3b; Treasurer’s Report Sample, Fig. 5-2; Forms, Chapter 9) No motion is needed for adoption of the reports. “______will present the Treasurer’s Report.” “you have heard the report. Are there any questions?” “The report will be filed for the audit.” V. Audit Report (semi-annual) (Audit Report 5.3.3d, 5.8.5; Fig. 5-4 or Forms, Chapter 9) – Action Items A motion is needed for adoption of this report. “It has been moved and seconded that the audit report be adopted” Vote. (Follow the steps of a motion, Parliamentary Procedure 2.1.6.) VI. Presentation of Bills Since the approval of the budget does not authorize the expenditure of funds, bills must be presented, and their payment voted upon. Bills should be itemized as to amount, whom to pay, and what payment covers. Any association bills authorized and paid by the executive board must be ratified and recorded in the asso- ciation minutes. Ratified bills should be itemized as to amount, who was paid, and what the payment covers (Payment Authorization/Request for Reimbursement 5.3.3h; Fig. 5-9 or Forms, Chapter 9). “The treasurer (or the person assigned) will read the bills.” “It has been moved and seconded that we pay the bills. Is there discussion?” Vote. “It has been moved and seconded that we ratify payment of bills since last meeting” Vote. (Check Request System: Payment Authorization/Request for Reimbursement 5.7.1) “It has been moved to authorize the Executive board to pay necessary Summer bills up to the budgeted amounts.” Vote. (Check Request System: Payment Authorization/Request for Reimbursement 5.7.1) (Follow the steps of a motion, Parliamentary Procedures, 2.1.6.) VII. Reading of Communications Communications are read by the (corresponding) secretary and may be acted upon as read, if action is required. “The (corresponding) secretary will read the communications.”

This agenda is a guide only, adaptable to meet unit’s needs. The agenda should be made in triplicate. Give copies to the (recording) secretary and to the parliamentarian. Distribute or post for the membership, the proposed budget and proposed annual programs with the agenda.

Fig. 2-1 Sample Agenda and Meeting Planner

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Continued

VIII. Report of the Executive Board – Action Items At association meetings a summary report (not the minutes) is read for the information of the members. Recommendations should be voted on one at a time, the secretary moving the adoption of each one. “The secretary will present the report of the executive board.” “you have heard the recommendations such as a motion to approve proposed programs (Preliminary Planning, 7.3.1);” to approve the budget (Approving the Budget 5.5.4; Budget Sample, Fig. 5-1 or Forms, Chapter 9).” to approve fundraising activities (Standards for PTA Fundraising 5.5.8).” for the president and one additional elected officer to sign the following contract…” (Contracts 5.1.6). (Follow the steps of a motion, Parliamentary Procedure, 2.1.6.) A second is not required when a motion comes from a committee/board. Vote.

IX. Reports of Committees (Officers and chairmen, including the principal, faculty representatives, and student representatives on the secondary level) Bylaw Committee, library Committee – Action Item, Convention Committee, Fundraising Committee – Action Item President calls for the report of the committee. The person making the report moves the adoption of any recommendations. “______will present the report of the ______committee.” “Are there any questions regarding the report?” “If not, the report will be filed,” or “you have heard the recommendation such as a motion to release funds up to the budgeted amount for programs through the next meeting (Preliminary Planning, 7.3.1):” (Follow the steps of a motion. Parliamentary Procedure, 2.1.6.) Vote(s).

X. Unfinished Business The president presents each item of unfinished business as indicated in the minutes. He/she should not ask “Is there any unfinished business?” “The first item of unfinished business is ______.” Report of school district acceptance of donated funds, goods, or materials.

XI. New Business A motion is necessary before discussion and vote on any new business. All proposed business to be considered at the meeting must have been properly noticed to be acted upon. (See bylaws.) “The first item of new business is ______.”

XII. Program (optional) The president introduces the chairman to present the program. “______will present the program.” “Madame/Mister President, this concludes the program.”

XIII. Announcements Date of the next meeting and important activities should be announced. If there is a social time following the meeting, this should be announced. “The next meeting will be ______.” “Please join us for refreshments.”

XIV. Adjournment No motion is necessary to adjourn. President raps the gavel once. “The meeting is adjourned.”

A newly-elected president may want to write everything out in detail. Check off each item as it is completed and nothing will be forgotten. The presiding officer stands while conducting business and sits (unless unable to be seen by the audience) while others are participating.

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Association Meetings

Begin and end on time! Robert’s Rules of Order Newly Revised is the parlia- mentary text that governs the PTA where the bylaws do When conducting business at the meeting, be aware of not apply. Bylaws for Local PTA/PTSA Units always take which individuals are voting members. The privilege of precedence over Robert’s Rules of Order. making motions, debating, and voting is limited to quali- fied members. Only qualified voting members count 2.1.7 Eight Steps to Making a Motion toward the quorum. It is the responsibility of the secre- tary to have an updated membership list. A motion to take action is introduced by a member, sec- onded, discussed, and is voted upon. Only persons who If there is no business to conduct at the meeting, you have been members for at least 30 days are legally may consider study groups, grade-level gatherings, spe- qualified to make motions, discuss, and vote. The steps cial information sessions, or work parties (e.g., to pre- are: pare materials). The most important consideration is whether or not the planned meeting will increase 1. Member stands and waits to be recognized. involvement in the organization and ultimately serve the 2. Chairman recognizes the member. goals of the PTA. 3. The member presents the motion by stating, “I Tips for Chairing a Meeting move…” The attitude of the president sets the tone for accepting 4. The motion is seconded by another member. This everyone at the meeting. Attitude “messages” are sent shows that more than one person is interested in in nonverbal ways: bringing the business before the group for discussion. • How the president stands and holds his/her head; 5. The chairman restates the motion. This ensures all • The tone of voice used; and members understand what is to be discussed. • Facial expressions and gestures. 6. Discussion is held on the motion. During discussion, all members participate fully. Encourage PTA board members not to sit together but to scatter among the audience. 7. The chairman puts the motion to a vote by stating, “All those in favor say ‘aye.’” (Pause for vote.) “Those look at everyone, not just those who are known to you opposed say ‘no.’” or who are friends. 8. The chairman announces the result of the vote to Keep a calm voice, even when being questioned or assure all members know whether the motion carried challenged. or failed. Face straight ahead and make sure not to turn away 2.1.8 Amendments from any part of the audience. An amendment is a way to change a motion already on Be careful using humor. What one person may think is the floor before the vote is taken on a motion. It may be funny might offend another. Even innocent teasing amended by: between friends might be overheard by others and mis- understood. • Inserting or adding words. 2.1.6 Parliamentary Procedure • Striking words.

A parliamentarian can assist the president when ques- • Striking words and inserting others. tions of procedure arise. If a parliamentarian is not • Substituting one paragraph or resolution for another. appointed and ratified, the president should appoint one (pro tem) for each meeting to assist the president in conducting an orderly meeting.

Parliamentary law is an orderly set of rules for conduct- Meetings must be held to vote on issues. Voting by proxy is ing meetings of organized groups for the purpose of prohibited. This means no absentee voting or voting by accomplishing their goals fairly. mail, e-mail, or phone. Principles of parliamentary law are voting member: To be qualified to vote, a member must • Justice and courtesy to all; have paid annual per capita dues and been a member of the association for at least 30 days. • Rights of the minority protected; • Rule of the majority reflected; A quorum is specified in the bylaws and is the minimum number of qualified voting members that must be present at • Partiality to none; and a meeting to legally conduct business. • Consideration of one subject at a time.

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Amending Examples 2.2 Nominations and Elections

Main motion: “I move we have a parenting program at The purpose of the nominating committee is to recog- the park.” nize and seek qualified nominees for the elected leader- Inserting: “I move we have a parenting program in ship of the PTA. The members of the committee, there- October at the park.” fore, have a tremendous influence on the future of the PTA and should be selected carefully. Striking: “I move we have a parenting program in October.” (striking “at the park.”) Serving on a nominating committee is an honor and a privilege. This committee is the PTA’s most influential Striking and inserting: “I move that we have a parenting internal body, and because it deals with sensitive issues, program in November on the school grounds.” (striking deliberations of this committee are kept confidential. “October” and inserting “November on the school grounds.”) Nominating committee members should have a broad acquaintance with the membership and an understand- Substituting: “I move we have an ice cream social.” ing of the organization’s functions and its purposes. The committee should include both experienced leadership 2.1.9 The Agenda as well as newer members. The president is responsible for conducting meetings 2.2.1 Electing the Nominating Committee effectively. A delicate balance is often required to follow the agenda and remain sensitive to members’ needs The Bylaws for Local PTA/PTSA Units state that the (Sample Agenda and Meeting Planner Fig. 2-1). nominating committee is elected by the membership at an association meeting at least two months prior to the “Model” agendas are available as resources, but the annual election meeting. The bylaws also specify how agenda is determined by the president. Be creative and many members and alternates are elected and who is plan it to achieve an orderly process for conducting the eligible to serve on the committee. No member shall meeting. serve on the nominating committee for two consecutive The president should consult with officers and commit- years. tee chairmen before the agenda is prepared to deter- Consider including at least one student to serve as a mine which reports need to be made (Association member of the nominating committee if there are stu- Meetings 2.1). The (corresponding) secretary distributes dent members in the PTA/PTSA. When considering a the agenda in writing to the membership in accordance person for any office, assure the person understands all with the bylaws, a minimum of ten (10) days prior to the of the duties of the position. The unit bylaws, standing meeting. Written notice must include the date, time, rules and procedure books should be consulted for fur- location, and proposed business to be considered at the ther information. It is the responsibility of the nominating meeting. Written notice for proposed bylaw amendments committee chairman to fully explain the duties of a posi- and election of officers must be given at least thirty (30) tion to a prospective nominee. days in advance. 2.2.1aQUALITIES OF NOMINATING COMMITTEE MEMBERS A PTA meeting should be managed in a manner that allows the business of the organization to be completed Nominating committee members should be: in a speedy and effective way. • Elected on merit and ability. agenda: written outline specifying the order of items to be • Willing to devote adequate time to the responsibilities addressed in a meeting. involved. 2.1.10 Evaluation • Knowledgeable regarding the eligibility requirements and the qualifications necessary for the offices to be To make future meetings successful, it is helpful to eval- filled as well as the responsibility of each office. uate each meeting. Following the meeting, either verbal- ly or in writing, the president should ask the board, or • Aware of the qualifications and abilities of potential those attending questions such as: nominees. Did this program help meet the needs of the school • Able to give objective consideration to nominees. community? How? • Able to use sound judgment and skill in evaluating Was the information presented in an interesting manner, nominees. and will it prove useful to the members? In what way? • Tactful, discreet with integrity. Did it help parents to understand the issue and related • Able to keep all deliberations confidential. concerns? Was there some follow-up action to take? (Evaluation Form, Chapter 9).

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Nominations and Elections

2.2.1bRESPONSIBILITIES OF ThE COMMITTEE Submit the names of nominees to the membership 30 days prior to the election. This may be done at an asso- The Bylaws for Local PTA/PTSA Units indicate which ciation meeting or through a flier or newsletter. officers are elected at the annual election meeting of the PTA. It is not the responsibility of the nominating com- Reconvene the committee in the event a nominee with- mittee to appoint chairmen for the upcoming term. The draws before the election is held. president appoints committee chairmen, subject to ratifi- cation by the executive board (board-elect). Read the nominating committee report to the member- ship at the annual election meeting. The nominating committee elects its own chairman. The chairman and the committee should review require- Advise the nominees to attend the election meeting and ments for nominees and duties of each elected officer the installation of officers. as outlined in the Bylaws for Local PTA/PTSA Units, Give a written report of the nominees to the recording Article VI, Sections 1-9. A membership list from the secretary, signed by the members of the nominating association should be provided to the committee. Only committee. those persons who are eligible and who have given their consent to serve, if elected, shall be nominated for Be discharged of committee responsibilities at the time office. of the election.

The chairman should ensure that nominating committee 2.2.1dALTERNATES TO ThE NOMINATING COMMITTEE meetings are scheduled to provide sufficient time to identify and consider all recommendations and sugges- Alternates, also elected by the membership, do not tions. Alternates should be advised of these dates and attend nominating committee meetings unless notified to be reminded that, should an elected member be unable fill a vacancy on the committee, but should be advised to serve at the initial meeting, an alternate will be asked of the date and time of the first meeting. to replace that member. If an elected member of the committee cannot attend Selection of nominees for office should be an orderly the first meeting, the first alternate is asked to replace procedure. Open and frank discussion must be held that person and the alternate then serves as a perma- among members of the committee. Discussions are nent member of the committee. strictly confidential, and no information should leave the Any elected members who cannot attend the first meet- committee meeting, even after the officers have been ing must immediately notify the parlia men tar ian and/or elected. the chairman of the nominating committee to ensure Every effort should be made to provide the PTA with a that the first alternate is contacted to replace the com- slate of officers that is balanced in terms of new as well mittee member for that and all future nominating com- as experienced officers, represents the school atten- mittee meetings. dance area, and reflects the diversity of the school pop- 2.2.1eThE ROLE OF ThE PARLIAMENTARIAN ulation. At the meeting to elect the nominating committee, the The committee is not obligated to nominate the presi- parliamentarian reads aloud Article V, Section 3, of the dent or any current officer eligible to serve a second Bylaws for Local PTA/PTSA Units. term or to nominate automatically the executive/first vice president for president. Each nominee must be evaluat- The parliamentarian may be elected to the nominating ed independently and by the same criteria as all other committee. The president never serves on the nominat- nominees. The committee is obligated to seek out those ing committee. eligible members who would best serve in a particular office. The parliamentarian sets the date for the first nominat- ing committee meeting immediately following its elec- Members of the committee are not excluded from tion. becoming nominees for elected office. During nominat- ing committee meetings, if a committee member is At the first nominating committee meeting the parlia- being considered, the member should be excused from mentarian the meeting during the discussion regarding that office • Provides instruction in nominating procedures; but may return for the vote which shall be by ballot. • Conducts the election of a chairman; The nominating committee continues to serve until the annual election meeting. • Explains the chairman’s responsibilities;

2.2.1cRESPONSIBILITIES OF ChAIRMAN • Provides a copy of the bylaws, the standing rules, and a membership list for the committee’s use; and Contact potential nominees, unless this responsibility is delegated to another committee member. Inform com- • Provides a telephone number where he/she can be mittee members of the results of the contacts reached to answer questions on procedure. (Contacting Nominees 2.2.3).

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The parliamentarian attends meetings of the nominating No member shall be eligible for the same office for more committee only if elected to serve as a member of the than two consecutive one-year terms or hold more than committee. one elected or appointed office. The parliamentarian shall notify the first alternate if an 2.2.3 Contacting Nominees elected member of the nominating committee cannot attend the first nominating committee meeting. It is the nominating committee chairman’s responsibility to contact each nominee, but any committee member 2.2.1fThE ROLE OF ThE PRINCIPAL may be asked to make the contact and report to the chairman. It is not advisable to talk a reluctant individual The principal of the school, if not an elected member of into accepting a nomination. the nominating committee, may serve in an advisory capacity. Consent of each nominee should be obtained, while the committee is in session, in order to place the name in 2.2.1gSUGGESTIONS FOR YEAR-ROUND SChOOLS nomination. If consent cannot be obtained during the Include representatives from all tracks on the nominat- meeting, the chairman will inform the committee mem- ing committee. bers of the results of contacts made outside of the com- mittee meetings. Encourage the nominating committee to present a slate of officers representing all tracks. Nominees should be given a clear indication of the responsibilities of the office and how much time may be Request that the president and first vice president be involved. If requested, a printed job description can be from different tracks. provided (Recommended Officers 2.3.12). Individuals considering accepting nomination to an elected office 2.2.2 Selecting Nominees should be advised that responsibilities of the office may The responsibility of the nominating committee is to include attendance at leadership training meetings, select the best-qualified available person for each office. workshops, and/or the California State PTA annual con- Submitting more than one nominee for an office is not vention. advisable. If the committee should select two names for In the event that no qualified candidate can be found for the same office, each nominee for that particular office a particular office, it is better to leave the office vacant must be advised and informed of the name of the other than to fill it with a person not able to do the job. After nominee. the election, the board-elect may fill any vacant posi- Students who are willing and have the time may serve tions according to the unit bylaws. as officers in the PTA/PTSA. According to California’s 2.2.4 The Election Corporations Code and civil law, a student may serve in any PTA/PTSA office. All officers, adults and students 1. The election of officers for the ensuing year should be alike, must perform duties of the office as outlined in the conducted no later than the second week of April. bylaws. This will afford the president-elect an opportunity to register and attend convention representing the asso- 2.2.2aNOMINEE REQUIREMENTS ciation. Additionally, the transition process for all offi- Nominee: cers can begin and required reports can be submitted in accordance with due dates established by councils, • Must be a PTA member for at least 30 days at the PTA districts and the California State PTA. time of the election; 2. Thirty (30) days’ advance written notice of the elec- • Must support the Purposes and basic policies of the tion meeting must be provided to the membership PTA and recognize that PTA is an effective organiza- (Association Meetings 2.1). tion working for all children and youth; 3. The president presides at the election meeting. • Should have effectively carried out previous PTA and/or other organizational responsibilities; 4. The privilege of voting shall be limited to members of the association who are present, whose dues are • Should have knowledge of the organization and its paid, and who have been members of the association role in the school and community; for at least thirty (30) days. • Should be willing to give PTA priority and commitment 5. Election of officers is held at the annual meeting and including attendance at meetings; will come under “new business” on the agenda. The president calls upon the parliamentarian to read the • Must be fair and objective and concerned for the well- sections of the bylaws pertaining to nominations and being and best interests of the PTA; and elections. (Article V, Sections 1, 2, 3a, 3b, 3c, 3d, 3g, • Must understand the importance of effective teamwork. 4, 5, 6, 7, and 11) 6. After the parliamentarian has finished, the president calls upon the chairman of the nominating committee to read the report of the committee. If a nominee has

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Nominations and Elections

withdrawn prior to the election and another nominee 2.2.4aVOICE VOTE has been selected, the chairman will read a revised report to inform the membership of the new nominee. If there is but one nominee for any office, the ballot vote for that office may be dispensed with, and the election 7. The president restates the slate of nominees and held by voice vote, as described above. asks each one to stand. The president conducts the election of officers even if (he/she is) nominated for A member who wishes to vote by ballot for any office an office. The president thanks the nominating com- may move that the vote be taken by ballot. The motion mittee for its report and states: to vote by ballot must be recognized and voted upon immediately without debate. A majority vote is required “According to our bylaws, nominations from the floor for adoption of the motion to vote by ballot. are now in order.” 2.2.4bTwO OR MORE NOMINEES FOR OFFICE The privilege of nominating from the floor is extended to members of the association who are present, whose When there are two or more nominees for an office, the dues are paid, and who have been members of the election shall be held by ballot, as stated in the bylaws. association for at least 30 days. A qualified member may The secretary should have ballot slips available. Even if nominate his or her self. the nominating committee presents only one name for each office, there is the possibility that nominations will Nominations do not require a second, only the nomi- be presented from the floor. nee’s consent. 2.2.4cBALLOT VOTE The president can: 1. When there are two or more nominees for an office, a. Ask for additional nominations for all positions in the the election is held by ballot. To verify eligibility to order in which they are listed in the Bylaws for Local vote, the membership list must be checked before PTA/PTSA Units, Article V, Section 2, before closing ballots are distributed. The secretary has the official nominations for all elected offices and then proceed membership list. If a membership list is not available, with the election; or all present will be allowed to vote. If it is known prior to the election meeting that there will be two or more b. Ask for additional nominations for each position, one nominees for any office, ballots may be distributed at at a time, in the order in which they are listed in the a registration table as members arrive for the meeting Bylaws for Local PTA/PTSA Units, Article V, Section and present their membership cards. 2, and then proceed to elect the officer after nomina- tions are closed on each position. 2. The president appoints a tellers committee, including a chairman and at least two (2) tellers, whose duties The president says, are to distribute, collect, and count the ballots. Ballots “______has been nominated for president, are may also be collected in a ballot box. there further nominations for president?” (Pause.) 3. The president requests all members eligible to vote to “______has been nominated for vice president, rise and be counted. This count will determine the are there further nominations for vice president?” number of ballots to be tallied. (Pause.) This procedure is used for each office. 4. A nominee for an office cannot be involved in the The president then says, election procedure as a teller who collects ballots and “Are there further nominations for any of these offices?” counts votes. (Pause.) “Hearing none, I declare the nominations 5. Blank ballots are not counted. closed. The bylaws state that where there is but one nominee for an office, the ballot may be dispensed with, 6. Illegal ballots are counted to determine the number of and the election held by voice. Is there any objection to votes cast, but are not applied as a vote for or this procedure?” (Pause.) “Hearing none, the following against any nominee. Ballots are considered illegal if: are presented for election: ______for president, ______for vice president, etc.” After all offices • They are unintelligible; have been presented say the following: “All those in • They contain the name of a nominee who is not a favor say ‘aye,’ those opposed say ‘no.’” member; or The president says, • Two or more filled out ballots are folded together. “The ayes have it, and you have elected the following These are recorded as one illegal vote. officers.” (The president restates names and offices.) 7. In a contested election, each nominee may designate Officers are elected by a majority vote of those present a person as an observer at the time the ballots are and eligible to vote, providing the quorum as stated in counted. the bylaws has been met. 8. If another vote is necessary, the voting members must be recounted to establish the number of ballots to be tallied. If a member eligible to vote was not pre-

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sent when the original ballot was cast but arrives in Q. Can one person be nominated for more than one time for another vote, the member is entitled to vote. office? 9. The results of the voting are reported by the chairman A. yes. However, a member can serve in only one of the tellers, in writing to the president, as follows: capacity at a time. In such a case, if the person elect- ed to two or more offices is present, he/she can Number of members eligible to vote ______choose which office he/she will accept. If he/she is Number of votes cast ______absent, the assembly should decide by vote the office Number needed to elect ______to be assigned, and then elect others to fill the other office(s). (Nominee)______Received ______(Nominee)______Received ______Q. Can a vacant position on the proposed nominating committee report be filled after the report has been 10. This procedure is repeated for each contested office. submitted and posted? The president announces who has been elected to office. unless requested, the president does not A. yes. If a nominee withdraws before the election, the have to announce the number of votes cast for each committee must reconvene as soon as possible to nominee, but the complete Tellers’ Report must be agree upon another nominee. If an office is vacant recorded in the minutes. Following the announce- after the election because an officer-elect resigns or ment of the vote, the chairman of the tellers moves because no one was elected to fill the office, it shall that the ballots be destroyed. be considered a vacant office to be filled by the board-elect according to the bylaws. 11. It is permissible to use these two procedures in one election by using voice vote for uncontested offices Q. How does the nominating committee handle the and a ballot for those that have two or more nomi- acceptance of the nomination for a position after the nees. report has been submitted? 12. A challenge to the election procedure or outcome A. If someone accepts a nomination after the report has must be made during the election meeting. For addi- been submitted (at least 30 days prior to the election tional information, see Robert’s Rules of Order meeting), the nominating committee chairman will Newly Revised – Point of Order section. read a revised report that includes the new nominee for office to the executive board and to the member- 2.2.4dVOTING RIGhTS OF OFFICERS ship at the annual (election) meeting. All PTA officers, including the parliamentarian, have the Q. Can an association member be nominated to serve a same voting privileges as other members. The presi- third consecutive one-year term for any office? dent’s impartiality is protected by voting only when the vote is by ballot. A. No. An individual who has already served two con- secutive one-year terms in any elected or appointed 2.2.4ePREVIOUS NOMINATING COMMITTEE MEMBERS association office is not eligible to be nominated, elected or appointed to serve an additional consecu- Make a list of nominating committee members and the tive term in the same officer position. The individual year(s) in which they served. This will serve as a written may serve in a different officer position. (See Bylaws reference for the PTA. The names of the nominating for Local PTA/PTA Units, Article V, Section 8.) An committee members must be placed in the PTA minutes individual serving as an officer of a council or district as the official record. for one two-year term is not eligible to be nominated, 2.2.5 Questions and Answers elected or appointed to serve an additional consecu- tive term in the same officer position. At least one full Q. Can the nominating committee fill one position with term must elapse before an officer who has served two people who are willing to share the duties of the the maximum number of terms is eligible for nomina- office? tion and election or appointment to the same office. A. No. A position may be filled by only one person. If unusual circumstances exist that require more than one person to handle the duties of a particular posi- 2.3 Guide to Executive Leadership tion, then an assistant or deputy position may be cre- In order to remain in “good standing,” an association ated. must be composed of not less than fifteen (15) mem- Caution: If the assistant or deputy position is included bers, of whom at least three (3) must serve in the offices by amending the bylaws, that position will then be of president, secretary, and treasurer (Recommended required on all future boards. Alternatively, an assis- Officers 2.3.12). tant or deputy position with a clear description of the Depending upon the size of the unit, committees may be job duties may be added to the standing rules to allow helpful to the board in conducting its work (Committee for the position without requiring it on all future boards. Development and Guidelines 2.5).

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True leadership isn’t about leading followers; it’s really 2.3.2 Conflict of Interest Policy about building new leaders. 2.3.2aDEFINITIONS Responsibilities of a leader: Conflict of Interest (also Conflict) means a conflict, or * Listen the appearance of a conflict, between the private inter- * Participate ests and official responsibilities of a person in a position * Allow others to participate of trust. Persons in a position of trust include staff mem- * Be enthusiastic bers, officers, and members of the board of a unit, coun- * Develop a team spirit cil or district of the California State PTA. Board means * Be positive the executive board or executive committee. Officer * Be a problem solver means an officer of the board of directors, executive board or executive committee. Staff member means a * Treat all people fairly person who receives all or part of her or his income * Reward efforts from the payroll of any unit, council or district as well as “With strong leadership, PTA will have the competent, com- the California State PTA. Members of the board include any officer or chairman of the executive board or execu- mitted people necessary to be effective advocates for chil- tive committee. Supporter means corporations, founda- dren and youth.” tions, individuals, 501(c)(3) nonprofits, and other organi- zations which contribute to the California State PTA. 2.3.1 Executive Board 2.3.2b POLICY AND PRACTICES The executive board meets monthly as specified in the bylaws. The executive board should meet no less than In accordance with the California State PTA Bylaws, two weeks prior to each association meeting so that Article IV, Section 6: A PTA member shall not serve as a members receive advance written notice according to voting board member of a constituent organization at the bylaws of all recommendations to be considered at the local, council, district PTA, region, state or national the association meeting. None of its acts shall conflict level while serving as a paid employee of, or under con- with action taken by the association. tract to, that constituent organization. unit bylaws specify members of the executive board Related Party Provision. For purposes of this provi- and may include: sion, the term "interest" shall include personal interest, Interest as director, officer, member, stockholder, share- • officers of the association; holder, partner, manager, trustee or beneficiary of any concern and having an immediate family member relat- • chairmen of standing committees; ed by blood or marriage or member of the same house- • school principal or representative(s); hold who holds such an interest in any concern. The term "concern" shall mean any corporation, association, • faculty representatives; and/or trust, partnership, limited liability entity, firm, person or other entity other than the organization. No officer or • student representative(s). board member of the association shall be disqualified A unit with a small membership may reduce the number from holding any office in the association by reason of of members on its executive board by following being related to any person that has any interest in any California State PTA procedures for amending the concern. An officer or member of the board of the asso- bylaws. While each association is required to include ciation shall not be disqualified because they are a relat- certain positions in the bylaws, the district PTA leader- ed party from dealing, either as a vendor, purchaser or ship can provide assistance by making recommenda- otherwise, or contracting or entering into any other tions regarding the positions so that the executive board transaction reflects the needs of the particular PTA. with the association or with any entity of which the asso- Executive board meetings and minutes are confidential ciation is an affiliate. No transaction of the association and attendance is limited to those individuals specifically shall be voidable by reason of the fact that any officer or listed in the bylaws. The president may grant a courtesy member of the board of the association is related to a seat to a guest for the purpose of bringing information to person that has an interest in the supporter with which be shared with the group. Guests do not participate in such transaction is entered into, provided: discussion or voting and should leave the meeting after a. The interest of such officer or member of the board is the information is relayed. fully disclosed to the executive board. A summary of actions taken by the executive board b. Such transaction is duly approved by the board of must be reported to the association at the next associa- directors not so interested or connected as being in tion meeting and usually requires further approval or rat- the best interests of the association. ification by the association. Actions requiring association approval are stated in the bylaws. c. Payments to the related party of the interested officer or the member of the board are reasonable and do

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not exceed fair market value that shall be determined 2.3.3 Brainstorming by a three bid process. Brainstorming is a widely used problem-solving tool. It d. No officer or member of the board may vote or lobby encourages participants to use their imaginations and on the matter or be counted in determining the exis- be creative. It helps elicit many solutions to any given tence of a quorum at the meeting at which such trans- problem or task. When the membership buys into the action may be authorized. decision of the group and participates in the decision- making process, a successful PTA year is more likely. e. Every officer and member of the board shall complete the annual questionnaire at the beginning of each fis- A good brainstorming session should last 15-20 min- cal year. This document shall be maintained as pro- utes. Have plenty of large paper, marking pens, and vided in the document retention policy. masking tape on hand. Divide into small groups — no more than 11 to a group. One person should serve as Following full disclosure of a possible conflict of interest, recorder. the executive board shall determine whether a conflict of interest exists and if it there is a conflict, the The brainstorming “task” or “problem” should be listed at the top of the paper for each small group. Based on the Board shall vote to authorize or reject the transaction or Purposes of the PTA, list the goals and objectives for take any other action deemed necessary to address the (unit, council, and district PTA) for the coming year. conflict and protect the PTA's best interests. Both votes shall be by a majority vote without counting the vote of 2.3.3a RULES any interested board member. Everyone participates—including the president. An interested member of the board, officer, or staff member shall not participate in any discussion or debate Participants throw out their ideas to accomplish the task of the board, or of any committee or subcommittee, in or goal. which the subject of discussion is a contract, transac- Recorder lists all ideas. tion, or situation in which there may be a perceived or actual conflict of interest. However, they may be present Do not discuss. Do not pre-judge. to provide clarifying information in such a discussion or debate unless objected to by any present member of the Repetition is okay. board. Encourage participation by all members. Anyone in a position to make decisions about spending Enjoy silences. It means everyone is thinking. the PTA's resources (i.e., transactions such as purchas- es and contracts) – who also stands to benefit from that 2.3.3b CONSENSUS decision – has a duty to disclose that conflict as soon as it arises or when it becomes apparent; he or she should After the group has generated a list of ideas, reorganize not participate in any final decisions. those ideas that are similar or related. Have the group go over the list, applying critical and careful judgments A copy of this policy shall be given to all members of the to arrive at the group goal. Is the goal feasible and with- board, officers, and staff members upon commencement in available resources? Does it fit within the Purposes of such person's relationship with the PTA or at the offi- and basic policies of the PTA? cial adoption of this policy. Each board member, officer, and staff member shall sign and date the policy at the To help arrive at consensus, the members indicate their beginning of his or her term of service or employment top three choices: 3 points for 1st choice; 2 points for and each year thereafter. Failure to sign does not nullify 2nd choice; 1 point for 3rd choice. Tally points for each the policy. category. The idea with the most points becomes the group’s choice. Each member of the board, officer, and staff member shall annually sign a statement which affirms such person Remember, achievement of a goal (a desired outcome (see Conflict/Whistleblower Form, Forms, Chapter 9): to be achieved) often requires the completion of several objectives (Develop an Action Plan 7.4.3; Forms, a. Has received a copy of this conflict of interest policy, Chapter 9). b. Has read and understands the policy, 2.3.4 Goal Setting

c. Has agreed to comply with the policy, and Setting goals for an organization provides a road map that gives a target to strive for, plans for needed d. understands that the PTA is a constituent organiza- change, and something to look back on and measure. tion of the California State PTA as a nonprofit corpora- Goals allow a PTA to stay focused and on track, espe- tion and in order to maintain its federal tax exemption cially during conflict or challenges. it must engage primarily in activities which accomplish one or more of its tax exempt purposes. Short-range goals: Can be accomplished now (starting today and within two weeks).

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Intermediate goals: Can be accomplished in the inter- Set up a telephone or e-mail communication tree to pro- im between short- and long-range goals. mote advocacy. Long-range goals: Can be accomplished by the end of Create a website for the membership. the term. 2.3.5 Procedure Book 2.3.4aPLANNING Because of regular changes in leadership and volunteer It is better to set one or two goals with ten ways to personnel, each officer and chairman must have a pro- accomplish each one than to set ten goals with only one cedure book to ensure continuity and progress. The pro- or two ways to get there. cedure book, together with all material belonging to the office or chairman, should be delivered promptly to When beginning to plan, ask what the members think. one’s successor. Here are some methods: A procedure book should contain all materials needed to • Circulate a survey. accomplish the work of the office or chairmanship, plus • Make phone calls or personal contacts. any additional information that a new volunteer would find helpful. • use “brainstorming” techniques. It is recommended that the procedure book contents be • Seek out new ideas. placed in a loose-leaf binder, large enough to hold 8- 1/2" x 11" paper. Officers Should Consider The president may need additional binders to hold the Is the concern within the framework of the Purposes and National PTA resource materials, California State PTA basic policies of the PTA? Toolkit, and additional support material. Does the plan address a real need in the community, or A procedure book should include: is another organization already working on the problem? Don’t re-invent the wheel. Consider joining an existing 1. Title page with coalition (Joining, Building, and Making Coalitions Work 2.7.3). - Name of office or chairmanship; Assess the costs—in terms of time investment, financial - Name of association, council (if in council) and dis- resources, PTA member ability—and determine if the trict PTA; goal is cost effective. - Previous officer/chairman and dates served; and Planning Questions - This statement: “This procedure book belongs to What do the members need or want? (Research.) the PTA unit and not the individual.” What does the unit want to accomplish? (The unit’s goal.) 2. Job description including the summary included in the California State PTA Toolkit for the specific position (if What will it take to achieve that goal? (Objectives.) applicable) (Recommended Officers 2.3.12; Committee Development and Guidelines 2.5 and Who will assume responsibility for what action, and Officer and Chairman Job Descriptions in the How will it be accomplished? (Plan of Action.) California State PTA Toolkit). How will the unit know if it has succeeded? (Evaluate 3. Current bylaws and standing rules. Success of the Plan 7.4.5; Forms, Chapter 9) 4. Agendas and minutes. 2.3.4bPOTENTIAL GOALS FOR ThE YEAR 5. Finance section that includes budget, financial Implement a California State PTA or National PTA pro- reports, and audit report. gram or a convention resolution. 6. Calendar of events and/or responsibilities for each Increase unit membership. month. Publicize PTA activities through newsletters, fliers, per- 7. Reports from current and previous officers/chairmen. sonal contacts. 8. Information from conferences, workshops, and corre- Involve each school family in at least one school PTA spondence. activity during the year. 9. Newsletters and other unit communications. Promote cross-cultural understanding through effective 10. Executive board roster. programs and projects. A procedure book is not personal property.

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2.3.6 Annual historian Reports The charter, ledger book, and tax forms must be kept permanently. Every PTA is required to prepare an Annual Historian Report. Information from these reports is compiled and The minutes are a permanent record (Secretary 2.3.14). forwarded to the California State PTA. Design and distri- Historical records, including charter membership list, bution of forms for the Annual Historian Report shall be names of all presidents, a record of outstanding pro- the responsibility of the California State PTA. jects, and a list of Honorary Service Award recipients, Each historian, or someone designated by the president, should be kept permanently. shall prepare the Annual Historian Report. However, All financial records should be kept for a minimum of final responsibility remains with each president to see seven years, including the current year. Financial that the report is completed and submitted in accor- records may be kept on a computer as long as PTA pro- dance with due dates established by the California State cedures are followed and a printed record is kept in a PTA. Contact your council or district PTA for the due permanent binder. dates for reports. If it becomes necessary to discard PTA materials, the 2.3.6aANNUAL UNIT hISTORIAN REPORT FORMS president should appoint members to a committee to The Annual unit Historian Report Form (Forms, Chapter review and condense. This committee must be aware of 9) includes instructions to document pertinent informa- the requirements above and cautioned against discard- tion, volunteer hour totals, and brief descriptions about ing vital documents and records (Records Retention successful PTA program activities from July 1 and pro- Schedule and Destination Policy 5.1.3). jected through June 30 of the following year. The California State PTA commissions and committees use 2.3.8 Involving School Administrators and the information as guidelines for review and revision of School Community programs, publications, projects, and leadership training. Whether at the county, school district, or local school The volunteer hour numbers are used to raise the level, administrators can help ensure that a PTA is an awareness of legislators, school, and community per- informed and contributing part of the school community. sonnel. PTA leaders and members often take their cues from The volunteer hours must be totaled before the end of the administrator’s direction. An administrator’s active most school or PTA terms in order for the state office to support, cooperation, and inspiration are vital to the suc- process the information. unit and council volunteers cess of a PTA. should be asked to project ahead and estimate as The administrators should: closely as possible the number of hours they will spend in PTA activities through June 30. • Become familiar with the Purposes and basic policies of the PTA and their interpretation through publica- The district PTA report is due in the California State PTA tions such as the California State PTA Toolkit. office no later than June 1 each year. Councils and units must set due dates to allow for adequate time for their • Encourage teachers, staff members, parents, and stu- reports to be received by the district PTA, in order that dents to join and participate with the PTA. all hours may be tallied and totals submitted on the dis- trict PTA report. • Invite teachers and staff members to contribute ideas for programs and projects. Councils should attach one copy of each unit’s submit- ted report and send them to the district PTA, with the • Assist the PTA in reaching out to community and local Annual Council Historian Report. Out-of-district units or business leaders as potential members for coalition out-of-council units should submit their reports through building and as resources. channels. District PTAs should send the collected infor- • Encourage the development of PTA membership and mation to meet the state due date and continue to col- informational packets for distribution to parents of new lect any reports outstanding from as many units and students enrolling in schools and the community at councils as possible. large. Council and district PTA Annual Historian Report Forms • Advise the PTA on school district policies regarding are available from the PTA District President. classroom visitation, field trips, class parties, parent participation, directory information, etc. For more information on Annual Historian Reports, contact the California State PTA Historian at • Attend meetings and events of the PTA.

[email protected] or 916.440.1985 ext. 326 2.3.8awORkING wITh ThE PTA PRESIDENT The administrator should: 2.3.7 PTA Records • Meet with the PTA president or president-elect to Records are a vital part of each association, and the fol- establish lines of communication and arrange for lowing guidelines must be followed: meetings on a regular basis throughout the year.

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• Invite the president to staff meetings when relevant. • Encourage and promote a PTA volunteer program where needed: library, classroom, art docent, comput- • Review goals and the yearly school/district plan. er labs, etc. • Discuss opportunities for working with PTA together in • Encourage PTA members to attend meetings and the areas that are of interest to members and relate to workshops sponsored by council, district and state local needs (parenting skills, health, safety, home- PTA. school partnerships, and education issues). • Encourage PTA members to attend workshops and • Offer suggestions about presentations, professional training sessions sponsored by school districts, coun- speakers, and community resources. ty offices of education, and community organizations to become informed on children’s issues. Presidents are encouraged to photocopy and share section • Involve parents/guardians in staff development, plan- 2.3.8 with their school principal or other designated school ning, and implementation of programs and events. representatives. Share “Partners in Education” brochures in Chapter 9, • Encourage advocacy. Forms, with respective partners: • Encourage PTA participation with school/district - The School Board and PTA groups, advisory committees, and community service - The Site Administrator and PTA groups. - The Superintendent and PTA • Encourage PTA to study local governmental and state - The Teacher and PTA legislative issues and to be informed about PTA posi- tions on these issues.

2.3.8bwORkING wITh OFFICERS AND COMMITTEES • Support parent involvement in setting educational goals for the school/district in partnership with the The administrators should meet with PTA committees to association, council or district PTA. assist in program and event planning, arranging for meeting places, and using facilities and equipment. • Encourage PTA members to attend school board PTAs may be required to have school district facility use meetings and local governmental meetings to become permits on file. aware of issues related to children, youth, and fami- lies. A Hold Harmless Agreement means that the signer assumes total liability for a facility while the signer is 2.3.8dFACILITATE COMMUNICATION using it. Many school district Facility use Permits include a Hold Harmless Agreement, which, if signed, It is important for the PTA to communicate regularly with would mean that the PTA assumes the total liability for parents. The typical method is a newsletter produced in that facility during the PTA’s usage, whether the cause cooperation with the school administrator. If PTA does of an injury or accident is due to anything under the con- not publish a newsletter, arrange for the PTA to share in trol of the PTA or not. If the school district requires the school-prepared notices or bulletins. PTA to sign a Hold Harmless Agreement for use of The administrator is responsible for the accuracy of school premises, the PTA should contact the California school information, compliance with the State Education State PTA insurance broker. If directed by the insurance Code, and school district policy. The PTA president is broker to sign a Facilities use Permit Addendum, refer responsible for the accuracy of PTA information and to the Toolkit. (PTA use of School Facilities 1.3.4a; compliance with PTA policies. Forms, Chapter 9). 2.3.8eSELF ASSESSMENT The site administrator serves as an advisor to the nomi- nating committee or may be elected to serve as a mem- Principal ber of the committee. Do you attend PTA meetings, including meetings of the The administrators should meet with the budget commit- executive board? tee to help develop the PTA budget. The PTA budget should reflect the goals of the PTA, including the PTA’s Do you take time to plan with the PTA president? programs and projects. Therefore, items for schools that Do you let the PTA president know about your school’s should be supplied by the school or school district (cur- plans and needs? riculum, equipment, etc.) should not be reflected in the PTA budget. Do you personally feel you know and understand the PTA program? 2.3.8cPROMOTE PARENT INVOLVEMENT Do you encourage your teachers to participate in PTA The administrator should: activities and encourage their attendance at meetings? • Promote PTA-sponsored parent involvement pro- Are you careful not to dominate the PTA? grams and projects. use the Parents Empowering Parents (PEP) Guide for ideas and guidelines.

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Do you make your PTA feel welcome and part of the • Respect the privacy of the business of the executive school? board; Do you invite your PTA president to attend some of the • Protect members’ privacy by allowing no distribution staff meetings? of membership lists to outside interests; Do you cooperate with the PTA in the use of school • Meet due dates and fulfill assignments promptly; facilities? • Give accurate and detailed account of all monies PTA President entrusted to them; Do you invite the principal to all PTA meetings and activ- • Delegate instead of doing everything; ities? • Develop and strengthen leadership; Do you consult the principal on all plans early in the school year? • Attend conferences, workshops and conventions; Do you constantly seek to understand your school bet- • Maintain a procedure book to pass on to one’s suc- ter? cessor; and Do you build some of your PTA programs around the • Resign if unable to perform the required duties of the school programs? office. Are you careful not to make excessive demands on the The California State PTA does not recognize co-offi- time of your school personnel? cers. “Co-officer” implies two people of equal rank shar- ing one position. In PTA, only one name may be listed Are you careful not to interrupt or interfere with the for each office, and only one individual may vote. school program? Bylaws may be amended to include additional officers to share the workload. Do you keep personal matters and personality conflicts out of the PTA? The bylaws provide the month for the annual election and the date when the term begins. All officers and Are you a good manager? chairmen are obligated to study and follow PTA bylaws Are you friendly with everyone—school personnel and and standing rules. They are also responsible for PTA members? reviewing, as well as maintaining while they are in office, the procedure book (Procedure Book 2.3.5) spe- Do you work well with others and give credit where cific to their office. credit is due? Officers and chairmen are referred to the following pro- According to your profile, how are you doing? fessional governance standards to help in understand- ing individual and board roles for effective PTA work. It is useful to reflect upon one’s performance to identify See also the Professional Governance Standards in areas for improvement and acknowledge the development brochure format in the Forms chapter. of new skills. Using the numbers 1 through 5, with “5” indi- 2.3.10 Professional Governance Standards cating the “best practice,” how would you evaluate yourself or, how would you evaluate each other? The bylaws and standing rules for each PTA provide a framework for the organization. In order to operate effectively using this framework, PTA executive boards 2.3.9 Responsibilities of Officers and Chairmen and individual board members will benefit from adher- ence to professional standards of governance. To ensure a successful term of office, certain responsi- bilities begin as soon as officers are elected. All board Professional governance standards specify principles members and chairmen are expected to: involved in governing responsibly and effectively and were developed to support PTA boards in their efforts to • Accept office or position only when willing to uphold enhance their membership’s and the community’s the policies and procedures of the State and National understanding about the responsibilities of the PTA PTA; board. • Accept office only when willing to prepare oneself to The Individual Board Member fulfill the responsibilities of the office; A PTA board member is a person elected or appointed • Study and follow unit bylaws and standing rules; to serve on a PTA executive board. Individual board members bring unique skills, values and beliefs to the • Attend and participate in meetings; PTA board and in order to function effectively, individual • Abide by the will of the majority; board members must work together for the association. To be effective, an individual board member

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• Recognizes and respects differences of perspective • Provides community leadership on issues that affect and style among the individual board members; children and youth; • Acts with dignity and understands the implications of • Works collaboratively with other groups and agencies demeanor and behavior; that share the same concerns on issues that affect children and youth; • Honors the confidentiality of board discussions; • Encourages individual board members to attend avail- • Is open to new ideas and suggestions; able training opportunities; • Is familiar with the bylaws in respect to the individual • Serves as a communication link between the home, position as well as the organization as a whole; school and community; • understands that authority rests with the board as a • Evaluates the activities and direction of the board on whole and not with individuals; a regular basis.

• understands that the basis for all authority rests with 2.3.10aPROCEDURES FOR ADOPTION OF PROFESSIONAL the membership; GOVERNANCE STANDARDS • Participates in opportunities for training; The California State PTA has adopted the Professional • Commits the time and energy necessary to be an Governance Standards and encourages all unit, council, informed and effective leader; and district PTA executive boards to review and adopt the standards at the beginning of their term as an inte- • Assists those with less experience; gral part of their team building and orientation process; however adoption of the standards can take place at • understands the distinctions between PTA and the any time. The Toolkit includes the brochure entitled school staff and refrains from performing functions Professional Governance Standards (Forms 9), which that are the responsibility of the school district; includes a form that a PTA may complete upon adoption • Values, supports and advocates for public education; by a vote of the PTA board. The brochure can also be downloaded at www.capta.org/sections/basics/ • Represents the PTA only when authorized to do so. downloads/ProfGovStanBrochure.pdf The PTA Executive Board The PTA shall submit the form in the brochure to the California State PTA office after adoption and include The members of the PTA executive board work together the total number of board members and the expiration as a governance team which assumes collective date of their term. responsibility for building unity and creating a positive climate during term of office. upon receipt of the form completed and signed by the president, a certificate will be mailed to the PTA presi- To operate effectively, the executive board dent by the California State PTA office. A letter of • Develops a unity of purpose by involving acknowledgement will be mailed to the PTA administra- parents/guardians, students, staff and community; tor. • Communicates a common vision; Wallet cards for the number of board members noted on the form will be enclosed with the letter to the PTA presi- • Operates with trust and integrity; dent. The wallet card serves as an acknowledgement and reminder of the PTA board’s and individual board • Remains responsive to input from the school commu- member’s commitment to adhere to the Professional nity; Governance Standards. • Governs in a professional manner, treating everyone 2.3.11 whistleblower Policy with civility and respect; This whistleblower Policy of the California State PTA: • Fulfills requirements set within bylaws and standing (1) encourages directors, officers, staff and volunteers to rules; come forward with credible information on illegal prac- • Takes collective responsibility for the board’s perfor- tices or serious violations of adopted policies of the mance; association; (2) specifies that the association will protect the person from retaliation; and (3) identifies where such • Proposes for adoption by the membership a fiscally information can be reported. responsible budget based on the organization’s vision and goals; 1. Encouragement of reporting. The association encourages complaints, reports or inquiries about ille- • Monitors the fiscal health of the association regularly; gal practices or serious violations of the association’s policies, including illegal or improper conduct by the • Ensures that safe and appropriate activities are pro- association itself, by its leadership, or by others on its vided to implement the goals; behalf. Appropriate subjects to raise under this policy would include financial improprieties, accounting or

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audit matters, ethical violations, or other similar illegal In addition, Officer and Chairman Job Descriptions or improper practices or policies. Other subjects on found in the California State PTA Toolkit, Job which the association has existing complaint mecha- Descriptions, Chapter 10, have been developed by the nisms should be addressed under those mechanisms, California State PTA for use by unit, council and district such as raising matters of alleged discrimination or PTAs. These guidelines are meant to assist officers and harassment via the association’s management or chairmen in their duties throughout the term of office. Executive Director. This policy is not intended to pro- The list includes the required president, secretary, and vide a means of appeal from outcomes in those other treasurer officer Job Descriptions and numerous others. mechanisms. The job descriptions typically are distributed to members 2. Protection from Retaliation. The association pro- of the board-elect following election and are used with hibits retaliation by or on behalf of the association the updated procedure books forwarded by the outgoing against employees or volunteers for making good faith officers and chairmen. PTAs are encouraged to develop complaints, reports or inquiries under this policy or for job descriptions and procedure books for all PTA posi- participating in a review or investigation under this tions to provide continuity and sound leadership prac- policy. This protection extends to those whose allega- tices. tions are made in good faith but prove to be mistaken. The association reserves the right to discipline per- 2.3.13 President sons who make bad faith, knowingly false, or vexa- Serving as president of a PTA includes the responsibility tious complaints, reports or inquiries or who otherwise to lead that PTA toward specific goals chosen by its abuse this policy. members. The goals must be consistent with the where to report. Complaints, reports or inquiries may Purposes and basic policies of the PTA. The president be made under this policy on a confidential or anony- is the presiding officer and the official representative of mous basis. They should describe in detail the specific the association. facts demonstrating the basis of the complaints, reports Throughout the year, mailings will be sent from the or inquiries. They should be directed to the association California State PTA and National PTA that contain president and the council/district PTA president; if the important material to assist the unit. Distribute and dis- president is implicated in the complaint, report or inquiry, cuss these materials with the appropriate officers, chair- it should be directed to the only to the council/district men and membership when appropriate. PTA president. The association or council/district will conduct a prompt, discreet, and objective review or PTA presidents should encourage and model legislative advocacy. investigation. Officers, volunteers, and staff must recog- nize that the association may be unable to fully evaluate For PTA training, counseling, or information, contact the a vague or general complaint, report, or inquiry that is council or district PTA president. made anonymously. All written materials produced by PTA (e.g., newsletters, 2.3.12 Recommended Officers and Chairmen fliers, website postings, and print or electronic notices) are to be cleared with the PTA president and school All PTAs are required to have a president, secretary, principal before publishing. The principal is responsible and treasurer. Other officers may vary at the unit, coun- for the accuracy of school information and compliance cil, and district PTA levels. All officers are listed in the with the State Education Code and school district policy. bylaws. The president, as an effective leader, will see The PTA president is responsible for the accuracy of that officers receive their respective job guidelines PTA information and compliance with PTA policies. promptly. Prior to Taking Office 2.3.12aRECOMMENDED OFFICERS To ensure a successful term of office, certain responsi- Vice President(s) bilities begin as soon as new officers are elected. Financial Secretary Corresponding Secretary The president-elect should confer with the school princi- Historian pal. Auditor Parliamentarian Call meetings as necessary of the board-elect (elected officers and principal) soon after election to ratify 2.3.12bJOB DESCRIPTIONS FOR OFFICERS AND ChAIRMEN appointed officers, fill any vacant offices, and make plans for the coming year. After appointed officers are The president should provide the officers and chairmen ratified, they become part of the board-elect. with their respective job descriptions as soon as possi- ble. Hold brainstorming session(s) with the board-elect to establish unit goals. Review unit bylaws, past unit activi- Basic job descriptions for all elected and appointed offi- ties, become familiar with National PTA and California cers are included in PTA bylaws. State PTA goals, set realistic goals, and prioritize pro- jects. Evaluate current chairman positions and decide

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which are needed. Ask for suggestions of people to fill Work with committees in charge of activities scheduled chairmanships. before school begins, such as student registration and welcome for teachers, new students, and parents. Start recruiting chairmen and committee members. Strive for a balance of experienced and new members, Meet with the room representative coordinator and prin- keeping in mind that all areas of the community should cipal to plan an orientation meeting for room representa- be represented. Select first those whose work begins tives and/or grade level representatives. immediately: program, budget and finance, and mem- bership. If the standing rules or bylaws designate some Confer with officers and chairmen regarding plans for of these duties to the vice president(s) or treasurer, the year and progress toward set goals. appoint additional members to their respective commit- Prepare a master calendar that includes executive tees. A special meeting of the board-elect may be called board meetings, association meetings, PTA special to ratify the appointment of all chairmen, so they can events, and president/principal meetings. begin their activities. you may also do this at the first executive board meeting when the term begins. Order PTA materials helpful to officers/chairmen in fulfill- ing their responsibilities. This is a reimbursable PTA Become familiar with the duties of each chairman by expense. If possible, obtain a subscription for the princi- reviewing the California State PTA Toolkit. Share job pal to PTA in California, the official newsletter of the descriptions (Job Descriptions 10) and materials as California State PTA, and Our Children, National PTA noted with the chairmen and help them to secure proce- magazine. Promote PTA officer/chairmen use of the PTA dure books and materials from their predecessors. websites: www.capta.org and www.pta.org. Names and addresses of additional executive board The California State PTA Toolkit is included in the ser- members should be sent to council and/or district PTA vice mailing. Membership enrollment may be planned for their respective directories. before the service mailing is received. Arrange to obtain Attend workshops offered by the council or district PTA membership envelopes and cards according to proce- and urge incoming board members to attend. dure of the council or district PTA. The PTA may print its own envelopes but must use the membership cards pro- The president-elect is one of the unit’s delegates to the vided. California State PTA convention. Ensure membership enrollment activities are approved Attend the convention orientation meeting held by the by the principal and do not interfere with school activi- district PTA and study materials in order to be a knowl- ties. edgeable delegate. Be sure to ask the current president for all information regarding convention (State Membership enrollment is ongoing, but a new member- Convention 2.8.1). ship campaign and outreach activities for the upcoming year should be planned as soon as officers are elected. Prior to taking office, request the retiring president’s pro- cedure book and review it and all material received from All members must receive a membership card with the previous president. October 31 expiration date. Coordinate with treasurer-elect to have the signature Coordinate with the treasurer to schedule a budget com- cards for bank accounts updated with new officers and mittee meeting with the principal and officers (treasurer, submitted to the bank at the beginning of the new term. program chairman, and fundraising chairman) whose input to the budget is important. Verify that programs During Term of Office and fundraising activities comply with insurance guide- lines. Be sure a signed facilities use permit is on file, if required by the school district. A Hold Harmless Have the proposed budget, including programs, Agreement means that the signer assumes total liability fundraisers, California State PTA convention, and other for a facility while the signer is using it. Many school dis- plans presented to the executive board. trict Facility use Permits include a Hold Harmless Agreement, which, if signed, would mean that the PTA The association must approve the proposed budget, assumes the total liability for that facility during the including programs, fundraisers, and other plans before PTA’s usage, whether the cause of an injury or accident implementation (which includes the signing of con- is due to anything under the control of the PTA or not. If tracts). A motion for each fundraiser, including how the the school district requires the PTA to sign a Hold money will be used (books for the library, etc.), must be Harmless Agreement for use of school premises, the approved by the association. This should be done at the PTA should contact the California State PTA insurance first association meeting of the new term (The Agenda broker. If directed by the insurance broker to sign a 2.1.9; Sample Agenda, Fig. 2-1). Facilities use Permit Addendum, refer to the Toolkit It is the responsibility of the president and unit delegates (Forms, Chapter 9; PTA use of School Facilities 1.3.4a). to attend the council meetings (if in council) or district Appoint a committee to review and/or revise the bylaws. PTA meetings (if not in council). Check with your council (if in council) and district PTA for meetings or training programs that may be held throughout the year.

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The executive board fills any vacant offices and ratifies Check the bylaws for the procedures to elect the nomi- additional chairmen and committee members before the nating committee and include that election on the appro- school term starts. priate month’s agenda. Remind the treasurer to send the per capita portion of Check the bylaws for the meeting designated for the dues for council (if in council), district, state, and election of officers, provide the required thirty (30) days’ National PTA, through the channels each month with written notice of the election to the membership, and member names and addresses; to submit insurance conduct election. premiums by council, if in council, and the district PTA due date and to prepare and submit the mandatory Conduct election of delegate(s) to the California State Workers’ Compensation Annual Payroll Report through PTA convention. The number of delegates is determined channels by the due date (Financial Officers’ Reports by unit membership. Elect an alternate for each dele- and Forms 5.3.3; Fig. 5-1 – 5-10 or Forms, Chapter 9). gate (State Convention 2.8.1). Remind the treasurer to schedule audits of the financial End of Term books twice a year (The PTA Audit 5.8) according to the Submit a roster that includes the name, title, and contact months designated in the bylaws and to provide a copy information for the new officers to council or district PTA of the Annual Financial Report to the council, if in coun- by the due date. For presidents, contact information cil, and district PTA (Annual Financial Report 5.3.3e; should be personal mailing address. Fig. 5-6 or Forms, Chapter 9). Give helpful materials to the president-elect immediately Work with the program committee to complete plans for following the election (Procedure Book 2.3.5). Founders Day, typically celebrated in February (Founders Day 7.13). Include an opportunity to collect Work with the president-elect to plan the installation of the Founders Day Freewill Offering in the program. new officers. Remind the treasurer to remit any funds collected promptly to council or district PTA. Invite president-elect to attend meetings of council or district PTA and meetings of community groups. Appoint an award committee to select local recipient(s) for award(s) (Awards 7.6; Forms, Chapter 9). Be sure a Continue president’s responsibilities until the date in the motion is made to authorize the purchase of Honorary association bylaws the new officers assume office. Service Awards and emblems, to be ordered from the Encourage cooperation and sharing of materials state office, in time for the presentation. Allow six weeks between outgoing and incoming board members. for delivery (Honorary Service Award [HSA] Program Work with the historian to compile the Annual Historian 7.6.3; Forms, Chapter 9). Report and mail this report by the council or district PTA Forward any proposed resolutions for the California due date (Annual unit Historian Reports 2.3.6a; Forms, State PTA convention in time for council or district PTA Chapter 9). action (Convention Resolution Process 2.9). At the last association meeting of the school year, a Review the California State PTA convention registration motion should be made authorizing the executive board information when received. Prepare convention pre-reg- to pay necessary summer bills within the limits estab- istration and housing materials as instructed by council lished in the budget and the bylaws. A motion also may (if in council) or district PTA. be made to appoint a committee to read the minutes of the last association meeting of the year and report at Prepare for Association Meetings the next association meeting. Check with program and hospitality chairmen about See that outstanding bills have been paid, committee arrangements. reports have been filed, projects have been completed, and financial books are scheduled for audit. Be certain Work with the publications, public relations, and room that any correspondence, including thank you notes and representative coordinators on meeting notices, publici- acknowledgments, have been sent. ty, and parent contacts. When the term as president is completed, stay involved, Be sure the year’s proposed program and budget, but not in charge. including all programs and fundraisers, is presented for adoption at the first fall association meeting (Budget 2.3.13aCOUNCIL PRESIDENT’S RESPONSIBILITIES 5.3.3a; Budgeting and Fundraising 5.5. The council president is an elected officer and serves as Prepare the agenda in advance of the meeting and pro- a vital link between the district PTA and the member vide copies to the parliamentarian and secretary (The units. Agenda 2.1.9; Sample Agenda Fig. 2-1). The responsibilities and duties of the council president Provide written notice to the membership at least ten are substantially similar to those of the unit president. days prior to the meeting. The written notice must Please review “unit President’s Responsibilities” above, include the date, time, location, and proposed business in addition to the tasks listed below. to be considered at the meeting.

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Prior to Beginning of Term Attend all meetings of the district PTA as the council representative. Meet with liaison from member school districts and/or superintendent’s(s’) office(s). Review service mailings received from the California State PTA and National PTA promptly. Request agenda time to be introduced at a meeting of the school district principals. Notify the member units of the cost of insurance premi- ums for general liability, directors and officers liability, Prepare an overview of the council and goals for the and Workers’ Compensation as soon as received from upcoming year. the district PTA. Be alert for the due date to the district Meet with council program planning and budget commit- PTA and coordinate the council due date with the coun- tees. cil financial secretary and treasurer. Work with the other incoming council officers to prepare Be alert for all due dates that affect the member units. the council calendar for the upcoming year and prepare Set reasonable due dates for items to reach the council any required facility use forms. A council may meet in a and to be processed and forwarded to the district PTA central school district location or may rotate the council (list of Due Dates, Introduction). meetings among the member units’ sites. Plan workshops for the member units. Ask for any need- Determine if names and addresses of newly-elected ed assistance from the district PTA officers. council officers have been sent to the district PTA by the Confer with program chairman to complete plans for district due date for forwarding to California State PTA Founders Day. and National PTA. If this has not been accomplished, complete the list and mail immediately. All materials Remind member units of March due date for final remit- mailed from California State PTA and National PTA will tance of per capita dues through channels. Keep them be addressed to the council president, who is responsi- informed of council and district due dates. ble for sharing them with the appropriate council officers and chairmen. Review bylaws with council parliamentarian for any needed changes and appoint a committee to assist. Determine if names and addresses of newly-elected offi- cers for PTA units within the council have been sent to Conduct election of delegates to California State PTA the district PTA by the due date for forwarding to the convention at least 30 days prior to convention. Each California State PTA and the National PTA. council is entitled to send two delegates. Elect an alter- nate for each delegate. Bylaws stipulate that the council president-elect shall be one of the PTA council’s delegates to California State Prepare convention pre-registration and housing materi- PTA convention, usually held in May. Attend the district als. Notify council delegates of convention orientation PTA convention orientation meeting and study materials date scheduled by district PTA. to be an informed and knowledgeable delegate. Be sure Work with council historian to compile Annual Historian to ask for all information regarding convention (State Report and mail report to meet district PTA due date. Be Convention 2.8.1). available to provide assistance to member units in com- Attend workshops offered by the district PTA and urge pleting the form by the due date. incoming board members to attend. Notify incoming unit Complete Annual Financial Report to meet district PTA officers of the workshops scheduled. due date as required.

Coordinate with the council treasurer-elect to have the 2.3.13bDISTRICT PTA PRESIDENT’S RESPONSIBILITIES signature cards for the council’s bank accounts updated with the new officers. The district PTA president is an elected officer and serves as a vital link between the California State PTA Encourage and model legislative activity. and the district PTA. Ongoing The responsibilities and duties of the district PTA presi- Determine procedure with council membership chairman dent are substantially similar to those of the unit presi- for receiving membership cards from district PTA and dent. Please review “unit President’s Responsibilities” review distribution procedure to member units. above in addition to the following tasks. Prepare meeting agendas (check with the council secre- Prior to Beginning the Term tary and/or minutes for any unfinished business to be Bylaws stipulate that the district PTA president shall rep- included). Provide copies for the parliamentarian and resent the district PTA at meetings of the California secretary, and provide notice to the executive board and State PTA Board of Managers. member units. Written notice must include the date, time, location and proposed business to be considered Meet the liaisons from the county superintendent’s office at the meeting. (or offices, if district PTA area covers more than one county).

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Request agenda time to be introduced at county school Distribute convention pre-registration and housing mate- board meetings. rials to unit, council, and district PTA members. Notify district PTA and out-of-council unit delegates of conven- Hold a district PTA orientation for all district PTA officers tion orientation date (State Convention 2.8.1). and chairmen. Work with appropriate chairmen to plan Founders Day Work with incoming district PTA officers to prepare the events (Founders Day 7.13). district PTA calendar for the upcoming year and prepare any required facility use forms. A district PTA may meet Verify units and councils are in good standing and sign in a central school district location, or the county office California State PTA cover pages for California State of education, or it may rotate district meetings among PTA unit Spotlight Award Program (7.6.2; Forms, the member councils’ or units’ sites. Chapter 9). Attend the California State PTA convention and your dis- Remind member councils and units of March 31 due trict PTA’s workshops and urge incoming board mem- date for final remittance of per capita dues through bers to attend. Notify incoming council and out-of-coun- channels (Membership Dues 3.2.2; unit Remittance cil unit officers of the workshops scheduled. Form, Forms, Chapter 9). Review procedures and/or changes with district PTA Conduct election of delegates to California State PTA office manager/staff, if any. convention at least 30 days prior to convention. Each district PTA is entitled to send three delegates in addi- Provide orientation for any new officers or chairmen. tion to the district PTA president. Elect an alternate for Ongoing each delegate. Attend all California State PTA Board of Managers meet- Confer with district PTA historian to compile the district ings and report information back to appropriate district PTA Annual Historian Report. Be available to provide PTA officers and chairmen and member councils and assistance to member councils and units in completing units. the form by the due date (Annual unit Historian Report 2.3.6a; Forms, Chapter 9). Prepare written district PTA report for the California State PTA Board of Managers meetings and submit to Interview district PTA applicants for the position of the leadership Vice President by due date. California State PTA Board of Managers student repre- sentative (Student State Board Members 1.4.1l). Give an oral report to the California State PTA Board of Managers, as assigned. End of Term Determine who will represent the district PTA at meet- Invite president-elect to attend meeting of district PTA ings of allied agencies and coalitions. and meetings of community groups. Be alert for all due dates that affect unit, council, and Schedule a time to introduce the incoming district PTA district PTAs (list of Due Dates, Introduction section). president to the county superinten dent(s). Serve as liaison for district PTA to California State PTA. Be sure outstanding bills have been paid, committee reports have been filed, projects have been completed Assist with workshops and training for member councils and evaluated, the Annual Financial Report is complete, and units. and financial books are scheduled for audit. Delegate district PTA responsibilities, including the orga- 2.3.14 Secretary nization of new units, to appropriate officers and chair- men. The recording secretary is elected and is one of the three officers required for a PTA/PTSA. The secretarial Handle conflict situations promptly (Conflict responsibilities may be assigned to one person or divid- Management 2.4.3). ed between a recording secretary and a corresponding secretary as specified in the bylaws. If there is no corre- Review all district PTA communications, including press sponding secretary, the duties of the corresponding sec- releases, newsletters, website postings, and print or retary may be combined with the duties of the recording electronic notices, prior to publication, printing and mail- secretary, in accordance with the bylaws. In addition to ing (Tips for Promoting the PTA 6.2). the bylaws, the duties of a secretary are discussed in Notify the member council and/or units of the amount of the California State PTA Toolkit, the National PTA Quick- insurance premiums for general liability, directors and Reference Guide (available from the PTA president), officers liability, and Workers’ Compensation as soon as and Robert’s Rules of Order Newly Revised. received from the California State PTA. Set a due date 2.3.14aCORRESPONDING SECRETARY with the district PTA financial secretary and treasurer (Financial Officers’ Reports and Forms 5.3.3; Forms, Responsibilities of the corresponding secretary are Chapter 9). defined in the bylaws and include other related duties that the president or executive board may assign.

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Guide to Executive Leadership

For more information on minutes, contact the their own purposes which aids the grantors in determin- ing the amount of assistance to award. California State PTA Secretary at [email protected] or 916.440.1985 ext. 308 2.3.15a ANNUAL UNIT hISTORIAN REPORT It is the responsibility of every PTA unit to prepare a unit For details on the responsibilities of the Secretary and Annual Historian Report. The historian or president, as Corresponding Secretary at the unit, council, and district designated in the bylaws, is responsible for completing PTA levels, see “Job Description for Secretary” Chapter the unit Annual Historian Report (unit Annual Historian 10. Reports; Forms, Chapter 9). 2.3.14bRESOURCES Submit the report by council or district PTA due dates PTA Management, Chapter 2, California State PTA through PTA channels, keeping one copy for the proce- Toolkit dure book. Quick-Reference Guide, National PTA Collect and tally members’ volunteer hours from the beginning of the PTA year (Volunteer Tally Sheet, Robert’s Rules of Order Newly Revised Forms, Chapter 9). Advise members to project their vol- unteer hours for planned PTA activities beyond the 2.3.15 historian Annual Historian Report due date until the end of the The historian assembles and preserves the record of PTA year. activities and achievements of the PTA and assists the Publicize the hours PTA volunteers have provided to the president in preparing the Annual Historian Report community. One example may be to compute the hours (Annual unit Historian Report; Forms, Chapter 9). volunteered by members multiplied by an hourly “wage.” Historian records, like minutes, should be kept forever. Prepare a “mock” check and present to your school board or city to bring attention to the needs of your Collection of hours is important to our association for school and its children. many reasons. Maintaining federal tax exemption is one of the most important. An organization granted nonprofit For details on the responsibilities of the Historian see charitable status must receive one-third of its support Job Description for Historian, Chapter 10. from the general public. Valuation of service hours Keep a written/printed account of the year’s activities and expended in carrying out the purposes for which it was formed will positively affect the public support ratio of key personnel for the unit’s permanent PTA History Book. PTA. For more information on annual report tally sheets, Volunteer hours can be reported in the narrative portion contact the California State PTA Historian at of the IRS 990 report and can also be placed on your [email protected] or 916.440.1985 ext. 326 PTA’s financial statements. From information provided by nonprofit charitable organizations, the IRS publishes 2.3.16 Parliamentarian a figure, adjusted annually, that attributes a dollar value to volunteer hours donated. This enables PTAs to pub- The parliamentarian is an officer usually appointed by lish an annual tabulation of the collective value of volun- the president, subject to ratification by the executive teer hours which has been returned as a donation to board. A parliamentarian “pro tem” should be appointed local communities and statewide. in the absence of the parliamentarian.

Advertising the value of volunteer hours expended by 2.3.16a BYLAwS PTA can be a valuable marketing and publicity tool and raises the public’s awareness of the association. The bylaws are specific rules by which the unit is gov- Frequently, foundation grantors request the number of erned, and they supersede any general rule of parlia- volunteer hours an organization expends annually when mentary law with which they may be in conflict. They are considering apportionment of grant funds. The volunteer the “Articles of Organization.” They may not be sus- value helps a foundation understand the extent of a pended, even by a unanimous vote. Any action contrary group’s parent involvement, support and commitment to to the unit’s bylaws is null and void and should be so stated when discovered.

Human Relations The six most important words: “I admit I made a mistake.” The five most important words: “You did a good job.” The four most important words: “What is your opinion?” The three most important words: “If you please.” The two most important words: “Thank you.” The one most important word: “We” The least most important word: “I”

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The bylaws of the unit, council, district, State, and 2.4 Bylaws for PTAs in California National PTA all state that Robert’s Rules of Order Newly Revised shall be the parliamentary authority. If Bylaws are designed to help the group function in an help is needed in understanding or interpreting Robert’s orderly manner. The president shall assure that a copy or the bylaws, the council or district PTA parliamentarian of Bylaws for Local PTA/PTSA Units and California should be contacted. State PTA Bylaws (8.1) is provided to all officers and board members at the beginning of the term of office. The California State PTA bylaws contain “starred” arti- Each member is responsible for making a thorough cles and sections that are to be included in the unit study of them. A copy of the bylaws must be made avail- bylaws. Do not alter, change, or add to any articles or able to any member of the association upon request. Do sections with stars. Several bylaws sections refer to not post PTA bylaws on any website. information in the California State PTA Toolkit and may not be altered. These are policies or procedures of the If a unit cannot locate the bylaws, a committee should California State PTA. be appointed by the president and chaired by the parlia- mentarian. Standard bylaws should be obtained from Note: The adoption of an amendment to any provision of the state office for a nominal fee. Standard bylaws are the National PTA bylaws or to any provision of the pre-printed and provide blank spaces to fill in according California State PTA bylaws that pertains to unit, council, to a unit’s needs and must be used. Computer printouts or district PTA automatically amends the unit’s bylaws or retyped bylaws will not be accepted. and does not require a vote of the unit. Other revisions to the unit’s bylaws may be made only as provided in 2.4.1 Changing Bylaws the bylaws themselves. Bylaws and standing rules must be reviewed every year 2.3.16b POLICIES AND PROCEDURES and revised every three years. Appoint a small commit- tee with the parliamentarian as chairman to study them, Basic policies of the National PTA are included in all make recommendations, and forward through channels PTA bylaws. Parliamentarians often are asked to inter- to the California State PTA parliamentarian. After receiv- pret these policies or give a rationale for them. The ing approval for amendments from the California State National PTA Quick-Reference Guide discusses them in PTA parliamentarian, give 30 days’ written notice of pro- detail. The California State PTA and district PTAs also posed amendments to association members. A two- have policies and procedures that must be observed. thirds (2/3rd) vote is required to amend the bylaws. (See 2.3.16c NOMINATING COMMITTEE Association Meetings for meeting notification require- ments 2.1.) The statement in the bylaws, “… shall call the first meet- ing of the nominating committee … and give instructions 2.4.2 Standing Rules in procedure…” means that the parliamentarian should Standing rules outline the procedures of the organiza- explain the eligibility requirements to hold office, which tion that are not included in the bylaws and must not offices are to be filled, and those sections of the bylaws restate or conflict with the bylaws. Some examples of that pertain to the conduct of the nominating committee, the differences are: committee voting procedure, etc. The parliamentarian conducts the election of the chairman of the nominating • Bylaws state when the meetings of the association committee. The parliamentarian does not automatically and executive board are held. serve as a member of the committee unless elected to it. The parliamentarian, if not a member of this commit- • Standing Rules tell where and what time these meet- tee, should be available for any questions by telephone ings are held. or at a specific location. • Bylaws give the primary responsibilities of officers and For details on the responsibilities of the parliamentarian chairmen. at the unit, council, and district PTA levels see “Job • Standing Rules give the specifics. Description for Parliamentarian,” Chapter 10. For example, if the Bylaws state that the first vice presi- For additional information about bylaws, dent is responsible for the program, then the Standing contact the California State PTA Parliamentarian at Rules should list the specific responsibilities of each committee and the various chairmen, who work with the [email protected] or 916.440.1985 ext. 310 vice president under the first vice president’s title. If the organization has supplies and/or equipment, the Standing Rules should state who is responsible for them and where they would be kept. Standing Rules might also list: • Who has the responsibility for securing the retiring president’s pin and its inscription.

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Bylaws for PTAs in California

• If there is to be an installation of officers, who is 2.4.3c whY DO PEOPLE COMPLAIN OR INITIATE CONFLICT? responsible for selecting the installing officers and when the installation should take place. Some people have genuine concerns about the progress of the group and sincerely want to improve the In short, Bylaws are hard and fast rules that may be situation. By raising the issue, they hope to bring it out amended only with thirty days’ prior written notice to the into the open for discussion and action. membership. Others lack self-esteem and may seek confrontation as Standing Rules are the details of monthly PTA work that an outlet. Still others crave power or authority and are may be changed from administration to administration or testing the group, particularly the leadership, in order to from meeting to meeting. They require a two-thirds (2/3) attain it. majority vote without notice and a majority vote with 30 days notice to adopt or amend. Standing Rules must Some are reluctant to go along with needed changes, accompany bylaws when submitted to the California preferring to keep things at status quo (e.g., “we’ve State PTA parliamentarian for approval. always done it this way”). 2.4.3 Conflict Management 2.4.3d hOw CAN LEADERS DEAL wITh ThE CONFLICT? Meeting Disruption There are basically two types of conflicts which PTA leaders might have to resolve. The first are conflicts that Support the right of the individual to express his/her arise when individuals are not able to work together. viewpoint and be receptive to new ideas that may be The second type of conflict occurs when individuals are offered (e.g., “It is important to hear everyone’s perspec- not in agreement with discussion and/or actions being tive”). taken at meetings (Controversial Issues 2.4.4). Encourage other group members to hold their com- 2.4.3a whAT CONSTITUTES A CONFLICT SITUATION? ments while the individual is stating his/her point. We need to respect other people and their ideas, even when A conflict situation might be: they may differ from our own. Strong differences of opinion between individuals or Instead of meeting that individual “head on,” recognize groups regarding proposed ideas or projects—and ways his/her concern (e.g., “I know you are really upset about to affect the outcome. this.”). Disagreements among members regarding what has If the situation becomes too difficult to deal with at that already taken place. meeting, arrange another time to meet and discuss the Personality differences within the group that make it dif- problem informally and in a more relaxed setting. Allow ficult for people to cooperate effectively with one anoth- time for cooling down, and select a meeting location that er. is non-threatening and neutral to the individual involved. Situations brought about by people who often complain Consider contacting your council or district PTA leader- about objectives and activities. ship for assistance. A personality problem between two individuals. At the next meeting, the issue should be brought before the group, and after discussion, the group will come to a A misunderstanding of assigned responsibilities (Who is consensus. supposed to do what?). Handling Disagreements A misinterpretation of the group’s goals. Maintain the responsibility—and the authority—of the A refusal by some members of the group to work with a leadership position by not taking sides. Neutrality of the certain individual—for whatever reasons. leader is crucial in conflict management. A personal agenda that has been carried to extremes or Focus on the problem or the issue and not on the peo- blown out of proportion. ple or their personalities. 2.4.3b IS CONFLICT BAD? Practice active listening. Rather than trying to minimize the problem, attempt to reduce the anxiety of those No, conflict is not bad. Conflict—and even controversy— involved and focus on acceptable solutions. are often the catalysts that stimulate a group to reflect on its goals and devise ways to reach them. Progress is let people know their feelings of anger or frustration are made when problems are addressed cooperatively and understood, and try to make them feel more comfortable solutions generated, not only by a mediator, but also by in sharing those feelings. all individuals involved. Meet and talk, one-on-one, with each of the individuals Controversy and conflict within a group can have a posi- involved before bringing them together to help resolve tive outcome when the leadership is able to develop the problem. skills necessary to manage the situation.

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Selecting a good time and place is important and may 2.4.4a PEOPLE ARE ENTITLED TO ThEIR OPINIONS help to ensure that those involved are relatively calm and not under overt stress. PTA has bylaws, policies, and procedures under which it operates. Point out that there is not necessarily a “right” or “wrong” way to address the concern—sometimes there While PTA respects the rights of individuals, it also has is a more practical or feasible way. a responsibility to conduct business in a fair and digni- fied manner. Find something to agree on, such as basic goals. By so doing, the leader sets the stage for trying to agree on If the “disruption” goes on and on, the president may the strategies for achieving them. When people realize use one of the following: they have a common goal, they recognize they are actu- “Ms. _____, your point is well taken, but this issue is ally on the same side rather than being adversaries. not currently on the agenda. We do have a program Help people understand that not everyone will be happy commitment and an obligation to carry it through. with the decisions made—and that members can learn Perhaps we could speak later.” (Then continue with to accept without always having to give personal the agenda.) approval. “Mr. _____, we appreciate your comments on this Group decisions should benefit the majority of the orga- subject, and if there is no objection, the chairman nization and the membership it serves. would like to appoint a committee (now or following the meeting) to study the issue, research the informa- Outside facilitators may prove useful. tion, and report back at a future meeting.” (It’s a good idea to include that person on the committee.) 2.4.4 Controversial Issues in Association Meetings “Mrs. _____, the issue you raise doesn’t fall within the nonpartisan (or whatever) policy of PTA. However, we Controversial issues may be brought up and disruptions do appreciate your sharing the information with us.” may occur at PTA meetings. An informed and alert PTA executive board can guard against disruptions, as will consistently applied ground rules. A sense of fair play Remember, no one expects the president to be perfect … will help handle most situations. only poised and prepared to carry through. Executive board members should know parliamentary authority – and how to The president, first vice president, and parliamentarian apply it – to help the president handle uncomfortable situa- should possess a good working knowledge of parlia- tions. mentary procedure and how to apply it effectively. The president presides during the program presentation 2.4.4b whEN TEMPERS FLARE as well as during the business meeting, with support from the parliamentarian and other executive board “The chairman recognizes there are many different opin- members. The president never turns the meeting over to ions, but let’s hope we can disagree ‘agreeably.’ That is, another member, but calls on another member to make after all, the democratic process, isn’t it?” a presentation or introduce a speaker. When the situation is getting out of hand, don’t pretend When dealing with difficult interruptions, the presiding everything is all right. Instead of becoming flustered, officer should maintain poise in the face of interruption. inject a sense of humor. An unruffled attitude reflects that the president is in con- trol. “My mother said there’d be times like this!” Allow the “interrupter” to make his/her statement, listen- -or- ing carefully to see where the subject might fit into the “let’s call a truce—and look into the problem topic under discussion. If the point made is irrelevant (or together.” not germane) to the motion on the floor, the chairman should point out that fact. 2.4.4c hELPFUL PARLIAMENTARY PROCEDURE Be courteous in dealing with the interruption. In spite of The chairman should recognize the privilege of each apparent negative reaction from the audience, the per- individual to agree or disagree with the views stated by son speaking may have a valid point or a suggestion the speaker. The speaker is stating his/her own opinions worth investigating. and is not asking for conclusions from the audience, so interruptions are inappropriate. Honest differences of If the discussion—and the situation in general—appears opinion may be discussed at the close of the meeting. to be getting out of hand, the president can decide to recess the meeting for a short time to allow people to Board members with a good background in parliamen- calm down or may determine immediately the time and tary procedure can aid the president with helpful date of a special meeting to focus on the issue. motions at opportune times.

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Bylaws for PTAs in California

Rules to Keep in Mind Proper and tactful handling of the meeting is of prime importance, and care should be taken that all parties While people other than PTA members may be present and all points of view are presented. at the meeting, the privilege of making motions, debat- ing and voting shall be limited to the members of the If additional assistance or guidance is needed, the coun- association who are present and whose dues are paid cil (if in council) or district PTA should be contacted. and who have been association members for at least the previous thirty (30) days. Formal Solution At least twenty-four (24) hours’ notice, in writing, must If the matter cannot be resolved in an informal way at a be given to the president to request to have an order of meeting with those directly involved, the following proce- business or an announcement placed on the executive dure should be followed: board agenda. At least fourteen (14) days’ notice, in 1. upon the majority vote of the executive board, a letter writing, must be given to the president to request an describing the allegation(s), citing facts and being item of business or an announcement be placed on the careful not to make slanderous statements, should be association agenda. New items of business or written and signed by three members of the executive announcements brought to association meetings that board and sent as follows: have never been considered by the executive board should be referred to a committee or the executive If the allegation(s) against a member occurs within a board for study. No action may be taken on any agenda unit, the letter should be sent to the council president item that has not been properly noticed. if in council, and to the district PTA president. If the allegation(s) against a member occurs within a coun- Any non-PTA material distributed at an association cil, the letter should be sent to the district PTA presi- meeting must be reviewed and approved by the execu- dent. If an allegation(s) against a member occurs tive board prior to the meeting. within a district PTA, the letter should be sent to the unless the association has a special rule, no member California State PTA president. can speak more than twice to the same question on the -or- same day (Roberts Rules of Order Newly Revised, Section 42). A letter, as described in Number 1 above and signed by five or more members of the PTA, may be sent. For additional information, see Parliamentary Procedure 2.1.6. -or- 2.4.5 Violations of PTA Bylaws, Policies, or A letter, as described in Number 1 above and signed Procedures by a school administrator, may be sent to the council, district PTA, or California State PTA president. Violations are (1) actions contrary to the good of the organization, and/or (2) actions in violation of the 2. If the allegation(s) against a member cannot be bylaws, policies, or procedures of the organization. Prior resolved by the council, a letter should be sent to the to beginning the process of investigating any alleged district PTA president. The letter should include the violation, consult with the council/district PTA president. allegation(s), background information pertaining to the allegation(s), and information regarding steps taken 2.4.5a ALLEGATIONS AGAINST A MEMBER by the council to resolve the allegation(s). Every effort should be made to resolve the allegation(s) 3. If the allegation(s) against a member cannot be at a meeting with those directly involved. Any allega- resolved by the district PTA, a letter should be sent to tion(s) should be described specifically in writing and the California State PTA president. The letter should brought to the attention of the president or executive include the allegation(s), background information per- board, who should immediately contact the council and taining to the allegation(s), and information regarding district PTA presidents for assistance with the meeting. steps taken by the council and district PTA to resolve Proper and tactful handling of the meeting is of prime the allegation(s). importance, and care should be taken that all parties and points of view are presented. 4. When the California State PTA president receives a letter regarding all allegation(s), the matter is no When handling an allegation(s), care must be taken to longer under the authority of the district PTA. The maintain confidentiality at all times and to avoid poten- California State PTA has the responsibility to follow tially slanderous statements. Information must be kept through and bring the matter to a resolution. If neces- with those persons directly involved; they must refrain sary, the State president shall refer the matter to the from making comments or accusations to others. grievance committee of the California State PTA Board of Managers in accordance with the Standing Informal Solution Rules and Procedures of the California State PTA Every effort should be made to resolve the allegation(s) Board of Managers. at a meeting with those directly involved. Any allega- 5. Allegation(s) referred to the grievance committee tion(s) should be described specifically and brought to shall be reviewed, and that committee shall make a the attention of the president or the executive board.

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recommendation to the California State PTA Board of Allegation(s) against a council should be sent to the Directors regarding the handling of the allegation(s). district PTA president. In extreme cases, a recommendation may include any of the following penalties: Allegation(s) against a district PTA should be sent to the California State PTA president. a. The member, if currently serving in an elected or appointed position on a PTA board, may be asked letters from school administrators may be sent to the to resign that position. council and district PTA, or California State PTA presi- dent. b. The PTA board on which the member serves may be directed to take action to remove him/her from 3. If an allegation against a unit cannot be resolved by the elected or appointed position in accordance the council, send a letter to the district PTA president. with the provisions in the bylaws. The letter should include the allegation(s), back- ground information pertaining to the allegation(s), and c. The member, in accordance with The California information regarding steps taken by the council to Corporations Code, §5341 (3), may be expelled, resolve the allegation(s). suspended, terminated, or sanctioned in some other way. 4. If an allegation against a council cannot be resolved by the district PTA, send a letter to the California 2.4.5b ALLEGATIONS AGAINST A UNIT, COUNCIL, OR State PTA president. The letter should include the DISTRICT PTA allegation(s), background information pertaining to the allegation(s), and information regarding steps to be Every effort should be made to resolve the allegation(s) taken by the council and district PTA to resolve the at a meeting with those directly involved. Any allega- allegation(s). tion(s) should be described specifically in writing and brought to the attention of the president or executive When the California State PTA president receives a board, who should immediately contact the council and letter from a district PTA regarding allegation(s), the district PTA presidents for assistance with the meeting. matter is no longer under the authority of the district Proper and tactful handling of the meeting is of prime PTA. The California State PTA has the responsibility importance, and care should be taken that all parties to follow through and bring the matter to a resolution. and points of view are presented. 5. Only the California State PTA may change the status Informal Solution of a unit, council or district PTA. upon consultation with the California State PTA president and vice presi- Every effort should be made to resolve the allegation(s) dent for leadership services, district PTAs may place a at a meeting with those directly involved. Any allega- unit or council on probation pending further recom- tion(s) should be described specifically in writing and mendation for action by the state PTA (see Advanced brought to the attention of the president or executive Leadership Tools). board. Proper and tactful handling of the meeting is of prime importance, and care should be taken that all par- 6. If an allegation is against a district PTA, a letter ties and points of view are presented. including a list of the allegation(s) and background information pertaining to the allegation(s) should be It is recommended the council or district PTA be sent to the California State PTA president. contacted. 7. The California State PTA president may refer any let- Formal Solution ter of allegation(s) to the grievance committee of the If the matter cannot be resolved in an informal way at a California State PTA in accordance with the Standing meeting with those directly involved, the following proce- Rules and Procedures of the California State PTA dure should be followed: Board of Managers. 1. upon a majority vote of the executive board, a letter Allegation(s) referred to the grievance committee describing the allegation(s), citing facts and being shall be reviewed, and the committee shall conclude careful not to make slanderous statements should be the matter or make recommendation to the California written and signed by: State PTA Board of Directors for further action. In extreme cases, a recommendation may include any a. Three members of the executive board; or of the following penalties. b. Three members of the association; or a. The unit may be placed on probation, have its char- c. School administrator. ter withdrawn by the California State PTA, or be sanctioned in some other way; 2. Send the letter to the appropriate PTA level. b. The council or district PTA may be placed on proba- Allegation(s) against a unit should be sent to the tion, have its acceptance withdrawn by the council president (if in council) and to the district PTA California State PTA, or be sanctioned in some president. other way.

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Committee Development and Guidelines

The unit, council, or district PTA shall be notified in writ- legislation ing at least 15 days before any action is taken. Membership Outreach Parent Involvement Parliamentarian 2.5 Committee Development and Program Guidelines Public Relations Publications Coordinator Committees are formed to plan, promote, and imple- Reflections Program ment the activities of the PTA. The quorum for a com- Room Representative Coordinator mittee is a simple majority of the members serving on Safety that committee. A standing committee is established to Student Board Member perform a continuing function and remains in existence Student Involvement permanently for the life of the assembly that established Volunteer Coordinator it. A special committee should have a definite purpose Website and is subject to the directives of the membership. It Others as needed remains in existence until the duty assigned to it is accomplished, unless discharged sooner, and it ceases The responsibilities and goals of the committee must be to exist as soon as the association receives its final clearly defined. The committee members should know if report. funds have been allocated for the committee’s use and what records or resources are available to them. A time- All unit, council, and district PTAs are required to elect a line must be established for scheduled meetings, the nominating committee (Nominations and Elections 2.2). completion of specific tasks, and the presentation of the Committee Creation final report to the president and executive board. PTAs are encouraged to explore areas of local concern Committee members must understand that: not listed in these guidelines, as long as these concerns • Committees do not function as separate groups but fall within the scope of PTA activities. PTAs should are part of the association and must operate within the share their successful programs and ideas for new com- framework of PTA bylaws, policies, and procedures; mittees with their councils and districts, so that other units with similar concerns may benefit from these suc- • Committees make recommendations, not decisions; cessful experiences. • All projects and activities must have the approval of The number of committees needed to carry on the work the executive board and the association in advance; of the unit will depend upon the size of the membership and and the program and activities (goals) for the year (Goal Setting 2.3.4) and may include: • All money raised or derived from the activities of a committee is deposited in the unit treasury and shall not be expended by any chairman or committee with- special committee: may be appointed by the president or out the approval of the executive board and associa- elected by the association for a specific purpose. It ceases tion. to exist when its final report is submitted. 2.5.3 Committee Member Selection

2.5.1 Required Officers The president appoints the chairman and members of all committees, with the exception of the nominating President committee. All appointments are subject to ratification by Secretary the executive board. The president should seek recom- Treasurer mendations from the chairmen. Committees should be representative of the membership and include students 2.5.2 Additional Officers/Chairmen at the secondary level, if possible. The president is an Auditor ex-officio member of all committees except the nominat- Community Concerns ing committee. Disaster Preparedness/Crisis Response The nominating committee is elected by the member- Education ship (Nominations and Elections 2.2). Environmental Financial Secretary 2.5.3a CONSIDERATIONS FOR MEMBER SELECTION Founders Day Fundraising Do they have a special interest in the subject? Graduation/Prom Night Do they have the background needed to address the Health issue? Historian Honorary Service Award Will they attend committee meetings and make a posi- Hospitality tive contribution?

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Do they have access to special resources? 4. Encourage each committee member to participate. Courteously discourage those who monopolize the Would serving on the committee enhance their skills? floor and encourage the shy ones to speak. Reinforce Would student input be appropriate and helpful? the fact that the committee needs to hear from every- one in order to combine all good ideas and sugges- Do they represent the needs of a diverse membership? tions. Are the members representative of the community? 5. Before adjourning, sum up what decisions were made and what future assignments designated. Does every- The principal can be a valuable resource on a variety of one know who is to do what and by when? If practi- issues and may be asked to serve in an advisory capac- cal, set the date of the next meeting; otherwise, ity on any committee. assure members the leader will notify them later. 2.5.3b GUIDELINES FOR ChAIRMEN 6. As chairman, set the tone by being optimistic and The president should provide the chairmen with their enthusiastic about the committee’s tasks. Members respective job descriptions as soon as possible. The job will share that excitement. descriptions for all recommended chairmen can be found under the Job Descriptions, Chapter 10, of the Meetings must be held to vote on issues. Voting by proxy is California State PTA Toolkit. prohibited. This also means no absentee voting or voting by mail, e-mail, or phone. 2.5.4 Committee Meetings quorum for committee: a simple majority of the members Well-planned and efficiently managed committee meet- ings can be a source of pleasure as well as productivity. sitting on a committee (Committee Development and A chairman can be an efficient meeting manager by Guidelines 2.5). See Bylaws for Local PTA/PTSA Units, planning ahead. Article IX, Section I.

2.5.4a BEFORE ThE MEETING 1. Determine the necessity and relevance of the meeting. 2. Since all voting must be handled in person, if there 2.6 Delegating are a couple of items of business to take care of, plan A good leader delegates to: to shorten the meeting. Effective meetings do not need to be lengthy. Meet briefly to vote officially and • Share the responsibility of getting the job done; record the committees’ decisions. • Develop mutual trust and self-confidence in co-work- 3. Whenever possible, send or e-mail an agenda in ers; and advance to committee members—or at least provide one when committee members arrive. Indicate a • Help build future leadership for the organization. starting and ending time. Be specific about topics to Delegating well depends on recognizing that the leader be discussed and decisions to be made. cannot do everything alone because: 4. Organize thoughts and materials—and come pre- • There are not enough hours in the day; pared! • Everyone has personal priorities; and 2.5.4b DURING ThE MEETING • Delegating builds new leadership. Since committee meetings are usually conducted in an informal manner, the rules of parliamentary procedure 2.6.1 Tips for Success for motions, seconds, and voting, can be replaced by the use of general consent or consensus. A good work- Try to match the abilities of the individual with the ing relationship is established when the leader acts as a requirements of the task. facilitator and provides a relaxed and supportive atmos- Assign (with courteous determination) a relatively small phere. task that guarantees the potential for success. 1. Begin on time. If the leader will be conducting busi- Define a “reachable goal,” the attainment of which can ness and the group is short of a quorum, wait to dis- be shared with others. cuss action items until a quorum is present. Be generous in praise and acknowledgment. Expressing 2. Briefly review the agenda and the purpose of the appreciation helps pave the way for delegating future meeting. responsibilities. 3. When necessary, pause, reflect, and summarize, so Avoid overwhelming association and committee mem- everyone is aware of what is being accomplished. bers.

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Committee Organizations, Co-sponsorship, and Coalitions

Communicate clearly. Be clear about the assignment tions, and liabilities must be clearly defined, discussed, and what is expected. If the leader appoints someone to and authorized by the co-sponsoring PTA prior to the cover a meeting, upon returning from the meeting, the signing of such contracts. For protection in the event of person should do one or more of the following at the an accident or lawsuit, each co-sponsoring group must president’s direction: have its own adequate liability insurance. Prior to the event, all printed information, handouts, and selection of • Write and submit a written report. speakers should be reviewed and approved by the co- • Report orally to the group. sponsoring PTA’s executive board. • Write a newsletter article, if asked by the president or The right of members of the California State PTA to be chairman. official representatives of the California State PTA in public relationships (including the publishing of names Follow-up. This is the most important part of delegation. on the stationery of other organizations) shall be con- Make the request for periodic reports part of the project. ferred only by the Board of Managers or the California If time passes and the leader has not been informed State PTA president. A person who renders service to directly, use direct contact. another organization as a representative of the California State PTA may accept an honorarium to be Due Dates. Be realistic in setting the dates for action donated to the California State PTA. required. Remember that people work at different paces. Establish expectations—and make them apparent; how- PTA funds shall not be used for expenses of those who ever, do recognize that PTA is not the top priority in have accepted appointments to term committees in out- everyone’s life. side agencies without approval of the California State PTA Board of Managers. Share the concept that those who neglect meeting due dates create a “domino effect” upon everyone down the 2.7.1a COORDINATING wITh COMMUNITY GROUPS line. Gently emphasize the personal responsibility involved. The policy of the National PTA encourages participation of PTAs in community groups. It is of paramount impor- tance that PTAs be a part of community councils having goals similar to those of PTA. 2.7 Community Organizations, The PTA unit, council or district shall make sure that the Co-sponsorship, and Coalitions proposed rules of procedure or bylaws of the group do 2.7.1 Cooperating with Other Organizations not conflict with the bylaws of the association. Community groups with which the PTA may cooperate Community betterment is one of the chief aims of PTA are those that are not set up as action groups nor to endeavors. This can be brought about through coopera- operate programs, but rather to pool information and tion with other agencies that are doing child welfare develop resources for service to children, youth, and work in the community. families in the community. The abilities and strengths of unit, council, and district PTAs should not enter into per- each organization can be used efficiently to solve prob- manent cooperation with any agency. PTAs may cooper- lems that require combined influences and joint planning. ate with an agency by publicizing and distributing infor- Each organization represented in the community group mation about an event at meetings and through newslet- retains its own identity and is not committed to a course ters. of action outside its own field of operation. The PTA unit PTAs may cooperate on special projects with any does not “join” another organization. Participation in agency whose purposes and methods are consistent these groups should be through an official representa- with PTA policies. If, for any reason, the project cannot tive of the PTA. It is the responsibility of this representa- be completed during the administration in which it was tive to inform the PTA of activities of the community authorized, the new administration should review it group, to vote on routine organizational business of the before approval. group, and to act on policy matters under the direction of the PTA being represented. PTAs may cooperate with any agency through commit- tees. They shall not set up a cooperating committee as Many community groups have operating budgets to a permanent or continuing committee. A cooperating cover staff and other expenses. PTA policies concerning committee continues only through the life of the special legitimate use of PTA funds should be strictly observed project upon which cooperation is advisable. (Fiduciary Agreements and Gifts to Scchools 5.1.5, Budget 5.3.3a, Financing Programs at the School 5.9, Co-sponsorship involves the development and planning Fig. 5-1 or Forms, Chapter 9). It is the responsibility of of an event with other groups, agencies, or organiza- the district PTA to determine an equitable amount that tions. PTAs should participate actively in each coopera- may be budgeted toward the expenses of community tive undertaking to ensure that goals and procedures groups. All contributions to these groups require the are consistent with the Purposes and basic policies of approval of the association. the PTA. When an event requires the signing of contrac- tual agreements, the responsibilities, financial obliga-

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Committee Organizations, Co-sponsorship, and Coalitions

2327 L Street, Sacramento, CA 95816 (916) 440-1985 • FAX (916) 440-1986 • [email protected] • www.capta.org

DATE: July 2007

TO: unit, Council and District Presidents

FROM: Pam Brady, President

SuBJECT: PTA AND BOY SCOUTS OF AMERICA ChARTER — PLEASE DO NOT SIGN

The California State PTA continues to support scouting and the opportunities scouting provides for young people. However, the Boy Scouts of America seeks local organizations as sponsors (signing charters) and the Scouting Annual Charter Agreement includes the following responsibilities for that organization:

• Conduct the scouting program according to its own policies as well as those of the Boy Scouts of America. • Include scouting as part of its overall program for youth and families. • Appoint a member of the organization to coordinate all scouting operations at the site. He or she will represent the organization to the scouting district and serve as a voting member of the local Boy Scout council. • Select a scouting committee (minimum of three) of parents and members of the organization who will screen and select local scouting leaders. While an individual may choose to volunteer with Boy Scouts of America or other youth groups, the California State PTA directs local PTA units, councils and dis- tricts DO NOT SIGN ANy CHARTER OR yOuTH GROuP SPONSORSHIP OR RENEWAl FORM WITH THE BOy SCOuTS OF AMERICA as:

• A PTA representative may not commit the PTA to the bylaws and other regula- tions of Boy Scouts of America. • local PTA leaders are generally not qualified to screen and select the local scouting leaders. • The California State PTA insurance program provides no coverage for a PTA leader sitting as a representative to the scouting council nor for sponsoring another organization. • The California State PTA insurance program provides no liability coverage for the actions of any individual acting as a leader, a participant in, or in some other capacity for another organization.

Fig. 2-2 PTA and Boy Scouts of America

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Committee Organizations, Co-sponsorship, and Coalitions

2.7.1b LIMITS OF COOPERATION (CONDITIONS GOVERNING • Appoint a member of the organization to coordinate SPONSORShIP OF YOUTh GROUPS) all scouting operations at the site. He or she will represent the organization to the scouting district The California State PTA considers the work done by and serve as a voting member of the local Boy youth-serving organizations to be of tremendous value. Scout council, Conditions for Sponsorship • Select a scouting committee (minimum of three) of Reinforcement of the work of youth groups should be parents and members of the organization who will given through moral support and encouragement, help- screen and select local scouting leaders. ing to secure qualified and able adult leadership, helping While an individual may choose to volunteer with Boy to arrange for a meeting place, and providing opportuni- Scouts of America or other youth groups, the California ties for youth service. No obligation is assumed for, nor State PTA directs local PTA units, councils and districts: shall the PTA be responsible or liable for, the actions of DO NOT SIGN ANy CHARTER OR yOuTH GROuP any individual acting as a leader, a participant in, or in SPONSORSHIP OR RENEWAl FORM WITH THE BOy some other capacity for a sponsored group. SCOuTS OF AMERICA as: One member of the executive board of the sponsoring A PTA representative may not commit the PTA to the PTA shall serve as coordinator and representative of bylaws and other regulations of Boy Scouts of America. any PTA -sponsored youth groups. The local unit has certain responsibilities toward any group with purposes local PTA leaders are generally not qualified to screen so closely related to its own program. It should seek to and select the local scouting leaders. arouse interest in the need for youth groups and encour- age formation of such groups and stimulate leadership. The California State PTA insurance program provides no coverage for a PTA leader sitting as a representative to The PTA assumes no obligation, expressly or otherwise, the scouting council nor for sponsoring another organi- responsibility, or liability for the competence, the actions, zation. or the omissions of any person or persons who may have been or may become active as a leader, partici- The California State PTA insurance program provides no pant, or otherwise, in any organization or group spon- liability coverage for the actions of any individual acting sored by the PTA. as a leader, a participant in, or in some other capacity for another organization. The PTA assumes no obligation to give financial support to groups that it sponsors, including payment of individ- 2.7.2 Other Organizations ual dues or the purchase of uniforms or equipment. The No PTA may join any other group nor agree to abide by PTA may help provide suitable fundraising opportunities any other group’s bylaws or policies. The association for youth groups, giving publicity to their projects and may pay for an individual membership for the president recognition to their achievements. of a PTA or a duly-appointed PTA representative to a In case of need, the unit may vote to hold a special group that furthers the work of the PTA. fundraising project to provide such items as group 2.7.3 Joining, Building, and Making Coalitions equipment, handicraft supplies, or camperships. work To avoid misunderstandings and to facilitate harmo- nious relationships between the PTA sponsor and PTA is an organization whose membership is resource- the youth group, a copy of the conditions governing ful, creative, and innovative. Based on its careful studies sponsorship should be permanently attached to or of issues and concerns relating to children and youth, be a part of every sponsorship agreement PTA has been successful in working with coalitions and (Application for youth Group Sponsorship or Renewal, influencing legislators and decision-makers at the local, Forms, Chapter 9). state, and national levels. Boy Scout Groups In recent times, PTA’s involvement with coalitions— groups which share similar goals and objectives—has The California State PTA continues to support scouting yielded policy action. Since there is no need to “reinvent and the opportunities scouting provides for young peo- the wheel” or to “go it alone,” PTAs are encouraged to ple. However, the Boy Scouts of America seeks local join coalitions when, by doing so, there is a greater organizations as sponsors (signing charters) and the potential to produce a successful outcome. Scouting Annual Charter Agreement includes the follow- ing responsibilities for that organization: A coalition is made up of individuals representing groups that: • Conduct the scouting program according to its own policies as well as those of the Boy Scouts of • Have a stated or similar position; America, • Share a mutual concern; and • Include scouting as part of its overall program for • Are interested in working together toward an action- youth and families, oriented goal.

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The coalition may be a permanent, ongoing organization • Has PTA worked successfully with the organization in or a temporary alliance that can be disbanded once the the past? goals have been reached or abandoned. • Is the management/leadership style compatible with Coalitions bring together groups with similar concerns that of PTA? and objectives to combine their efforts, their resources, and the individual skills of their members in working Consider which groups might be approached to join and toward a common goal and rallying broader support for participate in a coalition: community service clubs; reli- an issue, whether that is legislative action, project plan- gious or ethnic organizations; business associations ning and implementation, or publication and distribution (chamber of commerce); labor and civil rights groups; of needed information. education associations; organizations dealing with health, safety, disaster preparedness, environmental If the coalition wants to make a statement that is not issues, etc. compatible with PTA policies or positions, the PTA should vote to withdraw from the coalition. Following this Bring diverse groups together to address issues. This vote, a formal letter should be sent to the chairman of lends credibility and strength to the PTA’s efforts. While the coalition stating why the PTA no longer can be a differences of opinion are bound to exist, a sense of member. cooperation and congeniality among the participants is essential to the success of any coalition. coalesce: to come together into one. To fuse, blend, unite. Secure the PTA association’s approval to be involved in the coalition.

OINING A OALITION 2.7.3a J C 2.7.3c MAkING ThE COALITION SUCCESSFUL Is there an existing coalition that addresses the concern Establish a process to identify mutual goals. or issue identified? If so, discuss the matter with the PTA board. If the board members agree to consider join- Ensure that each group maintains its own identity and ing the coalition, meet with the spokesperson(s) to make autonomy and protects its own self-interest, as the coali- certain the coalition’s goals and philosophy are consis- tion collectively seeks to attain goals that individual tent with those of the PTA. groups might not be able to achieve alone. Contact key people whose organizations already belong understand that total consensus in every area prior to to the coalition. learn more about its specific activities action is not a requirement. and procedures. Discover what type of involvement is required. Share the information with PTA leaders. If their Recognize that internal group conflict is inevitable as reactions are positive, bring the question of joining the part of the process of coalition-building and should be coalition to the PTA membership. If the PTA membership dealt with constructively. approves participation, contact the coalition leadership, Strike a balance in types of participating groups in order request that PTA be included, and indicate what the PTA to promote an atmosphere of openness, provide a has to offer. sense of inclusiveness, encourage equal participation, While PTAs do not join coalitions in the sense of becom- and prevent one group’s domination over another. ing dues-paying participants, they should be prepared to Accept and deal with differences in values, attitudes, offer in-kind services, encouraging their members to and styles of communication. share their time and talents, and to contribute volunteer hours to the project at hand. Realize that appropriate negotiating and bargaining are basic to the successful operation of any coalition. PTAs do not contribute to the coalition’s general fund but may spend specific amounts to help cover costs of 2.7.3d SELECTING COALITION REPRESENTATIVES materials and postage. Members of other participating groups may be empowered to contribute financially There are several considerations when selecting PTA through their organizations. Coalitions welcome PTA’s representatives for a coalition. The representative(s) involvement, because they recognize it has a built-in should: network for communication and organizing. • Be willing and able to give the time required; 2.7.3b BUILDING COALITIONS • Reflect self-confidence, believe in the tasks at hand, The PTA board should meet and discuss the benefits of and project positive attitudes; building a coalition to determine which organization to • Demonstrate effective communication skills, including approach to serve on a steering committee: speaking and listening abilities, and sensitivity to the • What is the organization’s stake in the issue? feelings of other group members; • Is the organization well-respected and recognized in • Be open-minded rather than judgmental; the community? • Be knowledgeable about PTA and interested in how other participating groups work;

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Attending Conventions and Conferences

SAVE THE DATE California State PTA Convention May 9-12, 2012 — Anaheim April 30-May 3, 2015 — Sacramento May 2-5, 2013 — San Jose May 4-7, 2016 — San Diego May 1-4, 2014 — Los Angeles April 27-May 1, 2017 — San Jose

• Remain focused on—and not stray from—the issue at 2.8 Attending Conventions and hand; Conferences • Work well under pressure; Delegates to conventions and/or representatives to con- • Handle questions and deal with antagonistic audi- ferences should know: ences; • Their attendance obligates them to work within the • Refrain from arguing with adversaries, realizing that organization, using the expertise and training they stimulating discussion is always in order; and have received to help strengthen the PTA; • Share personal expertise and appreciate the talents of • They are expected to attend all sessions and give the others in the group. representation that the PTA deserves;

2.7.3e TIPS FOR SUCCESS • How to report their expenses and the information received; Plan for meetings and discussions. • PTA funds are not to be used for purposes other than Be sure everyone understands what PTA represents the PTA’s; and and the purpose for the proposed coalition. • Their attendance should never be looked upon as a Encourage each organization to share its goals and phi- reward or vacation. losophy, its operational style, and its potential capabili- ties for assuming a fair share of the workload. 2.8.1 State Convention

Jointly prepare an “action plan” with time lines and a The annual California State PTA Convention is held for date for completion of each phase of the plan (Action the transaction of certain association business and for Plans 7.4; Forms, Chapter 9). the instruction, information, and inspiration of the PTA members. Coalition Leaders Should PTA leaders at the unit, council, and district PTA levels Keep a low profile and recognize the needs and the change constantly, and each level of service in PTA resources of the participants; requires different and unique qualities in an individual. Analyze and appreciate the different personality types Recognizing that development of skills will help each and leadership styles involved; leader realize his or her greatest potential, the California State PTA seeks to ensure that the annual convention, Help discourage divisive competition, and instead, through general meetings and workshops, provides the encourage creative competition and collaboration opportunity to focus on leadership training. between sub-groups or sub-task forces; The annual convention affords the membership in Sustain the spirit of the members by somehow keeping California, acting through its accredited delegates, an the interest high during periods when “nothing much is opportunity to participate in: happening”; and • Electing officers; Help the group determine the organizational style that feels most comfortable and that is best suited to achiev- • Approving amendments to the California State PTA ing the purpose set forth. Bylaws; The key components of successful coalitions are coop- • Voting on the California State PTA legislation eration, collaboration, and consideration. When people Platform and the California State PTA legislation with good intentions work well together, mutual goals Policies and Procedures; and become infinitely easier to attain. you can make it work • Adopting resolutions. for your PTA, too! For additional information on convention, contact the California State PTA Vice President for Convention at [email protected] or 916.440.1985 ext. 332

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2.8.1a PURPOSE 2.8.1c CALL According to the California State PTA Bylaws, each The CAll to convention must be mailed by the association in good standing is represented at the California State PTA at least 30 days prior to the con- California State PTA Convention by the president-elect vention. This invitation to convention also includes a or president and all other elected delegates to which the presentation of the proposed business of the organiza- association is entitled, as well as elected delegates rep- tion and convention activities (Article XV, Section 1, resenting the council and district PTAs. California State PTA Bylaws 8.1).

The convention purposes are to 2.8.1d REGISTRATION • Conduct the annual business of the California State A registration fee to help defray convention expenses PTA; must be paid by each delegate and nonvoting registrant, with the exception of members of the California State • Train, inform, and inspire PTA leadership; and PTA Board of Managers. Registration fees are non- • Provide delegates the opportunity to meet and refundable; name transfers may not be made on a regis- exchange ideas with other delegates from throughout tration entry once an individual has checked in at con- the state. vention. The California State PTA strongly encourages its unit, Nonvoting registrants include PTA members who are not council, and district PTAs to budget for and send as elected delegates, school personnel, school board many delegates as entitled to each annual convention. members, and/or representatives of allied agencies. Convention is an authorized expense to cover registra- Nonvoting registrants shall receive convention materials tion, housing, meal allowance, and transportation for and may attend all meetings, conferences, and work- each delegate. Convention expenses should be a line shops; however, they do not have the privilege of intro- item in the unit, council, and district PTA annual budgets ducing motions, debating, voting, or speaking. (Budget 5.3.3a; Recommended Budget line Items 5.5.2, Registration forms will be sent directly to all units. Fig. 5-1 or Forms, Chapter 9). Planning for convention Confirmation letters and additional information will be and providing an opportunity for delegates to attend is a made available to the district PTA for distribution to units membership priority. and councils. If additional registration forms are needed, 2.8.1b DELEGATES district PTAs may contact the California State PTA office. Representation at the California State PTA convention shall be computed on the basis of dues and insurance For additional information on registration, premiums postmarked by the district PTA no later than contact the California State PTA Registration Chairman at March 31, except in the case of a new association [email protected] or 916.440.1985 ext. 321 accepted by the California State PTA Board of Managers after March 31. Delegates from such new associations will then be seated at convention. 2.8.2 National PTA Convention

Each association in good standing is entitled to be rep- The state is entitled to one delegate for every 1,000 resented at the California State PTA convention by the members statewide. The California State PTA Board of president-elect or president and one additional delegate. Managers authorizes selection of these delegates and Each association of over 250 memberships, but less their alternates. than 501, is entitled to two elected delegates in addition to the president-elect or president. An association that The convention purposes are to: has a membership of 501 but less than 751 is entitled to three elected delegates in addition to the president-elect • Inform and give a nationwide view of PTA; or president. Associations that have memberships of • Provide delegates an opportunity to meet and 751 or more may send four elected delegates in addition exchange ideas with other delegates from throughout to the president-elect or president. In no case shall an the nation; and association be entitled to more than a total of four elect- ed delegates in addition to the president-elect or presi- • Consider resolutions and bylaw amendments and dent. elect officers. (Delegates are not involved in other business of the National PTA.) A delegate shall not be allowed to represent more than one association and must have been a member of that unit at least 30 days prior to convention or a member of SAVE THE DATE a feeder school where applicable. This does not apply to National PTA Convention associations organized within 90 days prior to convention June 21-24, 2012 — San Jose, CA (Article XV, Section 5, California State PTA Bylaws 8.1). June 20-23, 2013 — Cincinnati, OH

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Convention Resolution Process

The expense of attending a National PTA convention, if no longer appropriate to PTA concerns; when applicable not included in the PTA budget, can be paid for by a to a specific past program, event or circumstance. special fundraising event. This is not intended to create a financial hardship for a unit or council. Resolutions adopted more than 10 years earlier may be designated as historical if they have not been resubmit- 2.8.3 Outside Conferences ted to convention delegates or reviewed and deemed relevant as a current position by the California State The PTA basic policy of cooperation with other organiza- PTA Board of Managers. tions and agencies concerned with child welfare often results in invitations to attend conferences sponsored by 2.9.1 Criteria for Resolutions allied organization(s) and governmental agencies. Each resolution submitted to the California State PTA for It is important that different officers and chairmen attend consideration and possible action by convention dele- the various events in order to build and strengthen the gates shall meet the following criteria: leadership of the organization. 1. Concern a field of interest of the California State PTA; In considering expenses for attendance at conferences, it is important to ask: 2. Be in harmony with the Purposes and basic policies of the PTA (1.1.1 and 1.1.4); • How will this benefit the unit, council, or district PTA? 3. Concern a matter that is statewide in scope, not • Will it put a strain on the budget and fundraising abili- merely one of local interest; ties of the membership? 4. Be accompanied by the background resource materi- • Who can best represent PTA? al that substantiates the statewide concern and each “whereas” statement (Where We Stand 4.4, 4.5, 4.6); • Does it meet the Purposes of the PTA? 5. Include a brief narrative summary, a table of contents Special consideration should also be given to the follow- listing the background material, and an index indicat- ing: ing where in the background material substantiation • A special fundraising event, approved by the member- may be found for each whereas; and ship, may provide part or all of the necessary funds, 6. Be written in appropriate resolution format and sub- so that already budgeted funds are not jeopardized. mitted in accordance with all specifications set by the • Ensure that the time and energy expended in raising California State PTA Board of Managers. funds is limited, so that these activities do not absorb 2.9.2 Submitting Resolutions so much effort that other PTA purposes and projects are neglected. For important information on writing and submitting a resolution, refer to the California State PTA Procedure for Preparing a PTA Convention Resolution committee 2.9 Convention Resolution Process guide. This guide may be obtained on the California State PTA website (www.capta.org), or upon request to New business (other than amendments to bylaws or the the California State PTA office by telephone, or via e- legislation Program) is brought before the convention mail at [email protected]. by resolutions. A resolution may originate only from the current mem- When adopted by the California State PTA convention bership of unit, council, and district PTAs in good stand- delegates, a resolution becomes an official PTA position ing; or a PTA inter-district committee with the approval that provides authority and direction for action by the of the majority of districts concerned; or the California California State PTA and its constituent associations. State PTA Board of Managers. Convention resolutions remain in effect as current posi- Reminder: A resolution being carried forward from a pre- tions for at least 10 years, unless they are rescinded or vious PTA administration must be reaffirmed by the cur- replaced by a newer version by convention delegates or rent administration or voting body of the PTA associa- designated as historical record by the California State tion. PTA Board of Managers. A new convention resolution A unit, council, or district PTA must use a packet of that is in conflict with one already adopted shall not be information on preparing and organizing a resolution introduced, unless the former resolution is first rescinded. entitled Procedure for Preparing a PTA Convention If the motion to rescind is adopted but the new resolution Resolution. is defeated, the convention delegates shall be given the opportunity to readopt the previously rescinded resolu- Any unit, council or district PTA planning to prepare a tion by majority vote. resolution for convention must submit a DRAFT resolu- tion, background summary, and initial list of resources to Resolutions are designated as historical record when the California State PTA office before 5:00 p.m. on the intent has been fully carried out; when expanded or October 1. DRAFT resolution materials may be deliv- updated by other resolutions on the same subject; when ered, faxed or e-mailed and must be submitted with the

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Convention Resolution Action Cover Sheet. Note: • Recommend referral of a resolution to a California Approvals through channels are not required at this State PTA Board of Managers commission or commit- stage. tee for information or study; Resolutions from unit, council, district, and interdistrict • Combine two or more related resolutions; PTA committees must be received in the California State PTA office before 5:00 p.m. December 15 with the com- • Return a resolution to the originating body with a writ- pleted Convention Resolution Action Cover Sheet. The ten explanation of the reason(s) for the decision; or originator's FINAl resolution shall be transmitted • Determine if referral to the National PTA is appropriate. through channels (1.2.5a) for action at each level. Note: The maker of the resolution is responsible for ensuring The resolutions committee will prepare a report for the the FINAl resolution documents and a binder of sub- California State PTA Board of Managers explaining the stantiating research documentation is submitted to the recommended disposition of all resolutions submitted. California State PTA office by the due date with the The California State PTA Board of Managers shall appropriate signatures. review the recommendations of the resolutions commit- tee and decide which resolutions will be placed on the Council and/or district PTAs executive board(s) shall convention agenda as action items. Note: Placement on review a FINAl resolution submitted by the originating the convention agenda by the California State PTA PTA body and shall upon review: Board of Managers does not necessarily constitute • promptly take action indicating approval, disapproval, endorsement by the California State PTA; this review is or no recommendation on the action cover sheet and to ensure the criteria are met, and authorities are suffi- in a cover letter; or cient. • promptly return it to the originating body with written Resolutions recommended for presentation to delegates explanation for refusal to endorse it. at convention must indicate action by other PTA con- stituent association(s) and shall include a brief summary If, after reconsideration, the maker still wishes the reso- of background information. lution to be submitted, it must be forwarded along with the written explanation for refusal to endorse to the The resolutions committee chairman is responsible for California State PTA. reporting promptly to the originating PTA groups the dis- position of the resolutions submitted. Note: PTA organizations reviewing a submitted FINAl resolution should consider appointing a committee to 2.9.4 Presentation of Resolutions at Convention review the resolution (refer to section 2.9.1 for criteria). California State PTA shall publish the text of each con- If the executive board does not meet to take action vention resolution in the Convention Chronicle with the before resolution due dates, signatures and cover letter CAll to convention. Resolutions shall also be e-mailed indicating action taken may be submitted within four through channels, and the proposed resolutions shall be weeks. placed in the convention section of the California State The resolution maker may optionally submit the resolu- PTA website. tion to other PTA units, councils and districts for Prior to convention, units, councils and district are endorsement prior to submitting the resolution to the encouraged to review and discuss the resolutions. California State PTA. Endorsement must be approved Delegates should be aware that a resolution could be by that PTA’s executive board and a letter from that PTA changed at convention. must be included in the resolution submittal. At convention, each delegate shall receive a copy of The Board of Managers should meet the same due date each resolution formatted as it is to be presented on the for submitting resolutions as other PTA bodies. floor to convention delegates by the California State However, the California State PTA Board of Managers PTA Board of Managers. may find it necessary to present new business which is developed after the due date to convention delegates. Resolutions will be presented to convention voting dele- gates for debate and vote in accordance with conven- 2.9.3 California State PTA Resolutions tion rules and regulations. Committee Review and Recommendation Time will be allocated at the state convention for dele- The resolutions committee shall meet soon after the gate hearings on resolutions. Voting delegates are December 15 due date to review and evaluate the reso- strongly encouraged to attend resolution hearings at lutions submitted. The committee may: convention if they have questions or wish to make amendments. • Edit or adapt resolutions as necessary to make them appropriate for convention action without changing the No resolution may be introduced from the convention intent. Note: The committee will review such changes floor. with resolution authors prior to finalizing;

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Convention Resolution Process

To find PTA Resolutions refer to: Commissions or committees responsible for implement- • California State PTA Resolutions Book on service mailing ing a resolution shall report no later than February 1 to CD or at www.capta.org/advocacy the resolutions chairman regarding all activities under- taken in connection with assigned resolutions, whether • Advocacy Topic Index adopted or referred by convention delegates. A report • List of titles in Toolkit 4.4 on the implementation of the resolutions shall be given • District PTA offices to the delegates at the next annual convention. • Resolutions Chairman [email protected], 916.440.1985 ext. 324 For additional information on the resolution process, contact the California State PTA Resolutions Chairman at 2.9.5 Emergency Resolutions [email protected] or 916.440.1985 ext. 324 Provision is made for submitting an emergency resolu- tion, if the urgency of the subject matter arose after the December 15 due date for submission of resolutions. • Emergency resolutions must conform to the same cri- teria as required for all other resolutions. • Emergency resolutions submitted by a PTA district, council, or unit shall have the approval of the originat- ing body and the signature of the president of those constituent PTA associations (unit, council or district PTAs) through which it is transmitted to the California State PTA. • Emergency resolutions, accompanied by verification of the urgency of the subject matter, must be submit- ted to the resolutions committee for review and approved for presentation to the convention by the California State PTA Board of Directors. 2.9.6 Action Following Convention

The resolutions committee (or committee task force) shall review all adopted resolutions that are to be for- warded to the National PTA convention to ensure the resolutions meet National PTA criteria. If the delegates vote to refer a resolution to the Board of Managers, the resolutions chairman shall assign that resolution to the appropriate commission(s) or commit- tee(s) of the California State PTA for study and/or action. upon recommendation of the resolutions committee, the California State PTA Board of Mangers shall determine the disposition of any resolution not acted upon by the convention delegates. Resolutions adopted by the delegates at convention shall constitute a directive to the California State PTA Board of Managers. Following convention, the resolu- tions chairman shall assign the adopted resolutions. Resolutions shall be assigned to the appropriate com- mission(s) or committee(s) or to the president of the California State PTA for implementation or for prepara- tion of guidelines for further action. The commission(s), committee(s), or the president shall be requested to give these resolutions priority consideration.

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72 California State PTA Toolkit – 2011 PTA Management MembershipMembership Table of Contents 3.1 Joining the PTA ...... 75 3.1.1 Twelve Reasons to be a PTA Member 75 3.1.2 Why People Join – Member Profile Types 76 3.2 The Basics of PTA Membership ...... 78 3.2.1 Membership and Membership Cards 78 3.2.2 Membership Dues 78 3.2.3 Student Memberships 79 3.2.4 Family Memberships 79 3.2.5 Charter Memberships 79 3.2.6 Dues – Where Do They Go and How Are They Used? 80 3.3 Responsibilities of Membership Chairman or Vice President ...... 81 3.3.1 Dues Collection 81 3.3.2 Member Contact Information and Membership Lists 81 3.3.3 Just Between Friends 81 3.3.4 Resources for Membership 81 3.4 Building PTA Membership ...... 82 3.4.1 Membership Themes 82 3.4.2 Creating an Invitation and a Welcome Packet 82 3.4.3 Adding and Keeping Members 83 3.4.4 Outreach 83 3.5 Diversity and Inclusion ...... 84 3.6 Involving Students ...... 85 3.6.1 Student Involvement Committee 85 3.6.2 Best Practices for Including Student Members 86 3.6.3 Create a Student Recognition Award Program 86 3.6.4 Legal Issues to Consider When Involving Students 86 3.6.5 Revising Bylaws to Change to a PTSA 86 3.7 Involving Teachers and School Staff ...... 87 3.8 Membership Awards and Recognition ...... 87 3.7.1 Ready, Set … Remit! Award 87 3.7.2 Membership Challenge 87 3.7.3 Membership Growth 87 3.7.4 Membership and Outreach Category of PTA Spotlight Award 88

Figures 3-1 SAMPLe LeTTeR TO PARenTS AnD FAMILIeS...... 89 3-2 SAMPLe LeTTeR TO STUDenTS ...... 90 3-3 SAMPLe LeTTeR TO TeACHeRS AnD ADMInISTRATORS ...... 91 3-4 SAMPLe LeTTeR FOR BUSIneSS/COMMUnITy OUTReACH...... 92 3-5 SAMPLe LeTTeR TO SCHOOL BOARD MeMBeRS ...... 93 3-6 SAMPLe MeMBeRSHIP FORM ...... 94 3-7 SAMPLe VOLUnTeeR FORM ...... 95 3-8 SAMPLe eVALUATIOn SURVey ...... 96 3-9 SAMPLe PROCLAMATIOn ...... 98 3-10 TeMPLATe FOR DeVeLOPInG STUDenT InVOLVeMenT: eLeMenTARy SCHOOL...... 99 3-11 TeMPLATe FOR DeVeLOPInG STUDenT InVOLVeMenT: MIDDLe SCHOOL ...... 100 3-12 TeMPLATe FOR DeVeLOPInG STUDenT InVOLVeMenT: HIGH SCHOOL ...... 101 73 74 Joining the PTA

3.1 Joining the PTA

With almost one million members, the California State PTA is the largest volunteer organization in the state dedicat- ed to improving the well being of all children and youth. Parents, teachers, students and community members who join the PTA support local, statewide and national efforts that improve the education, health and welfare of children, youth and families. Any individual who supports the mission and purposes of PTA may join a local PTA at a PTA site (such as a school, pre-school, college) or join the state association, Golden State PTA, on the California State PTA website www.capta.org. Golden State PTA is a statewide PTA that provides an opportunity for PTA membership to those who may not have an affiliation with a local PTA or to those who wish to support the work of the statewide association. To learn more about the history and role of the PTA, see Know the PTA 1.1. 3.1.1 12 Reasons to be a PTA Member

1. PTA puts children first. PTA brings together parents, 7. Assistance to PTAs is always available when prob- teachers, administrators, school board members, lems occur. experienced leaders at state and district and interested citizens to collaborate effectively for PTA levels are ready to mentor and advise when all children and youth. mismanagement of funds is suspected or personality issues arise. 2. PTA’s strength is its membership. When PTA speaks on behalf of all children and their families, we are 8. California State PTA and national PTA distribute heard from the principal’s office to the White House. easy to use reference guides with valuable leader- PTA members have given over 110 years of service ship, financial, membership and program information to children, schools and their communities. to each PTA. PTA leaders also have access to infor- mative monthly e-news articles. 3. PTA association meetings and annual district, state and national PTA conventions allow all members to 9. PTA promotes PTA activities, advocacy efforts and lend their voices in the shaping of PTA policies. membership through news releases and public ser- vice announcements. 4. PTA bylaws and procedures ensure that each PTA – from the local unit to national – operates democrati- 10. national PTA, through government and foundation cally, protects the rights of each member and meets grants, develops needed research and programming governmental non-profit requirements. in vital areas such as parenting, drug and alcohol abuse, critical television viewing skills, comprehen- 5. PTA speaks out for all children at many levels; both sive health education and the arts. locally and nationally. PTA volunteers monitor legis- lation, testify on bills, and keep members informed of 11. California State PTA provides insurance coverage, legislative issues effecting children and youth. including General Liability, Workers Compensation, Directors and Officers and Bonding for an annual 6. PTA is often the training ground for its community’s cost of about $200 to PTA units. leaders. PTA provides printed materials and work- shops on leadership skills, programming, budgeting, 12. California State PTA provides federal income tax and parliamentary and democratic procedures. The exemption through the Internal Revenue Service for effectiveness of any organization is determined by its constituent organizations – all unit, council and the caliber of its leadership. district PTAs. PTAs maintain non-profit 501(c)(3) sta- tus at no cost due to their affiliation with California State PTA.

Membership California State PTA Toolkit – 2011 75 3.1.2 Why People Join – Member Profile Types

Being a PTA member has different meanings for different people. And since PTAs are for everyone, there can and should be a wide variety of PTA members – from senior citizens to future parents. When recruiting members of the community, emphasize what they gain from becoming involved. Individuals usually respond positively when there are programs, activities and goals that can make a difference. The primary needs charts below provide examples and ideas on what different types of people may get out of being a PTA member.

STUDENTS Primary needs How PTA addresses these needs Belonging Students feel included through serving on committees and their self- esteem improves. Recognition of creative talents Students have the opportunity to participate in National PTA’s Reflections Program. Citizenship PTA provides an interactive forum in which students, parents, school faculty, and the community can come together to share ideas that affect children and families. Leadership Students can be instrumental in sharing what is happening in the school and offer ideas as to how their education and community expe- rience can be improved. Students can be elected as officers. Community service/service learning PTA provides opportunities for students to gain community service hours to receive recommendations for college and job applications and apply for Graduating High School Senior scholarships.

SCHOOL STAFF/SCHOOL BOARD Primary needs How PTA addresses these needs A voice in the Legislature PTA has a voice in local, state, and national government on topics such as school funding, facilities, and teaching standards. Parental support PTA provides access to materials designed to help educators and pro- gram administrators incorporate parents in their children’s learning process. Better understanding of school community PTA is knowledgeable about school and community needs.

SINGLE PARENTS Primary needs How PTA addresses these needs Support by networking PTA meetings offer an opportunity to discuss issues that concern single parenting. Providing opportunities to have input Joined with a network of nearly five million members, parents’ voices into decisions that affect children are heard concerning issues that affect children.

WORKING PARENTS Primary needs How PTA addresses these needs Have a voice Parents have representation before legislatures to make a difference in the laws that affect our children. Partnership with school administration and staff PTA distributes communications that offers members the opportunity to be aware of and respond to school issues and activities on a regular basis. Being active in child’s school PTA offers the opportunity to contribute positive changes to the school and community.

76 California State PTA Toolkit – 2011 Membership Joining the PTA

NON-ENGLISH SPEAKING/ENGLISH LANGUAGE LEARNERS Primary needs How PTA addresses these needs Understanding of school system Provides opportunities for parents to learn about and have information about the school through nontraditional venues. Interaction with other parents PTA welcomes families through activities and programs that are sensi- tive to different cultures and languages. Input into decisions that affect children Joined with a network of nearly 5 million members, parents’ voices are heard concerning issues that affect all children. Opportunity to share their culture and Interaction with other families through diversity awareness training to promote positive community experience and activities.

FUTURE PARENTS/YOUNG PARENTS Primary needs How PTA addresses these needs Parenting skills PTA provides parenting training and skills for lifelong experiences. Understanding school policies PTA informs parents about schools on a national, state, and local level. Friendships/socializing Workshops and conventions provide a forum to establish long-term friendships with people who have common goals. Networking/technology National PTA’s and California State PTA’s websites are valuable resources for parenting information. E-newsletters are available upon request.

COMMUNITY GROUPS Primary needs How PTA addresses these needs Increase visibility and accessibility Positive publicity and shared information by partnering with PTA. Shared resources Provide volunteer crossover and strong legislative advocacy for issues affecting children and families in the community.

SENIOR CITIZENS/GRANDPARENTS Primary needs How PTA addresses these needs Want to give back to their community PTA encourages active participation on committees. Want to be recognized for their efforts PTA offers incentives and award programs. Help to build self-esteem and personal gratification PTA invites senior citizens to share their parenting skills and knowl- edge through parenting workshops. Want to keep updated on current events PTA sends communications.

BUSINESS/CHAMBERS OF COMMERCE/TRADE Primary needs How PTA addresses these needs Positive public relations Involvement in the local community enriches the school and the com- munity. Investment in the future PTA’s focus on the Purposes of PTA enhances the lives of the entire community. Staff training PTA gives leadership training to members on a regular basis.

MAYOR/GOVERNMENT OFFICIALS Primary needs How PTA addresses these needs Access to parents PTA facilitates access to parents and gives feedback from constituents. Positive public relations Partnering with PTA helps create a healthy, nurturing environment for the whole community.

Membership California State PTA Toolkit – 2011 77 3.2 The Basics of PTA Membership needs to rejoin in the new year (after July 1). Also see 3.2.5 Charter Memberships. Becoming a PTA member opens up leadership opportu- nities and builds skills in communication and advocacy each PTA is a separate association giving special ser- strategies. Members who are willing to get involved are vices to a specific group of children, but is a constituent a valuable resource for starting and maintaining pro- body of the parent association and adheres to the pro- grams and projects to benefit children, youth and the cedures and bylaws of the parent association. Members community. having children in more than one school may pay dues to support the PTA or youth in each child’s school enrolling members in the PTA is a year-long activity that (Article VII, Section 4, California State PTA Bylaws 8.1). is carried out by a membership committee. The primary reason for developing membership in the PTA is to build All members of the California State PTA belong to a unit an informed team of individuals to work on behalf of all and are represented by: children and youth. The committee plans, implements • A council (if applicable); and evaluates the membership campaign following the guidelines of the national PTA and California State PTA. • A district PTA (if applicable); In addition to increasing enrollment, the campaign is a • California State PTA; and marketing tool that can (1) make the public aware of the resources that the PTA offers to parents, educators and • national PTA. members of the community who work, in large and small Council and district PTAs are groups of PTA units ways, to secure a nurturing, healthy environment for organized under the authority of the California State children; and (2) strengthen the PTA voice so that policy PTA. makers in all areas, at all levels, will hear a strong, uni- fied message on behalf of children, youth and families. 3.2.2 Membership Dues

Increasing membership should be a goal of every PTA. Membership dues may differ in amount in each PTA are Our membership numbers are a way to measure: listed in the local unit PTA’s bylaws and can only be changed by updating the unit bylaws and submitting How many people know about PTA, them through channels for approval by the California How many people feel that PTA meets their needs, State PTA parliamentarian. How many people value what PTA does and has to Annual membership dues include per capita dues to the offer, and council (if in council), district PTA, California State PTA, and national PTA. (See 3.2.6 for what each level pro- How strong and relevant we are as an association. vides.) The remaining portion stays in the unit. The por- tion of dues specified in the bylaws as payable to the To utilize the full extent of membership resources and council (if in council), district PTA, California State PTA find helpful information, consult the California State PTA and national PTA, known as “per capita dues,” must be website, www.capta.org, and the national PTA website, forwarded through channels at least monthly. Once www.pta.org. membership per capita has been sent by the unit 3.2.1 Membership and Membership Cards through channels, dues cannot be refunded to an indi- vidual member. Any individual who subscribes to the Purposes and basic policies of the PTA becomes a member upon The amount of per capita that units keep ("monies payment of dues to a PTA or PTSA unit. belonging to the unit") should be distinguished from the amount that is forwarded through channels ("monies not each member receives an official membership card from belonging to the unit") in monthly treasurer's reports, the unit PTA. The membership card issued shows that budgets and annual financial reports. This also facili- the dues paid to the unit include membership in the tates the reconciliation of memberships received and California State PTA and national PTA. Since only those those forwarded. who have been members for 30 days are entitled to make motions, debate, and vote at their respective PTA Membership dues are not to be considered fundraising. meetings and a person must be a member for at least Dues should be kept affordable so that everyone can 30 days prior to being nominated for a PTA office, the join and should provide for the per capita portion that "date issued" should be the date the person joined. The must be forwarded and a small amount to be applied to expiration date is October 31 of the following year. The the yearly insurance premium. same PTA membership card is used by all PTAs. The Membership dues and contributions must be kept sepa- cards may not be copied. They are distributed through rate in all financial records and reports. If a PTA wishes channels (units receive them from their council, if in to solicit donations with levels of contribution, the PTA council, or their district PTA). may do so as a separate project from the membership The California State PTA membership year and fiscal campaign. year is July 1 to June 30. An individual joining during one membership year (between July 1 and June 30)

78 California State PTA Toolkit – 2011 Membership The Basics of PTA Membership

Membership dues collected by units are generally tax 3.2.3a CReATIng A STuDenT MeMBeR DueS STRuCTuRe deductible. They are an internal method of recording support and the services that PTA provides are intangi- If a PTA unit chooses to include a student member dues ble and benefit the entire community, not just the PTA structure with lower dues for students, the bylaws must members. However, PTA does not dispense tax advice be amended and forwarded along with the standing and it is the taxpayer’s responsibility to report personal rules to the California State PTA parliamentarian for income and deductions appropriately. approval. Contact the council or district parliamentarian for assistance. See 3.6.5 Revising Bylaws to Change to through channels: The route of formal communications a PTSA. through the PTA. Typically from unit to council, council to If students are enrolled as members: district PTA, district PTA to California State PTA. • The amount of per capita dues forwarded must be per person; To remain in good standing, a unit must remit, through channels, the required per capita membership and • each student member must receive a membership insurance. The unit, council and district PTA will be noti- card; and fied that the unit is “not in good standing” by the California State PTA office by December 15 if per capita • Student members’ per capita dues cannot be subsi- dues have not been received. If per capita dues are not dized by the unit. received by March 31, the unit is delinquent and the 3.2.4 Family Memberships unit’s charter shall be withdrawn by vote of the California State PTA Board of Managers at its April/May The California State PTA discourages family mem- meeting. berships. PTA/PTSA membership is based on an individual member. If a PTA wishes to offer a “family A National PTA parent survey found the top three reasons membership”, it must be clear as to who qualifies as the members join PTA: voting members. Family memberships must include the * Be involved in my child’s education, payment of per capita dues for each of the members * Work with teachers, and each member must receive his/her own member- * Be a positive volunteer role model for kids. ship card. Every member must receive a membership card upon joining PTAs that offer a family membership must PTA. 1. spell out in their bylaws the number of members that See “PTA Benefits of Membership for You, Students, Your constitute a family, School...” English/Spanish brochure (Forms, Chapter 9) or 2. forward per capita dues for each specified family see List of PTA Materials in the Introduction section to order member, free brochures. 3. provide each member with a membership card, and 3.2.3 Student Memberships 4. list each member by name on the association's membership list Student membership is a vital part of the association. It was established over 50 years ago when national PTA If a PTA unit wishes to include a family membership authorized the use of the name PTSA (Parent-Teacher- dues structure, contact the district (or council) parlia- Student Association). Its significance remains central mentarian for the language that must be inserted into and is recognized by many local associations and state the bylaws. (The bylaws must stipulate the number of congresses that have formally changed their names to members considered to be a family.) Then the amended PTSA. bylaws and standing rules must be forwarded through channels to the California State PTA parliamentarian for Students of all ages are: approval. • eligible to join any PTA or PTSA unit. 3.2.5 Charter Memberships • Given the same privileges and responsibilities as any other member of the association. Charter members of a PTA are those who are present and pay their dues or whose dues are submitted at the • encouraged to work together with parents and teach- organizational meeting to organize a new PTA. ers as a team; developing skills as advocates and community leaders. Charter members who pay dues at an organizational meeting held between April 1 and June 30 are enti- PTA is committed to actively involve students in the tled to a new membership card at the time of the work of the association. The California State PTA next annual enrollment without payment of dues, encourages and supports student participation in upon proof of their charter membership. Although PTA/PTSA leadership, events and programs at every charter members of a new unit organized between April level of PTA – unit, council, district and state See 1 and June 30 are not required to rejoin the PTA for one Involving Students 3.6. year, the PTA is expected to run a membership drive in

Membership California State PTA Toolkit – 2011 79 the new year and forward additional memberships once 3.2.6 Dues –Where Do They go And How Are the new membership year begins. Those charter mem- They used? bers are given membership cards at the organization meeting and should be given membership cards for the Membership dues provide the opportunity for members subsequent year when they become available. to raise their voices with others throughout the state and nation to protect children’s rights and ensure that PTA’s For more information on membership contact the voice is heard on issues affecting children and their fam- California State PTA Membership Vice President at ilies as well as providing opportunities for parent involvement, education, communication and leadership [email protected] or 916.440.1985 ext. 314 development as in the examples below.

Dues – Where Do They go And How Are They used? unit level Council level District level State PTA level national PTA level Advocacy; legislative Advocacy Advocacy Advocacy Advocacy office in Washington, D.C. Community projects Community projects Community projects Community projects Community projects California State PTA Convention delegates Convention delegates Convention delegates Convention; Delegates to National PTA Convention National PTA Convention Collaboration with other Collaboration with other Collaboration with other Collaboration with other Collaboration with other organizations on behalf of organizations on behalf of organizations on behalf of organizations on behalf of organizations on behalf of children children children children children Directory Directory Directory Directory Directory Electronic notices, Emergency student Emergency student Emergency student Electronic notices and communications, assistance assistance assistance communications newsletters Hospitality Hospitality Hospitality Insurance Insurance Insurance Leadership training, PTA materials and proce- Leadership training, Leadership field services workshops, conferences, Field services dures help new leaders materials and workshops and guidance and projects Newsletters, Newsletters, Newsletters, Newsletter PTA in print and electronic print and electronic print and electronic Magazine, Our Children California; service mailings communications communications communications Organizational Organizational Organizational Headquarters in Headquarters in expenses expenses expenses Sacramento, CA Chicago, IL Parent education, study Programs, scholarships, Programs Programs Programs: Reflections groups, program booklets grants, awards Publications and supplies; Publications and Publications Publications Publications the Toolkit resources Reimbursement: Reimbursement: Reimbursement: Reimbursement: Reimbursement: officers and chairmen, officers, elected and officers and chairmen officers and chairmen officers and chairmen legislation advocates, appointed representatives commissioners and committee members

School-student projects Special projects Special projects Special projects Special projects Website Website Website www.capta.org www.pta.org

each level of PTA provides specific services – and each service depends on a small increment of the local associa- tion dues to carry out its work. See brochure “Put yourself in the PTA Picture” (Forms, Chapter 9) or order from List of Materials in the Introduction section.

80 California State PTA Toolkit – 2011 Membership Responsibilities of Membership Chairman or Vice President

3.3 Responsibilities of Membership committee. The membership list of the association shall be for the exclusive use of the PTA associations and Chairman or Vice President shall not be available for distribution or purchase by any Membership is the heart of PTA. Along with the entire other organization or commercial entity. board, the president and the membership chairman are A membership list which indicates who has rejoined and partners in guiding and directing the membership com- for whom a membership card has been printed can be mittee in a successful membership campaign. each maintained using national PTA’s Just Between Friends member of the membership committee has a vital role to program. California Corporations Code Section 6320 play in the ongoing membership promotion and must requires that every California nonprofit public benefit always be included and involved in all aspects of the corporation (which all PTAs are) “shall keep…a record committee’s goals, duties and responsibilities. of its members giving their names and addresses and The unit, council and district PTA membership chair- the class of membership held by each…”. The California men/vice presidents are appointed or elected members State PTA has only one class of membership and each who may serve on their respective executive boards. individual who joins a local PTA is a member of the California State PTA and the national PTA as provided The membership committee should meet before the in the bylaws of each PTA. beginning of the school year to establish the member- ship goals, design the membership and outreach promo- 3.3.3 Just Between Friends tion, and plan year-long duties and activities. The mem- Just Between Friends (www.JustBetweenFriends.com) bership plan must be approved by the executive board. is a member management and communications system For details on the responsibilities of the Membership provided for free to all PTAs through an agreement with Chairman/Vice President at a unit PTA, see “Job national PTA. It allows for membership card printing, Description for Membership” Chapter 10 which includes management of member and contact lists, creation of a checklist of membership activities. member directories, recruitment of volunteers and track- ing of their volunteer hours, Contact Just Between 3.3.1 Dues Collection Friends directly for assistance and support at www.justbetweenfriends.com. Contact the school principal to establish the process for the daily collection of membership envelopes without 3.3.4 Resources for Membership taking away valuable classroom time. In addition to this Membership chapter, other chapters of Check into school procedures regarding specific distrib- the Toolkit and the job descriptions for Membership and ution and collection of school materials. Develop a for Outreach (see Chapter 10), there are many other process acceptable to school staff for the collection of resources that may be helpful: membership envelopes. Collect membership envelopes promptly each day. The school staff should not be each district PTA has a membership chair or member- responsible for this money. ship vice president and offers annual training and infor- mation via newsletters, meetings or other means. Follow PTA financial procedures when counting dues and use the Cash Verification Form to forward all dues each district may be contacted by e-mail: immediately to the treasurer (Cash Verification Form [email protected] (insert district number in the blank). 5.3.3g, Fig. 5-8 or Forms, Chapter 9). The websites of the California State PTA 3.3.2 Member Contact Information and (www.capta.org) and the national PTA (www.pta.org) Membership Lists both have membership sections. Past issues of the Communicator, which include infor- each PTA membership chairman is required to maintain mation sheets as well as tips and ideas, are available at a list of the PTA’s current members, including dates of www.capta.org/sections/communication/ membership and contact information. However, it is rec- communicator-archives.cfm ommended that PTAs keep their membership lists for a total of three years in the event of an audit by the Internal Revenue Service and it is suggested that mem- What you get from PTA depends on how much you: bership envelopes or application forms also be kept for • Read and use PTA materials one year. Additionally, a membership list will provide information regarding the date that a member joined. • Take advantage of PTA conventions and workshops Those who become members prior to July 1 need to join • Vote on PTA issues and in PTA officer elections again by October 31 in order to maintain their member- ship. • Learn about what is available to you from your local, council, district, State and National PTAs A current list of members of the association shall be • Encourage the PTA to conduct programs helpful to you kept on file with the president, secretary, and member- ship chairman. The membership list should be available and your children at association meetings from the secretary to determine who is eligible to vote and be provided to the nominating

Membership California State PTA Toolkit – 2011 81 The Membership Pocket Pal and other brochures may 3.4.2 Creating an Invitation and a Welcome be ordered from the List of PTA Materials using the Packet order form in the Introduction section of the Toolkit. The membership campaign may be started with a spe- cial event or by providing a written invitation to students’ families, the school staff and anyone else the PTA 3.4 Building PTA Membership chooses to invite to join. Membership events and publicity about your PTA are Plan to have membership invitation letters and other two essential components for a membership campaign. campaign materials ready at the end of the school year so that they can be included in summer registration Promote and publicize activities through PTA newslet- packets. The information provided must be welcoming ters, e-mail, website, fliers, local newspapers, personal and informative enough to equal the good impression telephone calls, public service announcements (PSAs), that a live person can exude at a welcoming PTA/PTSA and other newsletters. Determine what is the most effec- table and it should not be the only time or activity that tive method of distributing printed material: mail, take provides an invitation to join PTA. home, handouts, or personal delivery by adult. Providing the materials in the summer mailing is particu- To understand the tools needed to publicize the PTA larly important at middle/junior high and high school and promote the membership campaign, refer to where students often attend registration without an Promote PTA 6.4.1; and Publicizing PTA to the Larger accompanying adult. If the invitation and the "ask" to Community 6.4. join PTA/PTSA is part of the materials that are e- If planning a special, membership kick-off event or other mailed/mailed home, it enables the student to bring the activity, see Creating an event (Toolkit, Programs 7.3) membership dues check with them to registration. While it is fun and exciting to watch the enrollment num- For elementary students, sending an invitation letter with bers grow as the membership campaign progresses, the the membership envelope (or membership application chairman/vice president also should remember the stu- form) in the "backpack express" is still an option but dents whose parents may not be able to join PTA. It is must wait until school has actually started. To get a strongly recommended to provide an incentive for stu- head start on your membership campaign, think about dents to return the membership envelope with or without preparing a membership e-application. membership dues enclosed and an educational activity Some PTAs have successfully set up a “Join our PTA” or event that involves the whole school when the mem- link on their website. If this is done, it is important to fol- bership campaign is complete. low up with a personal phone call, especially with those 3.4.1 Membership Themes who do not re-join. evidence is growing that member- ship declines when the only option is to join online and The membership committee and the president should we know that people respond more positively when they work together to develop a membership theme. The are approached directly and personally invited to join president may request the membership committee use a and participate. specific theme. PTAs may select the current California State PTA/national PTA theme. Choosing just the right 3.4.2A SuggeSTeD ConTenTS oF An InVITATIon LeTTeR theme for your PTA can make a big difference in your Creating an invitation is a chance to inform people about membership growth for the year. Do not use any copy- the importance of your PTA (and PTA in general) and righted figures, characters, or materials in membership the benefits of being a PTA member. Use this informa- campaigns unless having first obtained the written per- tion when you make a personal, verbal "ask" and when mission of the entity holding the copyright (Fig. 6-1). you speak to parents at kindergarten orientation or Back A membership theme displayed on a bulletin board or in to School night. Such an invitation, when written, can be a publication can be used to visually represent the attached to the membership envelope or application. growth in membership enrollment. Such visual displays The following are key elements: can also be motivating. Ideas for themes can come from • Information about your membership campaign: the many places. Popular themes are “building and growing” amount of person dues, the membership goals and or “climbing and reaching”. A local event or construction any themes, the fact that anyone and everyone inter- at your school site can offer another focus. The school ested in the welfare of children and youth is welcome mascot or a community symbol can also serve as inspi- to join (not just parents but students, grandparents, ration. community business leaders, neighbors, etc. Consider how your theme will appeal to everyone the • What PTA provides for your school, such as the pro- PTA is trying to reach. Consider how to utilize the theme grams, events and services you have provided in the in the year-long efforts to enroll new members. It is also past and those that are planned. important to consider the incentives and rewards that will be provided as a part of the membership campaign. • What membership means: that involvement is encour- aged but participation is not required, access to resources and member benefits, a voice/voting rights

82 California State PTA Toolkit – 2011 Membership Building PTA Membership

in local PTA decisions and representation at state and • Involving the under-represented groups in the PTA, national conventions and that joining a PTA provides being inclusive in order to reap the richness of diversity; membership to the largest volunteer advocacy group in the nation that has promoted family • Discussing honestly what is needed for PTA and the engagement/parent education for over 100 years. school to be most effective for all students and fami- lies; 3.4.2b SuggeSTeD ConTenTS oF A WeLCoMe PACkeT • Setting realistic goals. There are no magical member- A Welcome Packet is a good way to provide some back- ship or outreach answers; ground and information about the PTA. Assure the Welcome Packet is available in the school office for new • Recognizing each PTA unit is different and unique – family registrations that occur throughout the year. what works for one may not work for another; Include: • Being aware of barriers to involvement and being • A welcome letter from the PTA president and member- open to ways to overcome them; ship chairman as well as greetings from the principal • Set up committees and build representation from (Sample Letters Figs. 3-1 – 3-5). diverse groups; • An invitation letter including information on what the • Provide leadership training opportunities for new PTA does for the school and the programs it offers members; during the course of the year. • Show appreciation for any amount of time a person • PTA membership envelope (or application form) with gives to PTA, even just coming to a meeting; the name of the PTA and amount of dues stated on the envelope. (Sample Membership Form Fig. 3-6) • Write “thank you” notes to those who help with a pro- ject or activity. People like the personal touch, and it • PTA board directory or how to get in touch with the avoids hurt feelings when names are accidentally PTA and calendar of events and meetings. excluded in a newsletter “thank you” article; and • PTA newsletter(s) and PTA website address. • Involve as many people as possible on PTA projects, • A letter or survey requesting family involvement so they feel like part of the team. Be creative in the (Sample Volunteer Form Fig. 3-7) or a survey asking ways people can help. for feedback on the PTA's value and programs or 3.4.4 outreach requesting input on what the PTA should offer (Sample evaluation Survey Fig. 3-8). Outreach is first a commitment to create an inviting cli- mate. It is further about forming respectful, trusting rela- • Brochures and/or publications that are available tionships throughout the school community and recog- online or can be ordered directly from the California nizing that everyone has value. Outreach is sharing and State PTA. Many are free although shipping and han- distributing important information about PTA and topics dling charges apply. of concern that inform and invite action. The #1 reason people state they are not PTA members is Outreach must be a priority for all of us. The greater the that they have never been asked. ability of PTA members and leaders to form positive The only wrong way to ask people to join is not to ask at all! one-on-one relationships with all community members, the greater their ability to generate positive impacts for all children, the school community, and the organization. 3.4.3 Adding and keeping Members Outreach efforts are successful when PTA leaders can Building PTA membership depends upon more than just develop community support with meaningful two-way recruiting members. It takes making the PTA a meaning- discussions focusing on student success. ful part of school life. When a PTA provides relevant pro- Outreach includes efforts that focus on enlisting the par- grams, supports student success, and involves all ticipation of parents, students, and community members groups within the school community, greater participa- in the educational process and establishing collaborative tion and support will naturally follow. It is important to relationships focused on positive impacts. think about ways to encourage participation and support of PTA events. Using the languages represented within your community to communicate: Adding and keeping members begins by: • Invite and encourage everyone to be a part, and • Asking people to join; assure everyone may play a role, because your com- • Acknowledging differences and similarities within the munity is your greatest asset. membership; • Survey the school and community by questionnaire, • Learning to understand and accept those differences; by telephone, or door-to-door. Find out what type of activities would interest them. • Practicing respect and welcoming all;

Membership California State PTA Toolkit – 2011 83 • empower others with information, support, and For more information, see chapter 9 for the brochure resources focused on students’ needs. "Outreach-Building Community Unity" and chapter 10 for the Job Description for Outreach. • See the uniqueness of each individual. • Work to build representative leadership and voice – support the democratic process. Is the PTA reflective 3.5 Diversity and Inclusion of the greater community? Inclusion is a commitment to involve the entire school • Assess practices to assure inclusiveness and speak community in planning, as well as enjoying, PTA pro- out for change. grams and activities. Bringing in many different views is Steps to Take: the key to building a robust and meaningful PTA pres- ence in your community. Be bold – envision communitywide involvement in seeking educational excellence. Members come with their own views, experiences, cul- tural heritage and traditions, skills and abilities, values understand that everyone has value – See the assets and preferences. California’s public schools are a rich each person brings because everyone counts. weave of these diverse threads, and their PTAs must be as well. Discrimination or prejudice, even behind closed Speak to everyone – Build a volunteer base that is rep- doors, cannot be tolerated. resentative of the diversity of the community, encom- passing all languages and customs. Some communities your PTA can reach out to include cultural and ethnic groups, english language learners, Build personal relationships – Invite involvement non-english speakers, single parents, working parents, through one-on-one relationships focused on what can stepparents, foster parents, grandparents, students, be achieved for children. teachers, school staff, school administrators, peace offi- Show school spirit and pride – Display logos and cers, government agencies, senior centers, civic organi- accomplishments, student work, and share expressions zations, and businesses. Include everyone and invite of affirmation because, “This school is the best!” them to join PTA! Readily share Information – Share PTA’s goals and The California State PTA recognizes that involvement of values, programs, PTA contact information, resources, diverse populations enriches PTA activities and, more and published literature on important topics. important, enhances the well being of all children and youth. When all aspects of the community are repre- Check your success – Regularly measure your efforts, sented, all voices will be heard, and PTA will be an share your results, and modify your goals. effective voice for ALL children.

you know Outreach has succeeded when As advocates for children, PTA is most effective when we

• The make-up of the PTA board reflects the make-up • Celebrate our diversity. of the school community. • Identify and break down barriers in our association • There are new PTA board members every year who that discourage people or minimize their involvement. represent all parts of the school community. • Create and work together on common goals. • new people are at each PTA meeting, and many come to the next meeting. • Include in our active membership a representation of all ethnic, cultural, religious, economic and social • PTA members ask questions and make suggestions groups in the community. during association meetings. In evaluating whether or not the PTA is as effective as it • The involved membership includes students, teach- can be, here are some questions to ask: ers, community, and extended family members, not just parents. • Are there large underrepresented groups of California’s population missing from the PTA’s active • People respond to print and electronic fliers, newslet- membership? ters and website information translated into all the lan- guages within the school. • Is there enough representation from all groups to give us the understanding needed to be advocates for all • Members talk and socialize together before the asso- children? ciation meeting starts. • Does the way the public perceives PTA allow us to • Membership and outreach are part of all PTA activity attract a more diverse membership or lessen our abili- planning. ty to be heard as advocates for all children? • The PTA board and membership does not think in For further information, refer to Position Statement terms of “them” and “us.” 4.5.42 Inclusiveness and Diversity

84 California State PTA Toolkit – 2011 Membership Involving Students

How to Provide Translations and Interpreters in all the needed languages about PTA news and upcoming Put a sign on the counter in the school office that says, “Do events. you speak...(list all the languages spoken by the children in Develop audio or videotapes of recorded newsletters, your school)? Would you be willing to help another parent notices and parenting tips in different languages to send who speaks one of these languages?” Include a contact home with students. Students might be able to do the name, phone number, and e-mail address. recording. Check with the school district to see if they have Translators Tips for Working with an Interpreter and Interpreters in the languages parents need translated and interpreted. PTA may have to pay for their services. Watch the audience for signs that someone wants to speak. The signs may be subtle. Recruit people to help translate and interpret through English Language Learners (ELL) teachers and aides, com- Speak to the audience, especially when answering a ques- munity leaders, local colleges, adult education programs, or tion. Don’t speak to the interpreter. the county office of education. If giving a prepared talk, supply the interpreter with an out- Use the newsletter, website, local newspapers and commu- line of remarks. nity bulletin boards to seek translators and interpreters. When speaking, stop every two or three sentences so the In the PTA newsletter or website, communicate in all the lan- interpreter can interpret accurately instead of having to guages of the community. Provide numbers to call if a parent remember a whole speech. wishes an oral translation of articles. The California State PTA also provides grants to assist with Establish an answering machine at the school with messages translations (Outreach Translation Grants for Unit, Council and District PTAs 7.16.2).

3.6 Involving Students ~ Set reasonable goals based on needs and priori- ties. Student involvement is the active inclusion and effective participation of students of all ages in the work of the ~ Implement programs and activities that are relevant PTA/PTSA association. Involving students is a commit- and engage both students and adults in all stages ment by parents, teachers, and students to teamwork – of planning, implementation and execution. a vital process to help train youth to be advocates and ~ Allow students to have an active voice by seeking community leaders. The California State PTA encour- input and feedback from all students including non- ages and promotes full student participation in traditional school leaders. PTA/PTSA leadership, planning, events, and programs. • Partnering with other groups to co-sponsor events, Templates with suggestions for student involvement and programs or activities of interest and relevance to stu- participation in elementary, middle and high school can dents including: be found in Figures 3-9, 3-10, and 3-11. Also see chap- ter 10 for the Job Descriptions for Student Board ~ Student leadership and school organizations/clubs. Member and Student Involvement Chairman, and Position Statement 4.5.81 youth Involvement. ~ Other student-focused groups and agencies in the community. 3.6.1 Student Involvement Committee ~ Parent advisory committees. The formation of a student involvement committee with ~ Other unit, council or district PTAs. student and adult members generates and sustains the active participation of student members. The work of the • Publicizing upcoming activities through the PTA committee includes: newsletter, school or PTA website, fliers, e-mail mar- quees, local newspapers, student radio and TV, per- • Surveying students and the school community to sonal telephone calls, social media and newsletters. determine what type of activities would encourage more student involvement. • Celebrating and recognizing student involvement by using a variety of community and social media as well • Surveying the students to determine their needs and as school site posters, student radio and TV concerns. announcements, postings in newsletters and on web- • Developing a plan and calendar based on survey sites. results for activities, events and programs that meet • evaluating activities and accomplishments on a regu- students' needs and foster more student involvement. lar basis to supply valuable input on the effectiveness For the planning process, remember to: of student involvement programs. This also provides a

Membership California State PTA Toolkit – 2011 85 roadmap on how and why students were actively incentive for students to continue their hard work and involved, and how and why students will continue to dedication to PTA. For this to be effective, fair criteria be involved in PTA/PTSA activities in the future. must be developed for students rewarded for leadership, vision, and dedication. 3.6.2 Best Practices for Including Student Members Remember to share innovative strategies for student involvement by applying for the PTA Spotlight Award • Promote an inclusive and welcoming atmosphere that Program (PTA Unit Spotlight Award 7.6.2; Forms, respects all opinions. Chapter 9). • Cultivate a supportive, team atmosphere in which stu- 3.6.4 Legal Issues to Consider When Involving dents and adults express their views openly and Students share their expertise. Membership Rights and Responsibilities – Students, • Model practices to acknowledge that students have upon payment of full membership dues, have all mem- the same privileges and responsibilities as all other bership privileges and responsibilities. members. officers and Chairmen – According to California's • encourage students to serve as officers or members Corporation Code and Civil Law, a student may serve in of committees including those related to unit programs any PTA/PTSA office. All officers, adults and students such as Reflections and membership recruitment. alike, must perform duties of the office as outlined in the • emphasize that PTA/PTSA can be engaging and fun, bylaws. using logos, T-shirts, music and drama to spark stu- Financial Procedures: dents’ interest and participation. • Checking Accounts – In accordance with PTA policy, • Account for school schedules in arranging meetings two signatures are required on all checks issued for so students and adults can be represented equally. payment. Students may be signatories on the • enhance opportunities for students to develop their PTA/PTSA account as long as they have been talents and skills in public speaking, decision making approved as one of the signatures by the association and conflict resolution. and it has been noted in the minutes of the associa- tion. your local bank should always be contacted if • Ask students what they need to make positive you have questions about this issue. changes in their education and collaborate with stu- dents to address those needs. • Contracts or Binding Procedures – All contracts or binding commitments of the association must always • Identify relevant issues to involve students in advoca- be approved and voted on by the association in cy efforts that will increase community awareness and accordance with PTA policy. If a student under the implement positive change. age of 18 is a signer, the other signer must be an adult. (see Contracts 5.1.6) • engage students in the advocacy efforts and legisla- tive activities of PTA/PTSA. 3.6.5 Revising Bylaws to Change to a PTSA

• Provide opportunities for PTA/PTSA volunteer hours to • Bylaws – When the bylaws are changed making the be credited towards community service requirements. unit a PTSA, provision should be made for at least one position on the executive board to be filled by a • Publicize California State PTA grants and scholarships student. your unit bylaws should be reviewed for fur- for graduating seniors who are PTA/PTSA members. ther information—amendments, officers, election of • Blending leadership with new recruits, job shadowing the nominating committee and elections. It is strongly a veteran student or adult leader to train, motivate recommended that the entire bylaws—each article and prepare them to take on wider board and commit- and section—be reviewed. The Change of Status tee responsibilities. form and revised bylaws must be sent to the California State PTA through channels (unit to council, • Focus on doing “with” student members rather than if in council, to district PTA to California State PTA). “for” student members. • Dues Structure – If a PTA/PTSA plans to have a sep- • Make a commitment to ask students to join the arate dues structure for students, the dues amount PTA/PTSA. must include the per capita amounts required to be sent through channels to the council, if in council, dis- 3.6.3 Create a Student Recognition Award trict PTA, California State PTA and national PTA. All Program per capita dues must be collected and forwarded through channels. Students deserve to be recognized and rewarded for their contributions to PTA/PTSA. A system of recognition • nominating Procedures – For PTSAs, at least one and awards promotes a climate of respect and value for student should serve as a member of the nominating PTA involvement. It provides motivation and acts as an committee elected at an association meeting. When

86 California State PTA Toolkit – 2011 Membership Membership Awards and Recognition

considering a person for any office, it is always best to See Partners in Education: The Teacher and PTA, make sure the person understands all of the duties of Forms, Chapter 9. the position. your unit bylaws and section 2.2 of the Toolkit (nominations and elections should be consult- • Remind teachers and staff that PTA is more than a ed for further information. It is the responsibility of the local fundraising group for their school. It is an advo- nominating committee chairman to fully explain the cacy association focused on student success! duties of a position to a prospective nominee.

For additional information, contact the California State 3.8 Membership Awards and PTA Student Involvement Chairman at Recognition [email protected] or 916.440.1985 ext. 330. The California State PTA will provide a number of mem- bership award incentives and some may be created for a specific year or time, such as a mid-year challenge. To 3.7 Involving Teachers and School Staff qualify for the awards below, per capita dues must be sent through channels to arrive in the California State encouraging teachers and staff to join PTA in a collabo- PTA office by the dates indicated. Other awards or rative partnership between home and school should be recognitions may be created that are specific to a partic- one focus of your PTA and membership campaign. ular membership year. Consider it a challenge to explain to teachers why it’s important for them to join the PTA and the many ways in Districts and councils are strongly encouraged to devel- which they can benefit. Teachers and staff are crucial op their own membership incentive and award programs partners in our children's success. to recognize membership growth and other recruitment/retention efforts as well as best practices. • Remember to prepare a special invitation with a focus on teachers and staff with an explanation of how they California State PTA also recognizes the efforts and can be involved and asking them what they would like achievements of district PTAs at the annual convention. PTA to accomplish in the coming year. The teachers 3.8.1 Ready, Set … Remit! Award and staff expect to be asked to join. If they expect it and you don’t ask, they may feel that they are not Due in California State PTA office: October 30 needed or welcomed. (Check with your council and/or district PTA for their due date) • Prepare PTA materials in information packets given to teachers and staff at the start of each school year on Requirement: 30 or more members subjects might be of use to them. Be sure to include eligible: Unit PTAs information about the Continuing education grants for teachers, counselors and school nurses. Certificates will be distributed through district PTA to each qualifying unit PTA whose remittance of per capita • Create support for teachers’ efforts within the commu- for 30 or more members reaches the state office by nity and sponsor programs to recognize teachers dur- October 30. no application required. ing American educator Week and Teacher Appreciation Week (established by national PTA in 3.8.2 Membership growth 1985). Due in California State PTA office: March 15 • Ask for teacher's suggestions on how the PTA can Requirement: Meeting a growth challenge determined best work with teachers to solve related problems each year by the Membership Commission they face. Perhaps teachers would want to hold a eligible: Units meeting to explain to parents how they can reinforce at home what students are learning in school and to PTAs that increase membership by meeting a member- answer their questions about the school curriculum. ship challenge by March 15 will be recognized at the annual convention. no application required. • enlist the support of your principal. Ask the principal to promote PTA membership to the staff. Remind 3.8.3 Membership Challenge teachers and staff that partnering with PTA helps them to fulfill the parent involvement mandates of federal Due in California State PTA office: June 30 and state laws. Parent Involvement is what PTA does Requirement: Meeting a specific growth target deter- best and it's the law. mined each year by the state Membership • Include the school staff on the PTA board. Ask the Commission principal if the PTA president may give a short report eligible: Unit and council PTAs at the beginning of each faculty meeting. Ask for staff volunteers to serve as committee members or repre- The California State PTA membership commission will sentatives on the board. determine growth that will be recognized after the mem- bership year end (June 30) during the summer.

Membership California State PTA Toolkit – 2011 87 Unit, council and district PTAs that increase membership by meeting the annual state PTA membership challenge by March 31 will be recognized at the annual conven- tion. no application required. 3.8.4 Membership and outreach Award (from PTA Spotlight Award Program)

Due in California State PTA office: February 1 Requirement: Recipient of Ready, Set … Remit! Award in the year that one applies eligible: Units and Councils The top units and councils applying in this category will be recognized by the California State PTA at the annual convention. Applications due in the California State PTA office through channels by February 1.

88 California State PTA Toolkit – 2011 Membership (your PTA name)

(your PTA Address) (your PTA telephone and e-mail address)

Date

Dear Family:

Welcome to (Name of School). (Your Unit Name) PTA invites you to join us as we make a positive difference in the education and quality of life for all children.

We realize how important your children are to you and that you want the best for them. PTA can help you achieve that goal!

We all know that children benefit when parents, school staff, students and the community work together. PTA can unite these groups to share thoughts and ideas about programs and activities that educate and serve children. Our PTA provides information and resources – through workshops, videos, brochures and other communication channels – that inform and equip parents to help every child succeed.

To help our children and their families, (Your Unit Name) PTA sponsors programs such as:

energy Conservation Drug Awareness Reading Program Stranger Awareness Pedestrian Safety Bicycle Safety

(Your Unit Name) PTA’s goals for the coming year are:

(Insert goals)

When you become a member, your support enables us to accomplish these goals. Our dues are $______per member. you can join (Your Unit Name) PTA by filling out the attached envelope (or application form), remember to include your membership dues, and return it today. every PTA is a 501(c)(3) nonprofit association. Additional support in the form of a donation is always appreciated, and welcomed, and is tax deductible.

For further information, please contact the PTA. We look forward to partnering with you!

Sincerely,

(name) (name) (name) PTA President Membership Chairman Principal

Member contact information is shared only within the association (California State PTA and national PTA) to provide improved communication and member benefits.

Personalize your letters and print on PTA letterhead.

Fig. 3-1 Sample Letter to Parents and Families

Membership California State PTA Toolkit – 2011 89 (your PTA name)

(your PTA Address) (your PTA telephone and e-mail address) Date

Dear Student:

Do you want to make a difference in your school, home and community? Do you wish you could have more say in what happens in your school? Do you wish parents, teachers and administrators better understood your needs? Do you think adults should know more about the views of today’s students on subjects like teen sexuality, alcohol, drug use, Internet usage and television viewing habits? Do you want to work on an equal footing with adults—have equal rights and responsibilities?

A PTA/PTSA membership offers you these kinds of opportunities. The PTA is one of the largest volunteer organizations in the world. Its six million members include parents, teachers, administrators, students, community leaders and senior citizens.

Adults often decide what is best for young people without consulting them. The PTA/PTSA is one of the few youth-focused organizations that actually gives its student members equal rights, equal responsibilities, and an equal vote. PTA volunteers research and advocate for issues and laws pertaining to youth. even before legal voting age, your voice will be heard locally, statewide and nationwide as a member of a trusted national youth advocacy organiza- tion.

Through PTA/PTSA involvement, you can gain leadership experience and learn new skills such as conflict resolution and goal setting. you also can improve your school and community by organizing and participating in PTA/PTSA programs, addressing such topics as substance abuse, test results, violence prevention, peer mediation, teen health, local legislative issues and arts education.

Join (your Unit name) PTA/PTSA. your perspective will be invaluable. We invite you to attend the next meeting:

(Insert Date, Time, and Location of Meeting)

For more information, contact (name of PTA/PTSA membership chairman) at (insert e-mail or phone number).

Sincerely,

(name) (your Unit name) PTA/PTSA President

every PTA is a 501(c)(3) nonprofit organization. Additional support in the form of a donation is always appreciated, welcomed and is tax deductible. Member contact information is shared only within the association (California State PTA and national PTA) to provide improved com- munication and member benefits.

Fig. 3-2 Sample Letter to Students

90 California State PTA Toolkit – 2011 Membership (your PTA name)

(your PTA Address) (your PTA telephone and e-mail address)

Date

Dear (School name) Staff:

The (your Unit name) PTA has committed itself to helping parents understand the importance of supporting their children in school activities. We encourage parents and community mem- bers to be informed about education issues in order to understand and support our school.

The “T” in PTA stands for teachers and symbolizes the vital partnership between home and school. All individuals in the school community are part of the PTA team. By working together, parents and school personnel can help ensure successful school experiences for your stu- dents. Promoting a better understanding of PTA programs and purposes will help the PTA membership to be more effective in its youth-serving activities.

(your Unit name) PTA provides the setting for parents, teachers, principal, staff and commu- nity members to come together to improve the lives of children and youth through programs and activities. We invite you to join our PTA. The dues are $ _____.

With your support, we can strengthen the home-school connection through parents and staff working together to produce workshops, parent information evenings, newsletters, and other activities.

The programs the (your Unit name) PTA will be doing this year are: (List some programs.)

your membership in (your Unit name) PTA will strengthen our ability to provide the best learning environment for all our children and youth.

Please join (your Unit name) PTA today. Complete the attached membership envelope; enclose your membership dues and place in the PTA box, along with the completed form below asking how PTA volunteers can assist you.

every PTA is a 501(c)(3) nonprofit organization. Additional support in the form of a donation is always appreciated, welcomed and is tax deductible.

Thank you.

Sincerely,

(name) (name) (name) PTA President Membership Chairman Principal

Member contact information is shared only within the association (California State PTA and national PTA) to provide improved communication and member benefits.

It is helpful to integrate your membership theme into your letters.

Fig. 3-3 Sample Letter to Teachers and Administrators

Membership California State PTA Toolkit – 2011 91 (your PTA name)

(your PTA Address) (your PTA telephone and e-mail address)

Date

Company name Street Address or P.O. Box City, State and Zip Code

Dear (Mr. or Ms. name):

PTA is an organization dedicated to the education, health, safety, and well being of children and youth. The (your Unit name) PTA has been a vital link in bringing the home, school, and community together in addressing child-related concerns.

As a member of the business community and neighbor to (school name), you are invited to become a member of (your Unit name) PTA. Research shows that the education and health of our children is vitally important. your membership in (your Unit name) PTA reflects your support of PTA as well as in the following programs that are sponsored by the PTA:

• (List some of the programs your unit will be conducting.)

We hope you and your employees will become members of (your Unit name) PTA. Membership dues for the year are $______per person, and memberships are recorded in the name of an individual. Checks are payable to (your Unit name) PTA. enclosed is a self- addressed envelope for your convenience. If you prefer, you may deliver your membership dues to our school office located at (address).

every PTA is a 501(c)(3) nonprofit organization. Additional support in the form of a donation is always appreciated, welcomed and is tax deductible.

We look forward to welcoming you as a member. The (school name) community wishes to express their appreciation for your support. For more information, please contact PTA presi- dent (name) at (phone number).

Sincerely,

(name) (name) (name) PTA President Membership Chairman Principal

Member contact information is shared only within the association (California State PTA and national PTA) to provide improved communication and member benefits.

Fig. 3-4 Sample Letter for Business/Community Outreach

92 California State PTA Toolkit – 2011 Membership (your PTA name)

(your PTA Address) (your PTA telephone and e-mail address)

Date

Dear School Board Member:

The ___(your Unit name)___ PTA has committed itself to helping parents understand the importance of supporting their children in school activities. We encourage parents and com- munity members to be informed about education issues in order to understand and support our school.

The “T” in PTA stands for teachers and symbolizes the vital partnership between home and school. All the individuals - parents, teachers, administrators, trustees of the Board of education and school and district office staff - are part of the PTA team. As a school board member you know the importance of teachers, parents and administrators working together to benefit all of the children in our district.

PTA provides the setting for parents, teachers, staff and community members to come togeth- er to improve the lives of all of our children through valuable and enriching programs and activities. We invite you to join our PTA. The dues are $ ______.

With your support we can strengthen the home-school connection through parents and staff working together to produce workshops, parent information evenings, newsletters and many other activities that promote community and student learning. every PTA is a 501(c)(3) non- profit organization. Additional support in the form of a donation is always appreciated, wel- comed and is tax deductible. Member contact information is shared within the organization (California State PTA and national PTA) to provide improved communication and member benefits.

By joining (your Unit name) PTA, you also become a member of California PTA and national PTA. your membership will strengthen the ability of PTA to provide the best learning environ- ment for all children.

Please join the ___(your Unit name)___PTA today.

Sincerely,

(name) (your Unit name) PTA President

Collect information about the members, including how they want to be involved and what they like about the PTA.

Fig. 3-5 Sample Letter to School Board Members

Membership California State PTA Toolkit – 2011 93 (Type PTA Name Here) ______PTA/PTSA Membership Form

Our children are our priority, and we all want the best for them. We all know children learn more and have better lives when parents, school staff, students and the community work together. PTA can bring these groups together to collaborate on programs and activities that benefit all of our students.

PTA provides: • Practical ideas for programs and activities that will benefit all students. • An opportunity to voice opinions and concerns on behalf of our children. • Leadership development to promote individual development and strengthen skills. • Timely information from local, state and federal levels and guidance on how we can advo- cate and influence legislators on behalf of children, families and schools. • Collective strength with those who share concerns and seek solutions.

If you are interested in joining our PTA, please complete the form below.

 (Type PTA Name Here)

PTA Membership Form

(insert name of PTA/PTSA) PTA membership dues are $______per member. Please PRInT CLeARLy and include the applicable membership dues. name(s) of those joining: (1) First: ______Last: ______(2) First: ______Last: ______(3) Student members: ______, ______Mailing address: ______City/zip: ______e-mail address(es): (1) ______(2) ______Daytime phone number(s): ______members joining x $10.00 per member = $ ______Please make checks payable to ______PTA.

oFFICIAL uSe onLY: PAyMenT MADe By o CASH o CHeCK

Fig. 3-6 Sample Membership Form

94 California State PTA Toolkit – 2011 Membership (your PTA name)

(your PTA Address) (your PTA telephone and e-mail address) PTA/PTSA VoLunTeeR SuRVeY HeLPIng ouR kIDS — HeLPIng ouR SCHooL

We invite you to become involved in (name) PTA/PTSA. We know that our children learn from adults who care about them. Giving of your time, your talent and ability will not only help our school but will enhance our children’s learning. Please join us in volunteering as your time allows.

I am interested in helping in the following ways (modify items as appropriate for your school's needs):

o PTA/PTSA committee o Tutoring students who need help: o Helping with fundraising projects ______subject/language o Reflections Program o Helping with language interpretations/ o Red Ribbon Week translations:______language o Communications: o Chaperone: o Writing articles o Fliers o Field Trips o e-newsletter o newsletter printing o Dances o Website o Mailing o Grad night o Library o Parent Center o Typing o Career Center o Telephones o Other ______o Computer Center o Copying o Work I can do at home

Special talent or interest: ______

I work as a ______and will be happy to talk about my job responsibilities with classes or at an annual career day.

Best time you would be able to attend a meeting? o Day o night

name ______Phone (home) ______Address ______Phone (work) ______City ______Zip Code ______e-mail(s) ______

My student’s name: ______

The best time to reach me is ______

Personalize and print on PTA letterhead.

Fig. 3-7 Sample Volunteer Form

Membership California State PTA Toolkit – 2011 95 evaluate With A Survey!

It is important for every PTA/PTSA to regularly evaluate its efforts. Surveys are an excellent tool to use, and they inform members of your PTA’s work. Consider the following for a membership survey/assessment.

How many PTA events have you participated in How would you rate the quality of the during the last 12 months? events/programs of this PTA? o None o Excellent o One to three o Very good o Four to six o Good o Seven to nine o Fair o 10 or more o Poor

How well did the events meet your expectations? What programs are we not doing that our PTA o Very well should host? o Well ______o Satisfactorily ______o Not well o Not at all well What is the No. 1 reason you join/remain a PTA member: Why did you participate in the events? o Community/school pride o Volunteered at event o Help my child/children o Wanted to bring my family o To be a positive volunteer role model o Wanted to learn about topic o Access to programs from PTA o Brought by friends /other parent o Leadership opportunities o Appreciated the topic o Friendships o Other______o Place where I can make a difference o Helps all children What prevented you from participating (more): o Recognition for efforts o Time o State and National PTA materials o Money o Price o Unaware of events o Pressure from other parents o Not interested o Other______o Other______What would make your membership more How would you rate the number of events? valuable? o Way too many o More programs o A few too many o More support (equipment, o Just right scholarships) for students o Too few o Membership discounts o Way too few o Other ______

Which events would you be most interested in? How likely are you to renew your membership o Family event nights next year? o Parent education/speakers o Very likely o Scholarships/financial information o Likely o Health and safety o Somewhat likely o Legislative advocacy o Not likely o Reflections (arts in education) o Not at all likely o Other______

Personalize and print on PTA letterhead.

Fig. 3-8 Sample Evaluation Survey

96 California State PTA Toolkit – 2011 Membership evaluate With A Survey #2

It is important for every PTA/PTSA to regularly evaluate their efforts. Surveys can be an excellent tool. Below are ideas that your PTA/PTSA may want to consider for a membership survey/assessment.

Dear Member of the [School name] Community,

The PTA/PTSA needs your help. In order to meet the needs of the staff, our students, and their families, we must periodically evaluate our programs and services. Please take a moment to complete this survey and return it to the PTA/PTSA in [School name]’s front office. We value your opinion.

Thank you. [School name] PTA/PTSA

Do you believe the PTA/PTSA communicates effectively with the students, families, and faculty at [School name]? ______Yes ______No If you answered “no”, please tell us how we could communicate with you better.

Did you join the PTA/PTSA at [School name] this year? ______Yes ______No If you answered “no”, please indicate why.

Did you join the PTA/PTSA last year? ______Yes ______No If you answered "yes", please indicate why you did not re-join this year.

The PTA/PTSA sponsors or assists with many programs and events, including (the following are examples): School Pictures, the yearbook, PTA/PTSA dances, the school candy sale, Fall Festival, Transition Nights, Kids Day, Red Ribbon Week, PTA Clothes Closet, the Book Fair, Student Recognition, 6th Grade Science Camp, 8th Grade Special Events, and Reflections. Were you aware of all or most of these programs? _____Yes _____No

Using a scale of 1-10 where 1 = poor, 5 = fair, and 10 = excellent, how would you rate the overall programs and services the PTA/PTSA provides: 12345678910

In your opinion, what is the best program or service the PTA/PTSA provides and why?

Can you suggest ways in which the PTSA can improve or enhance our programs and services?

Are there any programs or services you would like to see the PTSA add? Please describe them.

Please use the space below to provide any additional comments or suggestions. If you would like to be contacted by a PTA/PTSA Board member, please include your name and phone number.

Personalize and print on PTA letterhead.

Fig. 3-8 Sample Evaluation Survey

Membership California State PTA Toolkit – 2011 97 õ Proclamation ö

Issued by (name) School District/City of ______

BE IT RESOLVED by the Governing Board of the (name) School District/City of ______and hereby ordered that:

WHEREAS, the (Your Unit Name) PTA promotes the welfare of children and youth in home, school and community; and

WHEREAS, the (Your Unit Name) PTA seeks to raise the standards of home life; and

WHEREAS, the (Your Unit Name) PTA strives to bring the home and school into closer relation so that parents and teachers may cooperate intelligently in the education of children and youth; and

WHEREAS, the (Your Unit Name) PTA is diligent in its efforts to secure adequate laws for the care and protection of children and youth; and

WHEREAS, the (Your Unit Name) PTA works to develop between educators and the community united efforts that will secure for all children and youth the highest advantages in physical, mental and social education; and

WHEREAS, the (Your Unit Name) PTA members have contributed more than (number) volunteer hours yearly to benefit the students of (name of school); and

NOW, THEREFORE BE IT RESOLVED that the Board of Education/city council of the (name) School District/City of ______recognizes the (Your Unit Name) PTA’s efforts on behalf of all the students and wishes to honor them during this PTA Membership Month.

PASSED AND ADOPTED this (day) of September (year) by the governing board of the (name) School District/City of ______(Name of County), California.

Signatures of all members of the board of education/city council.

Proclamations are a way for elected officials to show their commitment to PTA. encourage the school district officials and local government to adopt a proclamation supporting PTA membership, PTA Founders Day, the unit’s PTA charter anniversary, etc.

Fig. 3-9 Sample Proclamation

98 California State PTA Toolkit – 2011 Membership Template for Developing Student Involvement: elementary School

Ideal Positions for Students Creating Volunteer enthusiasm FAQs

Student Representative Membership Campaign Question: Consider the position of student young students love the Can young students join representative. If your school has excitement and competition PTA? a student government or similar of a membership campaign. student leadership group, a Answer: representative from that group can Invite students to participate yes! Upon payment of full promote meaningful communica- in the development of the membership dues, students tion between the different membership theme and the of any age have all organizations within the school. visual demonstrations of membership privileges and Alternatively, consider offering this membership growth. responsibilities. position to the older students or to a student from each grade. Include Students Question: Ask children about their ideas and Can young students Box Top (or other collections) opinions. This is a great way to volunteer and hold Coordinator create excitement about what positions on the PTA board? While students may be too your PTA is doing. young to coordinate the box top Answer: collections themselves, they can When children volunteer and work yes! Students may assist in organizing and counting. with adults in a positive environ- volunteer and hold board Consider forming a group of ment, it helps to build leadership positions with age- and student volunteers to count box skills and self-esteem. skill-appropriate activities. tops one day after school every one or two weeks. Reflections Program Question: encourage creativity with this fun Can students belong to PTA Ambassador PTA program. or must we become a PTSA? Students can be exceptional greeters for PTA meetings and Student Recognition Answer: PTA-sponsored events. Station Create an award program to your school does not have to two or three students at the door recognize students for their be a PTSA for students to to greet parents as they arrive. contributions to PTA/PTSA. A become members or system of recognition creates a volunteer. Becoming a PTSA Festival Committee climate of respect and value for encourages a commitment to Holiday celebrations are exciting PTA involvement. involving students in the times for young students. They will association. jump at any opportunity to help as needed by taking tickets, ushering guests, and working booths.

Fig. 3-10 Template for Developing Student Involvement: Elementary School

Membership California State PTA Toolkit – 2011 99 Template for Developing Student Involvement: Middle School

Ideal Positions for Students Creating Volunteer enthusiasm FAQs

Student Representative effectively Involve Students Question: A representative from student government Students are stakeholders in their Can young students join or a similar group can promote meaningful education. emphasize PTA’s long PTA? communication between organizations. history of advocacy and legislative activities on behalf of youth. Answer: Committee Chairman yes! Upon payment of Appoint a student as a committee chairman. Circulate a survey among students to full membership dues, assess their needs and preferences students of any age have Red Ribbon Week Committee for programs and activities. all membership privileges Promote healthy peer relationships that and responsibilities. expand on the “just say no” concept. Invite all students to an informal gath- ering to discuss the survey results. Question: Website Can young students Students are often more fluent with web encourage collaboration with students volunteer and hold technologies than adult board members. and PTSA to ensure relevant positions on the PTA programs that address the needs of board? Box Top (or other collections) Coordinator students and their school. Students can coordinate the collection of Answer: box tops while adult board members assist Involve Student Leaders yes! Students may with the required paper work. Ask student government leaders to volunteer and hold board assist in promoting the value of positions with age- and Food Drive/Charitable Collections collaboration. skill-appropriate activities. Students, with guidance, can coordinate, sort and deliver much needed items within Invite students from campus clubs to Question: the community. present their activities to the Can students belong to PTA/PTSA. PTA or must we become Ambassador a PTSA? Students can be exceptional greeters for Invite a high school PTSA student to PTA meetings and PTA-sponsored events. present to middle school students the Answer: Station two or three students at the door to benefits of PTSA involvement on your school does not greet parents as they arrive. campus. have to be a PTSA for students to become officer Position Community Service members or volunteer. Offer a board position that fits the skills, Involve students in collecting food, Becoming a PTSA abilities, and available time of the individual. clothing and books for homeless encourages a Students can perform and benefit from many shelters; environmental clean-up; and commitment to involving board positions with help from an adult mentoring children in elementary students in the mentor. school. Ask students what resonates association. with them. They will have some great For example, the position of secretary allows ideas. students to be actively involved and enhances their note-taking and concentra- Membership Drive tion skills. enlist student help in promoting your membership campaign and encourag- Refer to California State PTA Toolkit, 3.6.5: ing other students to join PTA. Legal Issues to Consider When Involving Students. Reflections Program encourage creativity with this PTA Student Delegate at Convention program. youth 12 years or older may register as del- egates to the California State PTA conven- Student Recognition tion and witness advocacy in action! There An award program recognizes are workshops designed just for students. students’ contributions to PTA/PTSA, creating a climate of respect and value for PTA involvement.

Fig. 3-11 Template for Developing Student Involvement: Middle School

100 California State PTA Toolkit – 2011 Membership Template for Developing Student Involvement: High School

Ideal Positions for Students Creating Volunteer enthusiasm FAQs

Student Representative effectively Involve Students Question: A representative from student government or Students are stakeholders in their education. Can young a similar group can promote meaningful emphasize PTA’s long history of advocacy students join PTA? communication between organizations. Or and legislative activities on behalf of youth. create a student committee that meets during Answer: the day and sends a representative to the Circulate a survey among students to assess yes! Upon PTSA board meetings. their needs and preferences for programs payment of full and activities. Invite all students to an infor- membership dues, Committee Chairman mal gathering to discuss survey results. students of any Appoint a student as a committee chairman. age have all encourage collaboration with students and membership Red Ribbon Week Coordinator PTSA to ensure relevant programs that privileges and A student can help assure an effective address the needs of students and their responsibilities. collaboration of PTSA and student activities. school. Question: Website Involve Student Leaders Can young stu- Students are often more fluent with web Ask student leaders to assist in promoting dents volunteer technologies than adult board members. the value of collaboration. and hold positions on the PTA board? Food Drive/Charitable Collections Invite students from clubs on campus to pre- Students can coordinate, sort and deliver sent to the PTA/PTSA about their activities. Answer: much needed items within the community. yes! Students may Community Service volunteer and hold officer Position High school students are passionate about board positions Offer a board position that fits the skills, issues that affect their communities, the envi- with age- and abilities, and available time of the individual. ronment and the world. Community service is skill-appropriate Students can perform and benefit from many a great opportunity for them to help others, activities. board positions with guidance from an adult feel valued, and discover their advocacy mentor. voice; and is often a requirement for Question: graduation and enhances a job resume. Can students For example, the position of secretary allows belong to PTA or students to be actively involved and Membership Drive must we become a enhances their note-taking and concentration enlist student help in promoting your PTSA? skills. membership campaign and encouraging other students to join PTA. Answer: Refer to California State PTA Toolkit, 3.6.5: your school does Legal Issues to Consider When Involving Ask for student and parent participation at not have to be a Students. student registration/orientation, and back-to- PTSA for students school night. to become mem- Student Delegate at Convention bers or volunteer. youth may register as delegates to the Place a student volunteer form on your Becoming a PTSA California State PTA convention and witness PTSA website. encourages a advocacy in action! There are workshops commitment to designed just for students. Reflections Program involving students encourage creativity with this PTA program. in the associa- Student Member of California State PTA tion. California State PTA invites students to apply Scholarships for positions on its board. As members of the Provide scholarships to deserving seniors Board of Managers, students provide valu- who are PTA members. able perspective and insight and have oppor- tunities to affect statewide PTA policy and Student Recognition decisions. Visit www.capta.org or talk with the An award program recognizes students’ con- district PTA president for more information. tributions to PTA/PTSA, creating a climate of respect and value for PTA involvement.

Fig. 3-12 Template for Developing Student Involvement: High School

Membership California State PTA Toolkit – 2011 101 102 California State PTA Toolkit – 2011 Membership AdvocacyAdvocacy Table of Contents

4.0 Advocacy Topic Index ...... 105 4.1 Local PTA Advocacy for Children and Youth ...... 117 4.1.1 Study the Issues 117 4.1.2 State and Federal Issues 117 4.1.3 Communicate with Your Elected Officials 117 4.1.4 Public Appearances 120 4.1.5 Organize a Rally 120 4.2 California State PTA Legislative Program ...... 120 4.2.1 PTA Legislation Team 120 4.2.2 Legislation Program 120 4.2.3 California State PTA Legislative Bill Positions 121 4.2.4 Legislation Platform 122 4.2.5 California State PTA Legislative Policies and Procedures 123 4.3 Election Campaigns and the Role of the PTA ...... 125 4.3.1 Restrictions on Endorsement of Candidates 125 4.3.2 Local Candidates Forum 126 4.3.3 Candidate Questionnaires 126 4.3.4 School Bonds and Other Ballot Measure Campaigns 126 4.3.5 Legal Guidelines for Campaign Activity 126 4.3.6 Nonpartisan Policy 126 4.3.7 IRS Reporting Requirements 127 4.3.8 California Fair Political Practices Commission (FPPC) Regulations 127 4.3.9 California Education Code and Election Law 127 4.4 Where We Stand: Convention and Board of Managers Resolutions ...... 135 4.5 Where We Stand: Position Statements ...... 137 4.5.1 Arts in Education 4.5.2 Assessment (Statewide) 4.5.3 Assistance to Families in Need 4.5.4 Basic Education 4.5.5 Before- and After-School Options for Children and Youth 4.5.6 Behavioral Health and Social Emotional Development 4.5.7 Character Education 4.5.8 Charter Schools 4.5.9 Child Abuse 4.5.10 Child Care 4.5.11 Child Victims/Witnesses Rights 4.5.12 Chronic Illness Care in California Schools 4.5.13 Credentialed School Personnel 4.5.14 Delinquency Prevention 4.5.15 Education of English Language Learners 4.5.16 Education: Categorical Programs 4.5.17 Education: Higher Education 4.5.18 Education: Opposing Vouchers, Tuition Tax Credits and Deductions as Systems of Education Aid 4.5.19 Education: Parental Choice In Public Schools 4.5.20 Education: Support of Public Education 4.5.21 Education: The Early Years, Ages 3 to 6 4.5.22 Education: The Elementary Years, Ages 6 to 10 4.5.23 Education: The Middle Years, Ages 10 to 14 4.5.24 Education: The High School Years Ages 14 to 18 4.5.25 Energy Conservation 4.5.26 Energy Drink and Coffee Beverage Awareness 4.5.27 Environmental Health and Environmental Education 4.5.28 Equal Rights 4.5.29 Evaluation of Teachers 4.5.30 Fair Housing 4.5.31 Family Planning 103 4.5.32 Family Responsibility and Accountability 4.5.33 Family Services 4.5.34 Firearms and Assault Weapons 4.5.35 Freedom to Learn 4.5.36 Funding of Mandated Programs: Effect on Public Education 4.5.37 Gang Awareness 4.5.38 Health Care Access for Children, Youth, Pregnant Women, and Their Families 4.5.39 Health Education 4.5.40 Homeless Families/Children 4.5.41 Human Relations 4.5.42 Inclusiveness and Diversity 4.5.43 Instructional Materials 4.5.44 Juvenile Offenders in the Justice System 4.5.45 Lead Poisoning 4.5.46 Library Services 4.5.47 Lottery Revenue and Public School Funding 4.5.48 Mass Media and the Family 4.5.49 Minor Consent for Health Care 4.5.50 Missing and Exploited Children 4.5.51 Nutrition Education 4.5.52 Parent Involvement: Building Bridges and Eliminating Barriers 4.5.53 Parenting Education and Skills Development 4.5.54 Physical Education (K-12) 4.5.55 Prevention and Intervention Programs 4.5.56 Prevention of Teen Pregnancy 4.5.57 Public Involvement in School Governance 4.5.58 Public School Employer-Employee Negotiations 4.5.58a Collective Bargaining 4.5.58b A Checklist for Parents on the Role of Collective Bargaining in Public Education 4.5.58c Guidelines for PTAs Regarding Public School Employer-Employee Negotiations 4.5.58d The Collective Bargaining Agreement 4.5.58e Sample Letter to the School Board, Superintendent and Bargaining Unit President 4.5.58f Public Involvement in Collective Bargaining Process 4.5.58g Contents of a Typical Teachers Contract 4.5.58h Glossary 4.5.58i Resources 4.5.58j PTA Activities in Relation to Employer-Employee Disputes 4.5.58k After a Strike 4.5.59 Reduced Class Size in Grades K-3 4.5.60 Regulation of Medical Marijuana Providers Near Schools 4.5.61 Responsibility of Society to the Family 4.5.62 Safe School Environments 4.5.63 School Attendance 4.5.64 School Based Decision Making 4.5.65 School-Based/Linked Health Centers 4.5.66 School Bus Safety 4.5.67 School Closure 4.5.68 School Desegregation/Integration 4.5.69 School-To-Career Technical Education 4.5.70 Services for Children of Undocumented Immigrants 4.5.71 Special Education 4.5.72 State Tax Reform 4.5.73 Status Offenders 4.5.74 Student Participation in Public Demonstrations 4.5.75 Student Records 4.5.76 Television and Video Viewing 4.5.77 Television Programming 4.5.78 Toy Look-Alike Guns 4.5.79 Use of Pesticides in and Around Schools 4.5.80 Year-Round Education 4.5.81 Youth Involvement

104 4.6 Where We Stand: Issue-Related Guidelines ...... 183 4.6.1 Assessment and Testing (Education) 4.6.2 Background Checks of Mobile Food Vendors (Community Concerns) 4.6.3 Condom Availability Through the Schools (Health) 4.6.4 Dealing with Establishments That Sell Gasoline and Alcohol Concurrently (Community Concerns) 4.6.5 Drug, Alcohol and Tobacco Abuse Prevention and Awareness (Health) 4.6.6 Forming a Committee to Study and/or Implement Year-Round Education (Education) 4.6.7 Parent Involvement (Parent Involvement) 4.6.8 Studying the Impact of Video Games (Community Concerns) 4.6.9 Suicide Prevention Education and Awareness (Health, Parent Involvement and Community Concerns)

Figures 4-1 ORGANIzING A LETTER WRITING CAMPAIGN ...... 129 4-2 HOW TO ORGANIzE A LOCAL RALLY ...... 131 4-3 ORGANIzING A LOCAL CANDIDATES FORUM ...... 132

105 106 Advocacy Topic Index

4.0 Advocacy Topic Index

The Advocacy Topic Index is intended to provide quick access to relevant PTA positions in a particular subject area, and may not be all-inclusive. When reviewing the resolutions, position statements and guidelines listed for a particular topic, please refer also to the General Principles and Legislation Planks in the California State PTA Legislation Platform (4.2.4) and to California State PTA Legislation Policies and Procedures (4.2.5) for an overall understanding of PTA’s legislative direction. Resolutions (R) are pub- lished in the Resolutions Book and posted on the California State PTA website at www.capta.org. Position Statements (PS) are printed in Toolkit section 4.5. Guidelines (G) are printed in Toolkit section 4.6.

Title Commission Section Title Commission Section

ACCOUNTABILITY (SEE EDUCATION) Promoting the Inclusion of Nonpublic Schools on California’s Achievement: Eliminating the Gap (2009) R...... E/PI ---- Megan’s Law Registered Sex Offender Database (2008) R...CC/L ---- Assessment and Testing (2005) G ...... E 4.6.1 Assessment (Statewide) (2009) PS ...... E 4.5.2 BEFORE- AND AFTER-SCHOOL PROGRAMS (SEE CHILD CARE) Student Assessment, Achievement and Accountability (2000) R...... E ---- BICYCLE SAFETY (SEE SAFETY) AIDS/HIV (SEE SEXUALLY-TRANSMITTED DISEASES) Condom Availability Through the Schools (2005) G ...... H 4.6.3 CATEGORICAL PROGRAMS (SEE SPECIAL NEEDS) HIV/STD Prevention Education in Our Schools (2008) R...... H ---- CHARTER SCHOOLS ALCOHOL (SEE SUBSTANCE ABUSE) Charter Schools (2007) PS ...... E 4.5.7

ANTIBIOTICS (SEE HEALTH) CHILD ABUSE (SEE VIOLENCE AND VANDALISM) Aid to Rape Victims and Their Families (1977) R ...... CC ---- ARTS Child Abuse (2006) PS ...... CC 4.5.9 Arts Education (1998) R...... E ---- Child Abuse Prevention, Programs...... CC 7.7 Arts in Education (2004) PS...... E 4.5.1 Child Trafficking in California (2010) R...... CC ---- Child Victims/Witnesses Rights (2004) PS...... CC 4.5.11 ASSESSMENT Family Preservation: An Alternative to Out-Of-Home Assessment and Testing (2005) G ...... E 4.6.1 Placement (1990) R ...... CC ---- Educational Testing and Test Scores (1971) R ...... E ---- Mental Illness: Treatment and Support (1999) R ...... H ---- Assessment (Statewide) (2009) PS ...... E 4.5.2 Missing and Exploited Children, Programs...... CC 7.20 Longitudinal Integrated Statewide Data System (2008) R ...... E ---- Save Our Kids (1983) R ...... P ---- Student Assessment, Achievement and Accountability (2000) R...... E ---- Treatment Centers for the Sexually Abused (1978) R...... CC/H ---- Use of Children as Subjects in Pornographic ATTENDANCE Materials (1977) R ...... CC/C ---- Absentees and Dropouts, Programs ...... E 7.5 Violence in the Home (1977) R ...... CC/P ---- Attention Deficit Disorder in Children (1998) R...... H ---- Delinquency Prevention (2004) PS ...... CC 4.5.14 CHILD CARE Grade Retention (1991) R...... E ---- Assistance to Families in Need (2004) PS...... CC 4.5.3 Juvenile Offenders in the Justice System (2001) PS ...... CC 4.5.44 Before- and After-School Options for Children and Youth (2008) PS...... P 4.5.5 Prevention and Intervention Programs (2005) PS...... H/P 4.5.55 Child Care (2003) PS ...... P 4.5.10 Safe School Environments (2005) PS...... CC 4.5.62 Child Victims/Witnesses Rights (2004) PS...... CC 4.5.11 School Absenteeism/Dropouts (1986) R ...... CC ---- Early Childhood Development and Education (2000) R ...... E/P ---- Status Offenders (2006) PS...... CC 4.5.73 Education: The Early Years, Ages 3 to 6 (2004) PS ...... E 4.5.21 Student Participation in Public Demonstrations (2006) PS ...... CC 4.5.74 Support for Quality Child Care (1986) R ...... P ---- Student Records (2005) PS ...... E 4.5.75 Violence Prevention in Schools (1999) R...... CC ---- CHOICE IN EDUCATION (SEE CHARTER SCHOOLS, EDUCATION) Youth Involvement (2005) PS...... S 4.5.81

CLASS SIZE REDUCTION BACKGROUND CHECKS Class Size Reduction (1996) R ...... E ---- Background Checks of Ice Cream Truck Vendors (1986) R ...... CC ---- Class Size Reduction Flexibility (2005) R ...... E ---- Background Checks of Mobile Food Vendors (2006) G...... CC 4.6.2 Reduced Class Size in Grades K-3 (2002) PS ...... E 4.5.59 Credentialed School Personnel (2004) PS...... E 4.5.13

R=Convention Resolution C=Communications L=Legislation Committee 107 R*= Board of Managers Resolution CC=Community Concerns M=Programs and Member Services PS=Position Statement E=Education P=Parent Involvement G=Guideline H=Health S=Student Involvement Title Commission Section Title Commission Section Reduction of Student:Teacher Workload (Class Size) (1989) R ...... E ---- Self-Esteem and Personal and Social Responsibility Awareness (1991) R ...... P ---- COLLECTIVE BARGAINING Sexual Assault Prevention Education (1984) R ...... CC/E ---- Collective Bargaining Background and PTA Guidelines ...... G 4.5.58a State Board of Education Action Relative to Public School Employer-Employee Negotiations (2004) PS...... E 4.5.58 Elementary Instructional Materials (1980) R* ...... E ---- Teacher Quality: Recruitment, Retention and Resources (2001) R ..E ---- Support for the Civic Mission of Schools (2006) R ...... E Summer School (1980) R...... E ---- COMPUTERS (SEE EDUCATION, MASS MEDIA, TECHNOLOGY) Teen Driving Safety (2009) R ...... CC ----

COUNSELING (SEE CHILD ABUSE, EDUCATION, HEALTH, MENTAL DELINQUENCY PREVENTION (SEE ATTENDANCE, MENTAL HEALTH, HEALTH, VIOLENCE AND VANDALISM) SPECIAL NEEDS, VIOLENCE AND VANDALISM) Child Victims/Witnesses Rights (2004) PS...... CC 4.5.11 Assistance to Families in Need (2004) PS...... CC 4.5.3 Child Trafficking in California (2010) R...... CC ---- Before- and After-School Options for Children Increasing Counselor-to-Student Ratio in Schools (2000) R ...... E ---- and Youth (2008) PS...... P 4.5.5 Character Education (2008) PS ...... E 4.5.7 CREDENTIALED AND SUPPORT PERSONNEL, EDUCATION Child Trafficking in California (2010) R...... CC ---- Credential Requirement: Parent/Family Involvement Delinquency Prevention (2004) PS ...... CC 4.5.14 Component (1993) R...... P Encouragement of Law-Related Education (1985) R...... E ---- Credentialed School Nurses (2005) R...... E/H ---- Family Preservation: An Alternative to Credentialed School Personnel (2004) PS...... E 4.5.13 Out-Of-Home Placement (1990) R...... CC ---- Early Childhood Development and Education (2000) R ...... E/P ---- Family Services (2006) PS ...... CC 4.5.33 Education: Support of Public Education (2004) PS...... E 4.5.20 Gang Awareness (2006) PS ...... CC 4.5.37 Improving K-12 Mathematics Education (1998) R ...... E ---- Juvenile Justice Reform – A Priority (1983) R...... CC ---- Increased School Nurse-to-Student Ratios (1997) R...... H ---- Juvenile Offenders in the Justice System (2001) PS ...... CC 4.5.44 Increasing Counselor-to-Student Ratio in Schools (2000) R ...... E ---- Prevention and Intervention Programs (2005) PS...... H/P 4.5.55 Teacher Preparation for Elementary Education (1973) R ...... E ---- Prevention of Teen Pregnancy (2007) PS...... H 4.5.56 Teacher Quality: Recruitment, Retention and Mental Illness: Treatment and Support (1999) R ...... H ---- Resources (2001) R...... E ---- School Absenteeism/Dropouts (1986) R ...... CC --- Status Offenders (2006) PS...... CC 4.5.73 CURRICULUM AND EDUCATIONAL PROGRAMS Student Participation in Public Demonstrations (2006) PS ...... CC 4.5.74 Arts Education (1998) R...... E ---- Violence Prevention in Schools (1999) R...... CC ---- Arts in Education (2004) PS...... E 4.5.1 Before- and After-School Options for Children DESEGREGATION AND INTEGRATION and Youth (2008) PS...... P 4.5.5 Desegregation and Neighborhood Schools (1979) R ...... E ---- Breast Cancer Early Detection Awareness and Funding of Mandated Programs: Education (1988) R...... H ---- Effect on Public Education (2005) PS...... E 4.5.36 Character Education (2008) PS ...... E 4.5.7 Equal Rights (2009) PS ...... L 4.5.28 Citizenship Education (1989) R* ...... E ---- Ethnic Representation in Curricula (1970) R...... E ---- Creating Lifelong Readers (1998) R...... E ---- Fair Housing (2007) PS ...... CC 4.5.30 Early Childhood Development and Education (2000) R ...... E/P ---- Human Relations (2004) PS...... CC 4.5.41 Encouragement of Law-Related Education (1985) R...... E ---- Inclusiveness and Diversity (1999) PS ...... M 4.5.42 Ethnic Representation in Curricula (1970) R...... E ---- Prejudice Awareness Education (1989) R...... E ---- Financial Literacy for Youth (1999) R...... P ---- School Desegregation/Integration (2009) PS...... E 4.5.68 Freedom to Learn (2005) PS...... E 4.5.35 School Desegregation Through Housing Integration HIV/STD Prevention Education in Our Schools (2008) R...... H ---- Incentives (1982) R...... E ---- Improving K-12 Mathematics Education (1998) R ...... E ---- Support and Funding for Voluntary Integration Literacy Education (1989) R ...... E/P ---- Programs (1980) R...... E ---- Nutrition Education (1991) R ...... H/P ---- Nutrition Education (2005) PS...... H 4.5.51 DISASTER PREPAREDNESS Opposition to Televised Commercials in Disaster Preparedness (1986) R ...... CC ---- California Classrooms (1990) R*...... E/C ---- Disaster Preparedness/Crisis Response, Job Description...... CC 10 Pedestrian Safety Education (1990) R...... CC/E ---- Mitigating Earthquake Hazards in Public Schools (1989) R...... CC ---- Prejudice Awareness Education (1989) R...... E --- Safe School Environments (2005) PS...... CC 4.5.62 School-to-Career for All Students (2001) R...... E ---- School Bus Safety (2006) PS...... CC 4.5.66 School-to-Career Technical Education (2004) PS...... E 4.5.69 School Emergency First Aid Plan (1973) R...... H ----

108 R=Convention Resolution C=Communications L=Legislation Committee R*= Board of Managers Resolution CC=Community Concerns M=Programs and Member Services PS=Position Statement E=Education P=Parent Involvement G=Guideline H=Health S=Student Involvement Advocacy Topic Index Title Commission Section Title Commission Section DISCIPLINE (SEE DELINQUENCY PREVENTION, VIOLENCE AND Education: A 21st Century Vision (2005) R...... E ---- VANDALISM) Education: Categorical Programs (2005) PS ...... E 4.5.16 Character Education (2008) PS ...... E 4.5.7 Education: Higher Education (2005) PS...... E 4.5.17 Delinquency Prevention (2004) PS ...... CC 4.5.14 Education: Parental Choice in Public Schools (2004) PS...... E 4.5.19 Encouragement of Law-Related Education (1985) R...... E ---- Education: Support of Public Education (2004) PS...... E 4.5.20 Safe School Environments (2005) PS...... CC 4.5.62 Education: The Early Years, Ages 3 to 6 (2004) PS ...... E 4.5.21 Status Offenders (2006) PS...... CC 4.5.73 Education: The Elementary Years, Ages 6 to 10 (2008) PS ...... E 4.5.22 Student Participation in Public Demonstrations (2006) PS ...... CC 4.5.74 Education: The High School Years, Ages 14 to 18 (2009) PS...... E 4.5.24 Violence Prevention in Schools (1999) R...... CC ---- Education: The Middle Years, Ages 10 to 14 (2009) PS...... E 4.5.23 Educational Testing and Test Scores (1971) R ...... E ---- DOMESTIC VIOLENCE (SEE CHILD ABUSE, HEALTH, MENTAL HEALTH, Education Technology Funding (1995) R ...... E ---- VIOLENCE AND VANDALISM) Encouragement of Law-Related Education (1985) R...... E ---- Aid to Rape Victims and Their Families (1977) R ...... CC ---- Funding of Mandated Programs: Child Abuse (2006) PS ...... CC 4.5.9 Effect on Public Education (2005) PS...... E 4.5.36 Child Abuse Prevention, Programs...... CC 7.7 Extended Educational Services for the Handicapped (1967) R...... E ---- Child Trafficking in California (2010) R...... CC ---- Financial Literacy for Youth (1999) R...... P ---- Child Victims/Witnesses Rights (2004) PS...... CC 4.5.11 Financing California's Public Schools (2007) R ...... E/L ---- Family Responsibility and Accountability (2008) PS ...... P 4.5.32 Forming a Committee to Study and/or Implement Family Services (2006) PS ...... CC 4.5.33 Year-Round Education (2005) G...... E 4.6.6 Mental Illness: Treatment and Support (1999) R ...... H ---- Freedom to Learn (2005) PS...... E 4.5.35 Responsibility of Society to the Family (2005) PS ...... P 4.5.61 Grade Retention (1991) R...... E ---- Treatment Centers for the Sexually Abused (1978) R...... CC/H ---- HIV/STD Prevention Education in Our Schools (2008) R...... H ---- Use of Children as Subjects in Pornographic Improving K-12 Mathematics Education (1998) R ...... E ---- Materials (1977) R ...... CC/C ---- Increasing Counselor-to-Student Ratio in Schools (2000) R ...... E ---- Violence in the Home (1977) R...... CC/P ---- Individuals with Disabilities Education Act (IDEA) Underfunding (2007) R...... E/L ---- DRIVER EDUCATION Indoor Air Quality in Schools (2007) R...... H ---- Alcohol-Related Driver Education (1982) R...... CC/H ---- Instructional Materials (2003) PS ...... E 4.5.43 Teen Driving Safety (2009) R ...... CC ---- Learning Disabilities and Learning Disabilities in Gifted Children (2000) R ...... E ---- DRUG ABUSE (SEE SUBSTANCE ABUSE) Library and Media Facilities in Schools, Programs...... C 7.19 Library Services (2005) PS ...... E 4.5.46 DRUGS (SEE SUBSTANCE ABUSE) Literacy Education (1989) R ...... E/P ---- Minimum Instruction Time (1983) R ...... E ---- EDUCATION Prejudice Awareness Education (1989) R...... E ---- Achievement: Eliminating the Gap (2009) R...... E/PI ---- Prevention and Intervention Programs (2005) PS...... H/P 4.5.55 Alcohol-Related Driver Education (1982) R...... CC/H ---- Public School Governance Authority (2007) R...... E/L Arts Education (1998) R...... E ---- Reduced Class Size in Grades K-3 (2002) PS ...... E 4.5.59 Arts in Education (2004) PS...... E 4.5.1 Reduction of Student:Teacher Workload (Class Size) (1989) R ...... E ---- Assessment and Testing (2005) G ...... E 4.6.1 Safe School Environments (2005) PS...... CC 4.5.62 Basic Education (2004) PS ...... E 4.5.4 School Based Decision Making (2009) PS ...... E 4.5.64 Character Education (2008) PS ...... E 4.5.7 School Closure (2008) PS...... E 4.5.67 Charter Schools (2007) PS ...... E 4.5.8 School-to-Career for All Students (2001) R...... E ---- Citizenship Education (1989) R* ...... E ---- School-to-Career Technical Education (2004) PS...... E 4.5.69 Class Size Reduction (1996) R ...... E ---- Science, Technology, Engineering and Comprehensive Waste Reduction in Schools (2007) R...... CC/H ---- Mathematics (STEM) Education (2011) R ...... E ---- Computer Technology in Education (1983) R...... E ---- Special Education (2004) PS ...... E 4.5.71 Computer Workstation Health (2010) R...... H ---- State Board of Education Action Relating to Creating Lifelong Readers (1998) R...... E ---- Elementary Instructional Materials (1980) R* ...... E ---- Credentialed School Personnel (2004) PS...... E 4.5.13 Assessment (Statewide) (2009) PS ...... E 4.5.2 Developmentally-Appropriate Physical Education (1999) R ...... H ---- Student Assessment, Achievement and Early Childhood Development and Education (2000) R ...... E/P ---- Accountability (2000) R...... E ---- Education Chairman, Job Description...... E 10 Student Participation in Public Demonstrations (2006) PS ...... CC 4.5.74 Education, Programs...... E 7.11 Student Records (2005) PS ...... E 4.5.75 Education of English Language Learners (2004) PS...... E 4.5.15 Summer School (1980) R...... E ----

R=Convention Resolution C=Communications L=Legislation Committee 109 R*= Board of Managers Resolution CC=Community Concerns M=Programs and Member Services PS=Position Statement E=Education P=Parent Involvement G=Guideline H=Health S=Student Involvement Title Commission Section Title Commission Section Support of Public Education, PTA Priority (1980) R...... E ---- FACILITIES Support for the Civic Mission of Schools (2006) R ...... E ---- Bungalow Classroom Safety (1971) R...... CC/E ---- Teacher Preparation for Elementary Education (1973) R ...... E ---- Computer Workstation Health (2010) R...... H ---- Teacher Quality: Recruitment, Retention and Resources (2001) R ..E ---- Indoor Air Quality in Schools (2007) R...... H ---- Year-Round Education (2005) PS ...... E 4.5.80 Mitigating Earthquake Hazards in Public Schools (1989) R ...... CC/E ---- Revenue from Sale or Rental of School Properties for Maintenance EMERGENCY Services and Repair of School Sites (1979) R ...... E ---- Disaster Preparedness/Crisis Response, Job Description...... CC 10 Safe School Environments (2005) PS...... CC 4.5.62 Duplicate Emergency Forms at Athletic Events (1974) R ...... E ---- Safety Problems Related to Freeway Construction Emergency School Bus Evacuation (1973) R...... CC/E ---- Near Schools (1970) R ...... CC/E First Aid and/or Cardiopulmonary School Buildings and Railroad Safety Requirements (1990) R ..CC/E ---- Resuscitation (C.P.R.) (1987) R...... H ---- School Closure (2008) PS...... E 4.5.67 Safe School Environments (2005) PS...... CC 4.5.57 School Construction Funding (1986) R ...... E ---- Safety/Disaster Preparedness, Programs ...... CC 7.26 School Facilities and Public Planning (1991) R ...... E ---- School Bus Safety (2006) PS...... CC 4.5.66 School Facilities Crisis (1986) R*...... E ---- School Emergency First Aid Plan (1973) R...... H ---- School Facilities Crisis (1990) R ...... E ----

ENVIRONMENTAL PROTECTION FAMILY Air Pollution (1973) R...... H ---- Assistance to Families in Need (2004) PS...... CC 4.5.3 Comprehensive Waste Reduction in Schools (2007) R...... CC/E ---- Credential Requirement: Parent/Family Involvement Electro-Magnetic Fields (1994) R...... H ---- Component (1993) R...... P ---- Energy Conservation (2006) PS...... CC 4.5.25 Family Planning (2008) PS...... P 4.5.31 Environmental Protection, Programs...... CC 7.12 Family Preservation: An Alternative to Environmental Health and Environmental Education (2007) PS ...... H 4.5.27 Out-of-Home Placement (1990) R ...... CC ---- Hazardous Waste Management (1980) R...... H ---- Family Responsibility and Accountability (2008) PS ...... P 4.5.32 Indoor Air Quality in Schools (2007) R...... H Family Services (2006) PS ...... CC 4.5.33 Lead Poisoning (2005) PS ...... H 4.5.45 Foster Families (1999) R...... P ---- Location of Toxic/Hazardous Materials Sites (1985) R ...... H ---- Full Federal Funding for Services to Immigrants (1993) R* ...... L ---- Longitudinal Integrated Statewide Data System (2008) R ...... E ---- Homeless Families and Children, Programs ...... CC 7.18 Pesticides (1972) R...... H ---- Homeless Families/Children (2005) PS...... CC 4.5.40 Protection of Children from the Harmful Effects Homeless Families With Children (1989) R ...... CC ---- of Aircraft Emissions (1998) R ...... H ---- Prevention and Intervention Programs (2005) PS...... H/P 4.5.55 Teen Driving Safety (2009) R ...... CC ---- Responsibility of Society to the Family (2005) PS ...... P 4.5.61 Toxins (Persistent and Bioaccumulative) Services for Children of Undocumented Immigrants (2008) PS.....CC 4.5.70 and Their Effects on Children (2002) R ...... H ---- Trees for Life (1989) R ...... CC ---- FAMILY PLANNING Use of Pesticides in and Around Schools (2004) PS...... H 4.5.79 Condom Availability Through the Schools (2005) G ...... H 4.6.3 Family Planning (2008) PS...... P 4.5.31 EQUAL RIGHTS Full Federal Funding for Services to Immigrants (1993) R* ...... L ---- Achievement: Eliminating the Gap (2009) R...... E/PI ---- Health Care Access for Children, Youth, Pregnant Assistance to Families in Need (2004) PS...... CC 4.5.3 Women and Their Families (2009) PS...... H 4.5.38 Child Trafficking in California (2010) R...... CC ---- Minor Consent for Health Care (2011) PS ...... H 4.5.49 Desegregation and Neighborhood Schools (1979) R ...... E ---- Prevention and Intervention Programs (2005) PS...... H/P 4.5.55 Equal Rights (2009) PS ...... L 4.5.28 Prevention of Teen Pregnancy (2007) PS...... H 4.5.56 Ethnic Representation in Curricula (1970) R...... E ---- Fair Housing (2007) PS ...... CC 4.5.30 FILMS (SEE MASS MEDIA) Family Responsibility and Accountability (2008) PS ...... P 4.5.32 Family Services (2006) PS ...... CC 4.5.33 FINANCE AND FUNDING – EDUCATION Freedom to Learn (2005) PS...... E 4.5.35 Adequate and Equitable School Finance System (1987) R...... E ---- General Principles, #1 Principle...... L 4.2.4b Assistance to Families in Need (2004) PS...... CC 4.5.3 Human Relations (2004) PS...... CC 4.5.41 California K-12 Public School Funding Crisis (1998) R ...... E ---- Responsibility of Society to the Family (2005) PS ...... P 4.5.61 Education: Opposing Vouchers, Tuition Tax Credits and Services for Children of Undocumented Immigrants (2008) PS.....CC 4.5.70 Deductions as Systems of Education Aid (2008) PS...... E 4.5.18 Education: Support of Public Education (2004) PS...... E 4.5.20 Educational Funding Crisis (1981) R...... E ----

110 R=Convention Resolution C=Communications L=Legislation Committee R*= Board of Managers Resolution CC=Community Concerns M=Programs and Member Services PS=Position Statement E=Education P=Parent Involvement G=Guideline H=Health S=Student Involvement Advocacy Topic Index Title Commission Section Title Commission Section Educational Technology Funding (1995) R ...... E ---- HAZARDOUS/TOXIC MATERIALS (SEE ENVIRONMENTAL PROTECTION): Financing California's Public Schools (2007) R ...... E/L ---- Delivery of Unsolicited and Hazardous Products (1971) R...... CC/H ---- Equal Access to School Improvement Program Funds (1983) R...... E ---- Environmental Protection, Programs...... H 7.12 Equalized Base Revenue Limit Funding (1991) R ...... E ---- Hazardous Waste Management (1980) R...... H ---- Funding Sources for Adult Crossing Guards (1981) R...... CC ---- Location of Toxic/Hazardous Materials Sites (1985) R ...... H ---- Lottery Revenue and Public School Funding (2009) PS...... E 4.5.47 Pesticides (1972) R...... H ---- Lowering the 2/3 Vote on School and Library Bonds (1999) R ...... L ---- Toxins (Persistent and Bioaccumulative) and Non-suspension of Proposition 98: (1991) R ...... E ---- Their Effects on Children (2002) R ...... H ---- Opposing Vouchers, Tuition Tax Credits and Deductions, Education (2008) PS...... E 4.5.18 HEALTH (SEE AIDS/HIV, MENTAL HEALTH, PREGNANCY, Post Proposition 13 Funding of Public Education (1979) R...... E ---- SEXUALLY-TRANSMITTED DISEASES, SUBSTANCE ABUSE) Property Tax Limitation (1978) R ...... L ---- Aid to Rape Victims and Their Families (1977) R ...... CC ---- Responsibility of the Legislature for the Air Pollution (1973) R...... H ---- Financing of Public Education, The (1982) R* ...... L ---- Antibiotic Resistance Awareness (2001) R ...... H ---- Public School Governance Authority (2007) R...... E/L ---- Assistance to Families in Need (2004) PS...... CC 4.5.3 School Buildings and Railroad Safety Requirements (1990) R ..CC/E ---- Attention Deficit Disorder in Children (1998) R...... H ---- School Construction Funding (1986) R ...... E ---- Automated External Defibrillator (AED) Awareness (2011) R ...... H ---- School Facilities and Public Planning (1991) R ...... E ---- Behavioral Health and Scocial Emotional Development (1968) PS .H 4.5.6 School Facilities Crisis (1986) R*...... E ---- Breakfast in Every School (2003) R...... H ---- School Facilities Crisis (1990) R ...... E ---- Breast Cancer Early Detection Awareness School Finance (1976) R ...... E ---- and Education (1988) R...... H ---- School Funding (1981) R ...... E ---- Community and Wellness Fairs, Programs...... H 7.10 School Library Media Center Funding Crisis (1988) R ...... E ---- Computer Workstation Health (2010) R...... H ---- School Support Program (1976) R...... E ---- Condom Availability Through the Schools (2005) G ...... H 4.6.3 School Transportation (1981) R ...... E ---- Control of Look-Alike Stimulants and Depressant Drugs (1982) R...H ---- Services for Children of Undocumented Immigrants (2008) PS.....CC 4.5.70 Credentialed School Nurses (2005) R...... E/H ---- Specially-Funded Programs (1981) R ...... E ---- Developmentally-Appropriate Physical Education (1999) R ...... H ---- Support of Public Education, PTA Priority (1980) R...... E ---- Duplicate Emergency Forms at Athletic Events (1974) R ...... E ---- Tuition Tax Credits (1982) R* ...... E ---- Education on Health Hazards in the Use of Anabolic Steroids (1989) R ...... E/H ---- FINGERPRINTING Electro-Magnetic Fields (1994) R...... H ---- Credentialed School Personnel (2004) PS...... E 4.5.13 Energy Drink and Coffee Beverage Awareness (2009) PS...... E 4.5.26 Voluntary Fingerprinting (1983) R...... CC ---- Environmental Health and Environmental Education (2007) PS ...... H 4.5.27 Escherichia Coli (E. Coli) (1993) R ...... H ---- FIREARM SAFETY (SEE WEAPONS) Family Planning (2008) PS...... P 4.5.31 First Aid and/or Cardiopulmonary Resuscitation (C.P.R.) (1987) R ..H ---- FUNDING (SEE FINANCE AND FUNDING) Fluoridation of California Public Water Supplies (1995) R...... H ---- Food Allergy and Anaphylaxis in Schools (2004) R ...... H ---- GANGS Hazardous Waste Management (1980) R...... H ---- Delinquency Prevention (2004) PS ...... CC 4.5.14 Health, Job Description ...... H 10 Gang Awareness (2006) PS ...... CC 4.5.37 Health, Programs ...... H 7.17 Gangs, Programs...... CC 7.14 Health Care Access for Children, Youth, Pregnant Safe School Environments (2005) PS...... CC 4.5.62 Women and Their Families (2009) PS...... H 4.5.38 School Absenteeism/Dropouts (1986) R ...... CC ---- Health Education (1997) PS...... H 4.5.39 Strategies to Reduce School, Family and Healthy Lifestyles for All Children (2004) R ...... H ---- Community Violence (1995) R ...... CC ---- HIV/STD Prevention Education in Our Schools (2008) R...... H ---- Violence Prevention in Schools (1999) R...... CC ---- Hot Weather Standards in the School Setting (1992) R ...... H ---- Immunization Awareness and Educational Programs (1975) R...... H ---- GOVERNANCE, PUBLIC SCHOOL Increased School Nurse-to-Student Ratios (1997) R...... H ---- Public Involvement in School Governance (2003) PS...... L 4.5.57 Indoor Air Quality in Schools (2007) R...... H ---- School Based Decision Making (2009) PS ...... E 4.5.64 Lead Poisoning (2005) PS ...... H 4.5.45 Make Children First (1992) R...... L ---- GUNS (SEE WEAPONS) Measles (Rubeola) Vaccinations (1990) R...... H ---- Mental Illness: Treatment and Support (1999) R ...... H ---- HANDICAPPED (SEE SPECIAL NEEDS) Nutrition Education (1991) R ...... H/P ----

R=Convention Resolution C=Communications L=Legislation Committee 111 R*= Board of Managers Resolution CC=Community Concerns M=Programs and Member Services PS=Position Statement E=Education P=Parent Involvement G=Guideline H=Health S=Student Involvement Title Commission Section Title Commission Section Nutrition Education (2005) PS...... H 4.5.51 Foster Families (1999) R...... P ---- Organ and Tissue Donor Awareness (1999) R ...... H ---- Juvenile Justice Reform – A Priority (1983) R...... CC ---- Pesticides (1972) R...... H ---- Juvenile Offenders in the Justice System (2001) PS ...... CC 4.5.44 Physical Education (K-12) (2004) PS...... H 4.5.54 School Absenteeism/Dropouts (1986) R ...... CC Prevention and Intervention Programs (2005) PS...... H/P 4.5.55 Use by Mass News Media of Names of Juveniles Prevention of Teen Pregnancy (2007) PS...... H 4.5.56 in Police Matters (1971) R...... CC/C ---- Protection of Children from the Harmful Effects of Aircraft Emissions (1998) R ...... H ---- LEGISLATION School-Based/Linked Health Centers (2009) PS...... H 4.5.65 Ballot Propositions (Initiatives) (1999) R...... L ---- School Emergency First Aid Plan (1973) R...... H ---- Broadcast Projections of Results on Election Day (1985) R...... C ---- Scoliosis Screening (1980) R...... H ---- Ethics in Political Campaigns (1987) R ...... L ---- Suicide Prevention Education and Awareness (1983) R...... H/P ---- Financing California's Public Schools (2007) R ...... E/L ---- Suicide Prevention Education and Awareness (2005) G...... H/P/CC 4.6.9 Full Federal Funding for Services to Immigrants (1993) R* ...... L ---- Television/Screen Time Awareness (2006) R...... H ---- Individuals with Disabilities Education Act (IDEA) Minor Consent for Health Care (2011) PS ...... H 4.5.49 Underfunding (2007) R...... E/L ---- Toxins (Persistent and Bioaccumulative) and Their Local School Parcel Tax Measure Threshold Reduction (2008) R....L ---- Effects on Children (2002) R ...... H ---- Lowering the 2/3 Vote Requirement on School Treatment Centers for the Sexually Abused (1978) R...... CC/H ---- and Library Bonds (1999) R ...... L ---- Use of Pesticides in and Around Schools (2004) PS...... H 4.5.79 Lowering the Vote Requirement in the California State Budget Venereal Disease Education and Control (1973) R ...... H ---- Process (2009) R...... L ---- Improvement of Communications on Legislative Matters (1965) R...L ---- HIV (SEE AIDS) Make Children First (1992) R...... L ---- HIV/STD Prevention Education in Our Schools (2008) R...... H ---- Promoting the Inclusion of nonpublic Schools on California’s Megan’s Law Registered Sex Offender Database (2008) R ...... CC/L ---- HOME AND SCHOOL SAFETY (SEE SAFETY) Property Tax Limitation (1978) R ...... L ---- Public Involvement in School Governance (2003) PS...... L 4.5.57 HOMELESS (SEE FAMILY) Public School Governance Authority (2007) R...... E/L ---- Assistance to Families in Need (2004) PS...... CC 4.5.3 Responsibility of the Legislature for the Financing of Public Education, The (1982) R*...... L ---- Child Trafficking in California (2010) R...... CC ---- State Government Responsibility for a Rational Homeless Families and Children, Programs ...... CC 7.18 Budget Process (1992) R*...... L ---- Homeless Families/Children (2005) PS...... CC 4.5.40 State Tax Reform (1991) R...... L ---- Homeless Families With Children (1989) R ...... CC ---- Missing and Exploited Children, Programs...... CC 7.20 LIBRARY Responsibility of Society to the Family (2005) PS ...... P 4.5.61 Freedom to Learn (2005) PS...... E 4.5.35 School Absenteeism/Dropouts (1986) R ...... CC ---- Library and Media Facilities in Schools, Programs...... C 7.19 Library Services (2005) PS ...... E 4.5.46 ICE CREAM VENDORS Lowering the 2/3 Vote on School and Library Bonds (1999) R ...... L ---- Background Checks of Mobile Food Vendors (2006) G...... CC 4.6.2 School Library Media Center Funding Crisis (1988) R ...... E ---- Background Checks of Ice Cream Truck Vendors (1986) R ...... CC ---- LITERACY INSTRUCTIONAL MATERIALS AND TIME Creating Lifelong Readers (1998) R...... E ---- Freedom to Learn (2005) PS...... E 4.5.35 Financial Literacy for Youth (1999) R...... P ---- Instructional Materials (2003) PS ...... E 4.5.43 Literacy Education (1989) R ...... E/P ---- Minimum Instruction Time (1983) R ...... E ---- State Board of Education Action Relating to MASS MEDIA (FILM, INTERNET, PRINT, TELEVISION, VIDEO) Elementary Instructional Materials (1980) R* ...... E ---- Admission of Minors to R-Rated Films (1981) R ...... C ---- Support for the Civic Mission of Schools (2006) R ...... E ---- Alcohol Beverage Advertising That Targets Youth (1992) R ...... H ---- Broadcast Projections of Results on Election Day (1985) R...... C ---- INTERNET (SEE MASS MEDIA) Closed Caption Television (1978) R...... C ---- Computer Technology in Education (1983) R...... E ---- JUVENILE JUSTICE Drug Advertising (1970) R...... H ---- Child Victims/Witnesses Rights (2004) PS...... CC 4.5.11 Freedom to Learn (2005) PS...... E 4.5.35 Delinquency Prevention (2004) PS ...... CC 4.5.14 Internet Access for California Classrooms (2000) R...... C ---- Family Preservation: An Alternative to Out-of-Home Placement (1990) R ...... CC ---- Mass Media and the Family (2001) PS...... C 4.5.48

112 R=Convention Resolution C=Communications L=Legislation Committee R*= Board of Managers Resolution CC=Community Concerns M=Programs and Member Services PS=Position Statement E=Education P=Parent Involvement G=Guideline H=Health S=Student Involvement Advocacy Topic Index Title Commission Section Title Commission Section Online Safeguards for Internet Use by Children Youth Involvement (2004) R (Student Involvement Committee) ...... P ---- and Youth (1997) R...... C ---- Youth Involvement (2005) PS...... S 4.5.81 Opposition to Televised Commercials in California Classrooms (1990) R* ...... E/C ---- NUTRITION Quality of Life Portrayed on Television (1979) R...... C ---- Assistance to Families in Need (2004) PS...... CC 4.5.3 Rating of PG (Parental Guidance) Films, The (1979) R ...... C ---- Breakfast in Every School (2003) R...... H ---- Regulation of the Display and Sale to Minors of Drug-Use Information Nutrition Education (1991) R ...... H/P ---- and Paraphernalia Including Cigarette Papers (1979) R...... CC/H ---- Nutrition Education (2005) PS...... H 4.5.51 Studying the Impact of Video Games (2005) G...... CC 4.6.8 School Lunch Milk Requirements (1972) R ...... H ---- Television and Video Viewing (2008) PS ...... C 4.5.76 School Nutrition Programs: Improvement and Television Literacy and Program Accountability (1993) R...... C ---- Expansion (1991) R ...... H ---- Television Programming (2009) PS...... C 4.5.77 Services for Children of Undocumented Immigrants (2008) PS.....CC 4.5.70 Television/Screen Time Awareness (2006) R...... H ---- Use by Mass News Media of Names of PARENT INVOLVEMENT Juveniles in Police Matters (1971) R...... CC/C ---- Achievement: Eliminating the Gap (2009) R...... E/PI ---- Use of Children as Subjects in Pornographic Basic Education (2004) PS ...... E 4.5.4 Materials (1977) R ...... CC/C ---- Character Education (2008) PS ...... E 4.5.7 Charter Schools (2007) PS ...... E 4.5.8 MENTAL HEALTH Computer Workstation Health (2010) R...... H ---- Aid to Rape Victims and Their Families (1977) R ...... CC ---- Credential Requirement: Parent/Family Involvement Increasing Counselor-to-Student Ratio in Schools (2000) R ...... E ---- Component (1993) R...... P ---- Behavioral Health and Social Emotional Development (1968) PS ...H 4.5.6 Delinquency Prevention (2004) PS ...... CC 4.5.14 Mental Illness: Treatment and Support (1999) R ...... H ---- Early Childhood Development and Education (2000) R ...... E/P ---- Prevention and Intervention Programs (2005) PS...... H/P 4.5.55 Education: Parental Choice in Public Schools (2004) PS...... E 4.5.19 Prevention of Teen Pregnancy (2007) PS...... H 4.5.56 Education: Support of Public Education (2004) PS...... E 4.5.20 School-Based/Linked Health Centers (2009) PS...... H 4.5.65 Financial Literacy for Youth (1999) R...... P ---- Self-Esteem and Personal and Social Foster Families (1999) R...... P ---- Responsibility Awareness (1999) R ...... P ---- Literacy Education (1989) R ...... E/P ---- Suicide Prevention Education and Awareness (1983) R...... H/P ---- Nutrition Education (1991) R ...... H/P ---- Suicide Prevention Education and Awareness (2005) G...... H/P/CC 4.6.9 Nutrition Education (2005) PS...... H 4.5.51 Treatment Centers for the Sexually Abused (1978) R...... CC/H ---- Parent and Family Involvement, Programs ...... P 7.21 Parent/Community Action for Effective Schools (1993) R...... E ---- MINORS Prevention and Intervention Programs (2005) PS...... H/P 4.5.55 Alcohol Beverage Advertising That Targets Youth (1992) R ...... H ---- Public Involvement in School Governance (2003) PS...... L 4.5.57 Admission of Minors to R-Rated Films (1981) R ...... C ---- Safe Routes to School for All Children (2008) R...... CC ---- Basic Education (2004) PS ...... E 4.5.4 Save Our Kids (1983) R ...... P ---- Child Abuse (2006) PS ...... CC 4.5.9 School Absenteeism/Dropouts (1986) R ...... CC ---- Child Abuse Prevention, Programs...... CC 7.7 School Based Decision Making (2009) PS ...... E 4.5.64 Child Trafficking in California (2010) R...... CC ---- Self-Esteem and Personal and Social Responsibility Delinquency Prevention (2004) PS ...... CC 4.5.14 Awareness (1991) R ...... P ---- Family Responsibility and Accountability (2008) PS ...... P 4.5.32 Suicide Prevention Education and Awareness (1983) R...... H/P ---- Juvenile Offenders in the Justice System (2001) PS ...... CC 4.5.44 Suicide Prevention Education and Awareness (2005) G...... H/P/CC 4.6.9 Missing and Exploited Children (2000) PS...... CC 4.5.50 Support for Quality Child Care (1986) R ...... P ---- Missing and Exploited Children, Programs...... CC 7.20 Television/Screen Time Awareness (2006) R...... H Online Safeguards for Internet Use by Children Violence in the Home (1977) R...... CC/P ---- and Youth (1997) R...... C ---- Regulation of the Display and Sale to Minors of Drug-Use Information PARENTING EDUCATION and Paraphernalia Including Cigarette Papers (1979) R...... CC/H ---- Child Abuse (2006) PS ...... CC 4.5.9 Services for Children of Undocumented Immigrants (2008) PS.....CC 4.5.70 Child Abuse Prevention, Programs...... CC 7.7 Status Offenders (2000) PS...... CC 4.5.73 Child Trafficking in California (2010) R...... CC ---- Student Participation in Public Demonstrations (2006) PS ...... CC 4.574 Human Relations (2004) PS...... CC 4.5.41 Student Records (2000) PS ...... E 4.5.75 Parenting Education and Skills Development (2008) PS...... P 4.5.53 Support for the Civic Mission of Schools (2006) R ...... E ---- Parent Involvement, Job Description...... P 10 Television/Screen Time Awareness (2006) R...... H ---- Parent Involvement, Programs...... P 7.22 Use of Children as Subjects in Pornographic Save Our Kids (1983) R ...... P ---- Materials (1977) R ...... CC/C ----

R=Convention Resolution C=Communications L=Legislation Committee 113 R*= Board of Managers Resolution CC=Community Concerns M=Programs and Member Services PS=Position Statement E=Education P=Parent Involvement G=Guideline H=Health S=Student Involvement Title Commission Section Title Commission Section PEDESTRIAN SAFETY (SEE SAFETY) Fireworks: Hazards to Youth (1990) R ...... CC ---- First Aid and/or Cardiopulmonary Resuscitation (C.P.R.) (1987) R ..H ---- PESTICIDES (SEE ENVIRONMENTAL PROTECTION, Football Safety (1975) R...... CC ---- HAZARDOUS/TOXIC MATERIALS) Funding Sources for Adult Crossing Guards (1981) R...... CC ---- Pesticides (1972) R...... H ---- Gang Awareness (2006) PS ...... CC 4.5.37 Use of Pesticides in and Around Schools (1998) PS...... H 4.5.79 Gangs, Programs...... CC 7.14 HIV/STD Prevention Education in Our Schools (2008) R...... H ---- PHYSICAL EDUCATION Indoor Air Quality in Schools (2007) R...... H ---- Developmentally-Appropriate Physical Education (1999) R ...... H ---- Lead Poisoning (2005) PS ...... H 4.5.45 Physical Education (K-12) (2004) PS...... H 4.5.54 Licensing and Registering of Handguns (2000) R...... CC ---- Mitigating Earthquake Hazards in Public Schools (1989) R ...... CC/E ---- PLAYGROUND Paintball Gun Control (1993) R ...... CC ---- Playground Equipment Safety Standards (1996) R ...... CC ---- Pedestrian Safety Education (1990) R...... CC/E ---- Playground Surface Safety (2002) R...... CC ---- Playground Equipment Safety Standards (1996) R ...... CC ---- Playground Surface Safety (2002) R...... CC ---- POLITICS Promoting the Inclusion of nonpublic Schools on California’s Megan’s Broadcast Projections of Results on Election Day (1985) R...... C ---- Law Registered Sex Offender Database (2008) R ...... CC/L ---- Local Candidates Forum Event Planning ...... L 4.3.2 Regulation of 976 Information Access Service (1986) R...... CC ---- Purposes of PTA ...... ---- 1.1.1 Regulation of Liquor Licenses Near Schools (1997) R ...... CC ---- Safe Routes to School for All Children (2008) R...... CC ---- POLLUTION (SEE ENVIRONMENTAL PROTECTION) Safe School Environments (2005) PS...... CC 4.5.62 Safe School Approaches for Pedestrians PREGNANCY and Bicyclists (1974) R ...... CC ---- Condom Availability Through the Schools (2005) G ...... H 4.6.3 Safety, Job Description...... H 10 Family Planning (2008) PS...... P 4.5.31 Safety/Disaster Preparedness, Programs...... H 7.26 Health Care Access for Children, Youth, Pregnant Safety Helmets for Scooter, Skateboard and Skate Users Women and Their Families (2009) PS...... H 4.5.38 Under the Age of 18 (2001) R...... CC ---- Prevention and Intervention Programs (2005) PS...... H/P 4.5.55 Safety Problems Related to Freeway Construction Prevention of Teen Pregnancy (2007) PS...... H 4.5.56 Near Schools (1970) R ...... CC/E ---- Save Our Kids (1983) R ...... P ---- School Buildings and Railroad Safety Requirements (1990) R ..CC/E ---- Substance Use and Abuse During Pregnancy (1987) R...... H ---- School Bus Safety (1993) R ...... CC ---- Minor Consent for Health Care (2011)) PS...... H 4.5.49 School Bus Safety (2006) PS...... CC 4.5.66 School Traffic and Pedestrian Safety Improvement (2001) R ...... CC ---- SAFETY School Transportation (1981) R ...... E ---- Antibiotic Resistance Awareness (2001) R ...... H ---- Seat Belts and Child Restraint Usage (1983) R...... CC ---- Background Checks of Ice Cream Truck Vendors (1986) R ...... CC ---- Sun Safety: Skin Cancer Prevention Measures Background Checks of Mobile Food Vendors (2006) G...... CC 4.6.2 at School (2005) R...... H ---- Ban on Military Assault-Type Weapons (1989) R...... CC Strategies to Reduce School, Family and Community Violence (1995) R ...... CC ---- Ban on the Manufacture and Sale of Saturday Night Specials/Junk Guns (1997) R ...... CC ---- Student Participation in Public Demonstrations...... CC 4.5.74 Bicycle Safety Education and Training (1973) R...... CC ---- Teen Driving Safety (2009) R ...... CC ---- Bicycle Safety Helmets (1991) R...... CC ---- Toy Look-Alike Guns (2009) PS ...... CC 4.5.78 Bungalow Classroom Safety (1971) R...... CC/E ---- Use of Children as Subjects in Pornographic Materials (1977) R ...... CC/C ---- Child Restraints and Seat Belts, Programs ...... CC 7.8 Violence Prevention in Schools (1999) R...... CC ---- Child Trafficking in California (2010) R...... CC ---- Voluntary Fingerprinting (1983) R...... CC ---- Computer Workstation Health (2010) R...... H ---- Weapons on Campus (1973) R...... CC ---- Delivery of Unsolicited and Hazardous Products (1971) R...... CC/H ---- Disaster Preparedness (1986) R ...... CC ---- SAFETY HELMETS Disaster Preparedness/Crisis Response, Job Description...... CC 10 Bicycle Safety Helmets (1991) R...... CC ---- Duplicate Emergency Forms at Athletic Events (1974) R ...... E ---- Mandatory Use of Motorcycle Safety Helmets (1974) R ...... CC ---- Emergency School Bus Evacuation (1973) R...... CC/E ---- Safety Helmets for Scooter, Skateboard and Environmental Health and Environmental Education (2007) PS ...... H 4.5.27 Skate Users Under the Age of 18 (2001) R ...... CC ---- Firearm Safety and Awareness (1995) R ...... CC ---- Save Our Kids (1983) R...... P ---- Firearm Safety Devices (1999) R ...... CC ---- Firearms and Assault Weapons (2005) PS ...... CC 4.5.34

114 R=Convention Resolution C=Communications L=Legislation Committee R*= Board of Managers Resolution CC=Community Concerns M=Programs and Member Services PS=Position Statement E=Education P=Parent Involvement G=Guideline H=Health S=Student Involvement Advocacy Topic Index Title Commission Section Title Commission Section SCHOOL BONDS (SEE FINANCE AND FUNDING) Funding of Mandated Programs: Effect on Public Education (2005) PS...... E 4.5.36 SCHOOL BUSES Grade Retention (1991) R...... E ---- Emergency School Bus Evacuation (1973) R...... CC/E ---- Individuals with Disabilities Education Act (IDEA) Safe Routes to School for All Children (2008) R...... CC ---- Underfunding (2007) R...... E/L ---- School Bus Safety (1993) R...... CC ---- Learning Disabilities and Learning Disabilities School Bus Safety (2006) PS...... CC 4.5.66 in Gifted Children (2000) R ...... E ---- School Transportation (1981) R ...... E ---- School Absenteeism/Dropouts (1986) R ...... CC ---- Social Host Accountability and Underage Drinking (2009) R .....CC/H ---- Services for Children of Undocumented Immigrants (2008) PS.....CC 4.5.70 Special Education (2004) PS ...... E 4.5.71 SCHOOL NURSES Credentialed School Nurses (2005) R ...... H ---- STANDARDS Increased School Nurse-to-Student Ratios (1997) R...... H ---- Assessment and Testing (2005) G ...... E 4.6.1 School-Based/Linked Health Centers (2009) PS...... H 4.5.65 Grade Retention (1991) R...... E ---- Assessment (Statewide) (2009) PS ...... E 4.5.2 SCHOOL-TO-CAREER Student Assessment, Achievement and Accountability (2000) R...... E ---- Education: Higher Education (2005) PS...... E 4.5.17 Education: The Early Years, Ages 3 to 6 (2004) PS ...... E 4.5.21 SUBSTANCE ABUSE Education: The Elementary Years, Ages 6 to 10 (2008) PS ...... E 4.5.22 Alcohol and Tobacco Use in Youth: Education, Prevention and Intervention (2002) R ...... H ---- Education: The High School Years, Ages 14 to 18 (2009) PS...... E 4.5.24 Alcohol Beverage Advertising That Targets Youth (1992) R ...... H ---- Education: The Middle Years, Ages 10 to 14 (2009) PS...... E 4.5.23 Alcohol-Related Driver Education (1982) R...... CC/H ---- School-to-Career for All Students (2001) R...... E ---- Ban on Drug Paraphernalia (1981) R ...... H ---- School-to-Career Technical Education (2004) PS...... E 4.5.69 Community Drug Abuse Prevention Programs (1970) R ...... H ---- Control of Look-Alike Stimulants and Depressant Drugs (1982) R...H ---- SEAT BELTS Drug Abuse Program Funding – Penalty Assessment (1980) R...... H ---- Child Restraints and Seat Belts, Programs ...... CC 7.8 Drug Advertising (1970) R...... H ---- Seat Belts and Child Restraint Usage (1983) R...... CC ---- Drug, Alcohol and Tobacco Abuse Prevention and Awareness (2005) G ...... H 4.6.5 SEXUAL ASSAULT AND ABUSE (SEE MENTAL HEALTH) Education on Health Hazards in the Use of Aid to Rape Victims and Their Families (1977) R ...... CC ---- Anabolic Steroids (1989) R ...... E/H ---- Child Abuse (2006) PS ...... CC 4.5.9 Fire Safe Cigarettes (1983) R*...... CC/H ---- Child Abuse Prevention, Programs...... CC 7.7 Dealing with Establishments That Sell Gasoline Child Trafficking in California (2010) R...... CC ---- and Alcohol Concurrently (2005) G ...... CC/H 4.6.4 Missing and Exploited Children, Programs...... CC 7.20 Limiting Concurrent Sales of Gasoline and Alcohol Save Our Kids (1983) R ...... P ---- and the Proliferation of Outlets (1985) R ...... CC ---- Treatment Centers for the Sexually Abused (1978) R...... CC/H ---- Prevention and Intervention Programs (2005) PS...... H/P 4.5.55 Use of Children as Subjects in Pornographic Primary Prevention of Substance Abuse (1979) R ...... H ---- Materials (1977) R ...... CC/C ---- Prohibiting the Promotion of Tobacco Products (1987) R...... H ---- Regulation of Liquor Licenses Near Schools (1997) R ...... CC ---- SEXUALLY-TRANSMITTED DISEASE Regulation of the Display and Sale to Minors of Drug-Use Information AIDS Prevention Education in the Curriculum (1988) R...... E/H ---- and Paraphernalia Including Cigarette Papers (1979) R...... CC/H ---- Condom Availability Through the Schools (2005) G ...... H 4.6.3 Sale of Tobacco Products to Minors (1988) R...... CC/H ---- Venereal Disease Education and Control (1973) R ...... H ---- Save Our Kids (1983) R...... P ---- Smoking and Health (1964) R...... H ---- SMOKING (SEE SUBSTANCE ABUSE) Social Host Accountability and Underage Drinking (2009) R .....CC/H ---- Student Substance Abuse - Alternatives to SPECIAL NEEDS (SEE CATEGORICAL PROGRAMS) Zero Tolerance (2003) R ...... CC ---- Attention Deficit Disorder in Children (1998) R...... H ---- Substance Use and Abuse During Pregnancy (1987) R...... H ---- Closed Caption Television (1978) R...... C ---- Tobacco Advertising That Targets Minors (1993) R ...... H ---- Education: Categorical Programs (2005) PS ...... E 4.5.16 Education of English Language Learners (2004) PS...... E 4.5.15 SUICIDE PREVENTION Educationally Handicapped Children (1972) R ...... E ---- Mental Illness: Treatment and Support (1999) R ...... H ---- Equal Access to School Improvement Program Funds (1983) R...... E ---- Suicide Prevention Education and Awareness (1983) R...... H/P ---- Extended Educational Services for the Handicapped (1967) R...... E ---- Suicide Prevention Education and Awareness (2005) G...... H/P/CC 4.6.9 Full Federal Funding for Services to Immigrants (1993) R* ...... L ----

R=Convention Resolution C=Communications L=Legislation Committee 115 R*= Board of Managers Resolution CC=Community Concerns M=Programs and Member Services PS=Position Statement E=Education P=Parent Involvement G=Guideline H=Health S=Student Involvement Title Commission Section Title Commission Section TAXES TRUANCY (SEE ATTENDANCE, GANGS) Education: Opposing Vouchers, Tuition Tax Credits and Before- and After-School Options for Children Deductions as Systems of Education Aid (2008) PS...... E 4.5.18 and Youth (2008) PS...... P 4.5.5 Local School Parcel Tax Measure Threshold Reduction (2008) R.E/L ---- Delinquency Prevention (2004) PS ...... CC 4.5.14 Lowering 2/3 Vote Requirement on School and Library Bonds (1999) R ...... L ---- VEHICLE SAFETY (SEE SAFETY) Property Tax Limitation (1978) R ...... L ---- State Tax Reform (1991) R...... L ---- VIDEO (SEE MASS MEDIA) State Tax Reform (2009) PS...... L 4.5.72 Tuition Tax Credits (1982) R* ...... E ---- VIOLENCE AND VANDALISM Aid to Rape Victims and Their Families (1977) R ...... CC ---- TEACHERS (SEE CREDENTIALED AND SUPPORT PERSONNEL) Child Trafficking in California (2010) R...... CC ---- Delinquency Prevention (2004) PS ...... CC 4.5.14 TECHNOLOGY Gang Awareness (2006) PS ...... CC 4.5.37 Computer Technology in Education (1983) R...... E ---- Gangs Programs...... CC 7.14 Computer Workstation Health (2010) R...... H ---- Inclusiveness and Diversity (1999) PS ...... M 4.5.42 Educational Technology Funding (1995) R ...... E ---- Juvenile Offenders in the Justice System (2001) PS ...... CC 4.5.44 Online Safeguards for Internet Use by Children and Missing and Exploited Children, Programs...... CC 7.20 Youth (1997) R...... C ---- Safe School Environments (2005) PS...... CC 4.5.62 Science, Technology, Engineering and Status Offenders (2006) PS...... CC 4.5.73 Mathematics (STEM) Education (2011) R ...... E ---- Strategies to Reduce School, Family and Community Television/Screen Time Awareness(2006) R...... H ---- Violence (1995) R...... CC ---- Threatening Phone Calls to Schools (1990) R...... CC ---- TELEVISION PROGRAMMING AND VIEWING (SEE MASS MEDIA) Torture Toys (1972) R...... CC ---- Treatment Centers for the Sexually Abused (1978) R...... CC/H ---- TOBACCO (SEE SUBSTANCE ABUSE) Violence and Vandalism (1980) R ...... CC ---- Violence in the Home (1977) R...... CC/P ---- TOXIC/HAZARDOUS MATERIALS Violence Prevention in Schools (1999) R...... CC ---- Location of Toxic/Hazardous Materials Sites (1985) R ...... H ---- VOUCHERS TOYS Education: Opposing Vouchers, Tuition Tax Credits and Bicycle Safety Helmets (1991) R...... CC ---- Deductions as Systems of Education Aid (2008) PS...... E 4.5.18 Mandatory Use of Motorcycle Safety Helmets (1974) R ...... CC ---- Education: Support of Public Education (2004) PS...... E 4.5.20 Online Safeguards for Internet Use by Children and Youth (1997) RC ---- Tuition Tax Credits (1982) R* ...... E ---- Paintball Gun Control (1993) R ...... CC ---- Safety Helmets for Scooter, Skateboard and Skate Users WEAPONS Under the Age of 18 (2001) R...... CC ---- Ban on Military Assault-Type Weapons (1989) R...... CC ---- Save Our Kids (1983) R ...... P ---- Ban on the Manufacture and Sale of Saturday Studying the Impact of Video Games (2005) G...... CC 4.6.8 Night Specials/Junk Guns (1997) R...... CC ---- Television and Video Viewing (2008) PS ...... C 4.5.76 Firearm Safety and Awareness (1995) R ...... CC ---- Television/Screen Time Awareness (2006) R...... H ---- Firearm Safety Devices (1999) R ...... CC ---- Torture Toys (1972) R ...... CC ---- Firearms and Assault Weapons (2005) PS ...... CC 4.5.34 Toy Look-Alike Guns (2009) PS ...... CC 4.5.78 Licensing and Registering of Handguns (2000) R...... CC ---- Paintball Gun Control (1993) R ...... CC ---- TRAFFIC AND TRANSPORTATION Toy Look-Alike Guns (2009) PS ...... CC 4.5.78 Funding Sources for Adult Crossing Guards (1981) R...... CC ---- Weapons on Campus (1973) R ...... CC ---- School Traffic and Pedestrian Safety Improvement (2001) R ...... CC ---- School Transportation (1981) R ...... E ---- YEAR-ROUND EDUCATION School Transportation: Equitable Funding (2004) R ...... E ---- Forming a Committee to Study and/or Implement Year-Round Education (2005) G...... E 4.6.6 Year-Round Education (2005) PS ...... E 4.5.80

116 R=Convention Resolution C=Communications L=Legislation Committee R*= Board of Managers Resolution CC=Community Concerns M=Programs and Member Services PS=Position Statement E=Education P=Parent Involvement G=Guideline H=Health S=Student Involvement Local PTA Advocacy for Children and Youth

4.1 Local PTA Advocacy for Children district PTA should report to each other on any action and Youth taken. When the study and recommendations reach the Laws enacted by local, state and national bodies are pri- California State PTA Board of Managers, they will be mary sources of public policy. Securing adequate laws referred to the commission or committee responsible for for the care and protection of children and youth is one the subject matter. This commission or committee may of the purposes of the organization. Therefore, PTA choose to prepare a position statement or resolution to maintains an active legislation program. present to the California State PTA Board of Managers PTAs can and must participate actively in the process for final action. Any action taken by the California State through which public policy decisions are made. Any PTA will be reported to the local unit, council or district unit, council or district PTA may recommend action on PTA. legislation to the California State PTA Board of The California State PTA Board of Managers may also Managers. decide to return the study to the originator to take action Unit, council and district PTAs are responsible for taking on the study and recommendations. If this is the case, action on local issues originating in school districts, the local unit, council or district PTA may decide to pre- cities, regions, or counties. pare and submit a resolution on this issue for considera- tion by delegates to the annual convention in accor- For details on the responsibilities of the legislation chair- dance with the procedure and timeline described in the man see “Job Description for Legislation,” Chapter 10. Convention Resolution Process (Convention Resolution Process 2.9). advocate: To plead in favor of; defend; support or urge by 4.1.2 Statewide and Federal Issues argument; recommend publicly. One who pleads for or on behalf of another. When considering advocacy on a statewide or federal issue at the local level, the first step is to determine if the California State PTA or National PTA has considered 4.1.1 Study the Issues the issue and whether or not either has a position. If not, research the issue and know the pros and cons. Identify Check to see if the California State PTA already has the bill number, title and sponsor(s), or the number and taken a position regarding your concern or a closely name of the ballot measure. Remember to personalize related issue. The Legislation Platform, Resolutions, the issue by preparing arguments on how the bill or bal- Position Statements and Issue-Related Guidelines of lot measure will affect your local community. the California State PTA provide the basis for advocacy on issues at all levels. For information on California Know the different groups that support and oppose State PTA positions, see PTA’s position on the issue. Be an information resource and have available the following: • 4.2.4 Legislation Platform (preamble, general princi- ples and legislation planks) • Fact sheets that include background on the issue; • 4.4 Where We Stand: Convention and Board of • A summary of the legislative proposal; Managers Resolutions • An analysis of the bill; • 4.5 Where We Stand: Position Statements • Facts and statistics that support PTA’s position; and • 4.6 Where We Stand: Issue-Related Guidelines • Surveys or opinion polls of PTA members. PTAs cannot advocate in the name of PTA without prior PTA authority. Some of this information may be available through the office of the legislator sponsoring the legislation. In the If there is an adopted PTA position on an issue, that case of a statewide ballot measure on which the position can be used as authority to advocate in the California State PTA has taken a position, the California name of PTA. State PTA will provide an analysis of the measure, including both pro and con arguments, and resources If there is no prior adopted PTA position on record, the for further study. The California State PTA legislation next step is to conduct a study (How to Make a Study team is available to consult with members on legislation 7.4.2). Your council or district PTA can provide assis- and/or ballot measure issues. tance. 4.1.3 Communicate with Your Elected Officials Present the results of the study to your members. They may vote to accept the recommendations of the study Promote legislative advocacy among fellow PTA mem- and to forward them through channels (unit to council [if bers by encouraging them to build relationships with in council], council to district PTA) to the California State state and federal representatives. Begin by identifying PTA. Background information and recommendations will the State Senator, Assembly member and Member of be reviewed at each level before a vote is taken to for- Congress who represent your area. Find out more about ward the study to the next level. The unit, council and legislators and their particular areas of interest by visit-

Advocacy California State PTA Toolkit – 2011 117 ing their websites; individual websites can be accessed members is an important step in building credibility at www.senate.ca.gov or www.assembly.ca.gov, and power for the PTA. www.house.gov or www.senate.gov. 4.1.3b WRITE LETTERS For local issues, identify the appropriate school board members, city council members, county supervisors Letters alert elected representatives to PTA’s views. A and/or county school board representatives that you will letter-writing campaign also educates PTA members need to reach. Contact information may be found in your about the issues and publicizes the association. Begin local telephone directory or on the websites for each the campaign by identifying a coordinator, perhaps the local government body. legislation chairman or PTA president.

4.1.3a VISIT YOuR LEGISLATORS Determine the message. Have sample messages avail- able to members, as well as fact sheets with the PTA Make an appointment to visit your state and federal leg- position on the issue. When authorized to write on islative representatives at least once per year. Call their behalf of the PTA, use PTA letterhead. State the case district offices to find out when they will be available; succinctly and accurately, citing the following: many state legislators spend Fridays in their district offices. Arrange for a group of PTA members to visit and • Issue and background facts; share information about what is important to students • PTA’s position, and what PTA wants to happen (e.g., and parents in your area; include students when they change in regulations, new legislation); are available. • Number of PTA members the writer represents; and When visiting your elected representative, take the fol- lowing steps: • Your involvement with the PTA and, when applicable, your PTA title (e.g., unit, council or district PTA presi- • Schedule an appointment or, if the elected represen- dent). tative is unavailable, arrange a meeting with the aide handling the issue. When making the appointment, • Address the letter with proper titles; and specify how much time will be needed. • Sign your full name and give your complete address, • Draft an agenda and be sure to list the issue(s) the including telephone number. PTA wants to discuss. If PTA members are visiting as a group, assign each person a role. For example, one Send copies of the letter to other contacts, such as key person can open the meeting, another person can be legislative committee and subcommittee members as the recorder, someone else can focus the conversa- well as the California State PTA director of legislation tion back to the PTA agenda when necessary, and and, when writing about issues before Congress, to the another person can leave literature. National PTA Office of Governmental Relations. • Arrive on time for the meeting. Have the group meet It may also be helpful, in some cases, to send letters to together immediately prior to the meeting and then go the editors of local newspapers to communicate the PTA in together. Once in the meeting, immediately identify position on a particular issue to the broader community. yourself and the PTA represented. During the intro- The letter should be submitted on PTA letterhead and duction, state the issue(s) of concern. Keep the time signed by the president or legislation chair of the unit, frame in mind during the meeting. council or district PTA initiating the action. • Be prepared to educate the legislator or aide about AddRESSES OF CALIFORnIA’S STATE And PTA’s history and positions. Be open to questions. If nATIOnAL ELECTEd OFFICIALS you don’t know the answer, politely explain that you The Honorable (name) will do some additional research and get back to Governor, State of California them. Never give false information or assumptions. State Capitol Personal credibility and the credibility of PTA are on Sacramento, CA 95814 the line. The Honorable (name) • Ask how the legislator will vote on the issue. If the California State Senate legislator is unable to make a commitment, tactfully State Capitol state that you would like to know, and that you are Sacramento, CA 95814 willing to call at a later time to learn the decision. If the response is positive, respond, “We appreciate The Honorable (name) your support.” If the response is negative, ask, “What California State Assembly are your specific objections?” State Capitol Sacramento, CA 95814 • Develop a positive relationship with elected represen- tatives and their staff members. Communication The Honorable (name) should be a continuing exchange, not sporadic con- United States Senator tact. A solid relationship with legislators and their staff Senate Office Building Washington, DC 20510

118 California State PTA Toolkit – 2011 Advocacy Local PTA Advocacy for Children and Youth

The Honorable (name) PTA e-mail distribution lists and telephone trees must United States House of Representatives only be used to share adopted PTA positions and must House Office Building never be used in candidate elections. Washington, DC 20515 Establishing an E-mail Distribution List or For more tips on organizing a letter-writing campaign, Telephone Tree see Figure 4-1. E-mail Distribution List – Collect e-mail addresses from 4.1.3c FAxES members within your PTA who are willing to act. Use these addresses to create an e-mail distribution list. One For messages that are time sensitive, faxes are a quick, message can be sent to the entire list, and members effective method for making a PTA position known in can forward it on accordingly. Provide a method for sub- writing. Most legislative offices have publicly listed fax scribers to unsubscribe from future e-mail alerts if they numbers. Refer to 4.1.3b when composing the fax. choose. The legislation chairman and the PTA president 4.1.3d ELECTROnIC MAIL (E-MAIL) are responsible for e-mail accuracy and content. E-mail legislative alerts or calls to action sent by National PTA E-mail is another way to communicate PTA positions on or California State PTA can be forwarded without local legislation. Some elected representatives may not approval. PTA presidents must approve locally generat- accept e-mail attachments. Check with their offices ed legislative e-mails before distribution to local mem- about their e-mail preferences before encouraging your bers. members to e-mail a particular representative. Refer to 4.1.3b when composing e-mail. Telephone Tree – Create a list of names and phone numbers of PTA members within your local area who 4.1.3e TELEPhOnE are willing to take action. Phone calls are also an effective communication strate- Establish the calling sequence. Select “lead” callers. A gy, particularly when timing is critical. When an elected lead caller should make no more than five calls. representative’s support or vote is needed within the next 48 hours, a phone call to the legislator may be the Last caller in sequence should return a call to a “lead” best method of communication. Use the phone to com- caller. municate PTA views. Phone the elected representative’s If there is no answer after several tries, the caller should district or Capitol office and request to speak with the go on to next in sequence. member or an aide. Be prepared to: Do not count on answering machines to deliver mes- • State your name and identify your PTA. sages in a timely manner. • Identify the bill number or the issue. Distribute a copy of the entire telephone tree to all • State that you are from the legislator’s district, and involved. Duplicate and distribute legislation materials explain the PTA position on the issue. from the California State PTA, the council (if in council) and district PTA. • Ask how the legislator expects to vote. Tips on Effective Communication Using E-mail • Urge the legislator to vote for the PTA position. Distribution Lists and Telephone Trees 4.1.3f Reaching Your Members Have a system to check the effectiveness of e-mail dis- tribution list or telephone tree communications. Is the list PTA members may receive the California State PTA or tree functioning efficiently? Are there problems need- Legislative Alerts by signing up to receive them at ing adjustment? www.capta.org (click the Legislative Alerts! button). Send e-mails or make your calls to legislators before E-mail distribution lists and telephone trees are effective using your e-mail distribution list or activating the tele- ways to mobilize many people on a particular issue. phone tree. Your personal experience in communicating When the state president and/or the director of legisla- the message will alert you to any problems with the way tion receive information on an important issue, they may you are presenting the message. pass it on to local legislation chairmen who, in turn, can reach other PTA members in their communities. Make a list of “talking points,” messages you want your PTA members to communicate to their legislators. Through the use of e-mail distribution lists and tele- Include bill number, author, subject matter, location of phone trees, within a few hours of a legislative alert or bill in the legislative process and the PTA position. call to action, literally hundreds of letters, postcards, phone calls, faxes or e-mail messages can be on their It is important that the same message is delivered each way to appropriate legislators. time. Letters or faxes are best when time permits, but often By using an e-mail distribution list or activating a tele- we must react fast enough for legislators to feel the phone tree, the PTA unit can dramatically increase the impact of the PTA lobby within hours. number of contacts with legislators. It is important they

Advocacy California State PTA Toolkit – 2011 119 hear from PTA. Legislators need to be reminded about The director of legislation manages the California State priority issues. PTA legislation program and works on bills that do not fit into one of the subject matter categories. These include Update e-mail distribution list addresses and telephone matters such as taxation and budgetary reform. tree phone numbers frequently. Explore ways to expand your e-mail list. The advocates work directly with state legislators and their staffs; with members of allied organizations; and PTAs are encouraged to explore other media communi- with other interested parties on bills selected for PTA cation tools such as texting, social networking sites or advocacy. blogging, considering PTA publication guidelines. Commissions are responsible for preparing background 4.1.3g FOLLOW-uP information and authority for bills in their subject matter Following action on a bill, send the legislator your area and for recommending appropriate action. thanks via e-mail, postal service or fax if the vote or Advocates select bills that are sent to members of the action was favorable, or a polite expression of disap- legislation action committee for detailed study. pointment if the legislator voted against the PTA posi- The legislation action committee meets several times tion. Appreciation can be expressed in other, more pub- each year during the legislative session to discuss the lic ways as well, such as writing letters to the editor of bills and subject matter commission recommendations the local paper. Keep the PTA name visible. and to determine positions to be taken on each of the 4.1.4 Public Appearances selected bills. After the committee meets, a Legislation Action Report is prepared and distributed. Current status Another method of bringing attention to issues of con- on legislation for which PTA has taken positions can be cern to your local unit, council or district PTA is to viewed in the Advocacy section of the California State schedule public appearances of PTA representatives. PTA website (Current Legislation). Appropriate forums may include regular meetings of the Once a position has been adopted, the legislation team local school board, chamber of commerce, or service is responsible for all further actions on the legislation. clubs such as Rotary or Kiwanis. These venues provide This includes relaying information on PTA positions to an opportunity for an authorized representative of the legislators and communicating PTA action on legislation- PTA unit, council or district to share the PTA position on related matters to the constituent associations of the particular issue(s) of concern with other community California State PTA. members. 4.1.5 Organize a Rally 4.2.2 Legislation Program The PTA membership, through the association’s bylaws To raise awareness and engage your members in a and the actions of delegates at California State PTA particular issue, you may wish to organize a local rally. conventions, directs PTA actions on legislation. The Invite elected officials and other experts to speak, as California State PTA Board of Managers is responsible well as the press. For more information on holding a for conducting the affairs of the association. This rally, see Figure 4-2. includes all action on state legislation and state ballot measures. Specific activities include: 4.2 California State PTA Legislative • Analyze legislation under consideration in the California Legislature and measures that will appear Program on statewide election ballots. California State PTA action on legislation is aimed pri- • Take PTA positions on specific bills and ballot mea- marily at the state government level and on ballot mea- sures as directed by the PTA legislation platform, poli- sures that appear on statewide election ballots. The cies, resolutions and position statements. California State PTA Board of Managers is responsible for action on state legislation and state ballot measures. • Advocate for passage or defeat of selected measures. The California State PTA also works with the National • Work cooperatively with allied organizations or others PTA in implementing the PTA advocacy program at the concerned about children’s issues when appropriate. federal level. • Inform members about PTA positions on current legis- 4.2.1 PTA Legislation Team lation and on statewide ballot measures, and encour- age local actions when needed. The legislation team includes the director of legislation and legislative advocates, who specialize in specific PTA follows IRS and California Fair Political Practices issues regarding education, parent involvement, budget, Commission rules on advocacy. community concerns, and health, as these affect chil- dren and youth, as well as a federal advocate. All mem- bers of the legislation team are PTA volunteers who serve on the California State PTA Board of Managers.

120 California State PTA Toolkit – 2011 Advocacy California State PTA Legislative Program

4.2.2a ACTIOn On LEGISLATIOn the California State PTA may adopt one of the following bill positions: Action on Legislation is an integral part of PTA work. California State PTA action on legislation and ballot Support: Legislation considered to be of great impor- measures is based on the legislation platform, California tance and beneficial to the welfare of children and State PTA position statements, and California State PTA youth. Will work actively to seek passage of these bills. and National PTA convention resolutions. The National PTA and California State PTA, as advocates for children Oppose: Legislation considered to be very harmful to and youth, carry out an active, effective legislation pro- the welfare of children and youth. Will work actively to gram. seek defeat of these bills.

4.2.2b AuThORITY FOR PTA ACTIOn On LEGISLATIOn Oppose Unless Amended: Legislation that contains some provisions in conflict with established PTA posi- The California State PTA legislation platform lays the tions. The California State PTA legislative advocate will specific framework for PTA action on legislation. The work with the bill’s author to amend the bill. If the bill is platform, adopted every two years (even-numbered amended so that it no longer is objectionable, PTA will years) by delegates at the California State PTA change its position. Convention, establishes authority and direction for deciding what measures PTA should select for action on Support if Amended: Legislation PTA would support, legislation. It defines the fields of PTA interest and the except that it contains a part (or parts) PTA would like scope of legislation appropriate for PTA action. changed. If the bill is amended to accommodate the PTA concern or recommendations, the California State California State PTA legislation policies, adopted every PTA will work to secure its passage. two years (odd-numbered years) by California State PTA convention delegates, guide how action on legisla- Seek Amendments: Legislation that addresses an tion may be taken by the California State PTA and its important PTA issue, but which would require amend- unit, council and district PTAs. Procedures are adopted ments to receive full support or removal of opposition by the California State PTA Board of Managers. from the PTA. Legislative advocate(s) will work with the author and with allied organizations to secure appropri- The California State PTA legislation platform and poli- ate changes. cies direct that legislation and ballot measures selected for action by the California State PTA must: Approve: Legislation that PTA could support but does not actively seek passage of because the bill is not cur- • affect the education, health, and well-being of rently a high priority for PTA action or does not need California’s children and youth; active support from the California State PTA. • be of statewide significance; and Watch: Legislation that could be important, but the bill is not complete or the author intends to work further on the • fit within the Purposes of the PTA association and the bill through amendments. PTA chooses to monitor the framework of the legislation platform and be consis- progress of the bill. Future amendments to the bill could tent with recorded PTA positions. result in PTA taking an active position. Sources of authority and direction for specific PTA posi- When a bill has been amended so that the content is tions on legislative bills and statewide ballot measures changed significantly, the bill is re-examined to deter- include: mine if the content is still appropriate for PTA action on • Convention resolutions adopted by California State legislation, and whether a change in position is warrant- PTA convention delegates; ed. If the content is no longer within the scope of PTA action on legislation, the PTA position is dropped. • The legislation platform principles and planks; 4.2.3a POSITIOnS On STATE InITIATIVES And PROPOSITIOnS • Position statements and resolutions adopted by the California State PTA Board of Managers; Support: The initiative is considered to be of great importance and beneficial to the welfare of children and • National PTA convention resolutions; youth. Will work actively to seek passage of it. • National PTA Board of Directors position statements Oppose: The initiative is considered to be very harmful and legislative directives; to the welfare of children and youth and is in conflict with the Purposes of the PTA. Will work actively to seek • Previous PTA action on the issues; and defeat of the initiative. • Purposes of the PTA. Neutral: The initiative may be relevant to the welfare of 4.2.3 California State PTA Legislative Bill children and youth, but after careful analysis, the California State PTA has chosen to neither support nor Positions oppose this particular initiative due to either lack of For legislative bills that have significant impact on chil- existing specific authority or conflicting authorities. Will dren and youth, and that fall within the framework of the not support or oppose passage of the initiative. legislation platform, priorities, and current PTA positions,

Advocacy California State PTA Toolkit – 2011 121 4.2.4 Legislation Platform education that will achieve quality and excellence encourage maximum individual development and pro- Presented to convention delegates vide equal educational opportunity for each student. for adoption in even-numbered years. 2. To secure financing for public education that will be Adopted May 2010 sufficient to provide optimum educational opportunity for all students, including state aid to school districts 4.2.4a PREAMBLE for building purposes as well as state funds to cover The legislation program of the California Congress of excess costs of all programs mandated by the Parents, Teachers, and Students, Inc., is derived from Legislature. the work of the PTA in home, school, and community. 3. To attain quality counseling and guidance services, PTA efforts “to secure adequate laws for the care and school health services and library services, provided protection of children and youth’’ are based on recogni- by credentialed personnel at all educational levels. tion of the home as the foundation of our society, the responsibility of the PTA for parent education, the appre- 4. To ensure pre-service and in-service teacher prepara- ciation of our national heritage, the observance and tion programs, remuneration, supportive services and understanding of the rights and obligations of responsi- professional development designed to attract and ble citizenship, and the realization that maintaining a retain qualified men and women in the teaching pro- free and public education system is the cornerstone of fession. democracy. 5. To provide guidelines for assessing competence in 4.2.4b GEnERAL PRInCIPLES the teaching profession, and to provide for due process in dismissal procedures. General Principles for Consideration of Proposed Legislation 6. To encourage state, county, regional, and local school district organizations and public educational gover- 1. Equal justice, equal privileges, equal opportunities, nance structures that effectively serve the needs of all and equal responsibilities in every phase of life for all students and maximize efficient delivery of services. children and youth, while recognizing that each child is unique with individual needs and talents. 7. To include parents/guardians in decisions that affect the education and well-being of their children, and to 2. High standards for those who work in all areas con- promote their involvement in their children’s education cerned with children and youth. and schools. 3. Effective governance systems and practices that 8. To give students the skills they need to become effec- place a high priority on the needs of children and tive citizens and parents. youth. 9. To protect and improve the health of all families 4. Coordination and planning by all agencies with clear through the prevention, treatment and control of dis- definition of responsibility at each level of govern- ease. ment. 10. To extend and improve physical and mental health 5. Establishment of and adherence to fiscal responsibili- services and facilities, including rehabilitation. ty in government, with concern for fair taxation, but keeping priorities for the needs of all children and 11. To protect families from unsafe, impure or ineffective youth foremost. drugs, foods, medical devices and cosmetics. 6. Adherence to strict ethical practices in political cam- 12. To prevent, control or eliminate hazards to the paigns and at all levels of government. health, safety and well-being of all children and youth. 7. Strong and broadly based tax structures at state and local levels. 13. To require state and local government to publicize and disseminate information regarding issues affect- 8. Budgets and financial support to provide needed pub- ing the public’s well-being. lic services for all children and youth with the contin- ued constitutional guarantee of financial support for 14. To provide effective community services and facili- public schools as the first claim on all state revenues ties for all children, youth and adults, directed in the general fund. toward the well-being of the family. 9. Maximum local control when it serves the best inter- 15. To promote public policy that contributes to the sta- est of all children and youth. bility of families and to the adequate physical, emo- tional and financial support of children and youth. 4.2.4c LEGISLATIOn PLAnkS 16. To provide services and facilities for the care, pro- The California State PTA will support legislation: tection and treatment of abused, dependent, 1. To provide the most comprehensive and diversified neglected or abandoned children and youth. education possible for all children, youth and adults:

122 California State PTA Toolkit – 2011 Advocacy California State PTA Legislative Program

17. To secure specialized programs for the prevention of 4.2.5b POLICY 2 crimes and misdemeanors committed by juveniles. Legislative measures selected for action by the State 18. To provide adequate facilities and services for the Board of Managers must be of statewide significance, treatment, education and rehabilitation of juvenile and must fit within the Purposes of the PTA and within offenders. the framework of the legislation platform adopted by the convention delegates. 19. To promote public policies that protect and conserve natural resources and provide a quality environment A measure is considered to be a proposed bill in the for present and future generations. Legislature, a proposed statewide initiative petition, or a proposition that has qualified for the statewide ballot. 20. To improve governance systems and practices in order to effectively serve the needs of children and In selecting measures for action, the California State youth. PTA Board of Managers shall consider: 4.2.5 California State PTA Legislative Policies • Studies made by the California State PTA Board of and Procedures Managers and by units, councils and district PTAs, with supporting information; Adopted May 2011 • Position statements adopted by the California State Policies are presented to convention delegates PTA Board of Managers; for adoption in odd-numbered years. • Membership opinion as reported by the district PTA Procedures are adopted by California State PTA presidents; Board of Managers. • Resolutions adopted by the delegates at annual State Policies are italicized; conventions; procedures are not italicized. • Information from authoritative and professional 4.2.5a POLICY 1 sources; The State Board of Managers of the California State • Historical positions on bills with the same subject mat- PTA is responsible for taking action on state legislation, ter or intent; and and proposed or qualified statewide ballot measures. • National PTA positions consistent with current Until the California State PTA Board of Managers has California State PTA positions. taken a position on a state issue or specifically declines to take a position, support or opposition should not be 4.2.5c POLICY 3 expressed in the name of PTA. Any position on legislation adopted by the California A legislation action committee is authorized to act on State PTA Board of Managers remains in effect, behalf of the State Board of Managers when taking posi- unless, after subsequent review, new action is deemed tions on legislative bills. Such action must conform to warranted, and is adopted according to California State established PTA positions and must be reported immedi- PTA procedures. ately to the California State PTA Board of Managers. When action on state or federal legislation is required The legislation action committee shall include, but not between meetings of the legislation action committee, or be limited to, the president, president-elect, director of when a bill has been amended to the extent that an legislation, legislation advocates, two district PTA presi- existing position needs to be changed, such action may dents, the chairman, and one other member of each taken by an interim committee. This committee consists commission on community concerns, education, health, of the president, president-elect, director of legislation, parent involvement, and others as appointed by the and appropriate subject matter vice president and the president. advocate who will manage the bill. The Legislation Action Committee is also authorized to When these situations occur, the advocate managing take action on statewide ballot measures when there will the bill shall contact the subject matter commission vice be no meeting of the State Board of Managers between president. If he or she concurs that an immediate deci- the date the measure qualifies for the ballot and the sion is warranted, and the director of legislation agrees, date of the election. Action taken on ballot measures by an interim committee meeting shall be called. this committee is subject to concurrence by the Board of Directors. Any such action(s) must be ratified at the next regular meeting of the legislation action committee. In order to maintain a strong united position, contacts to legislators in the name of PTA shall be made by persons 4.2.5d POLICY 4 authorized by the State Board of Managers or by unit, council and district PTAs and their members. All positions on legislation taken by the California State PTA Board of Managers shall be posted on the associ- ation’s website in a timely manner.

Advocacy California State PTA Toolkit – 2011 123 When positions are adopted on state legislative bills by legislation should be communicated to the California the legislation action committee: State PTA Board of Managers through regular chan- nels, with a report of the extent of – and reasons for – • The positions shall be made available via an electron- the disapproval. ic information alert to all subscribers, including the district PTA presidents and other members of the Unit, council, district PTAs, or executive boards need not Board of Managers. vote to affirm a California State PTA position in order to support the position. • Positions on legislative bills shall be maintained and displayed on the California State PTA website. When reporting a position of the California State PTA, a unit, council or district PTA may also inform the mem- When positions are adopted on state ballot measures: bership of opposing views. • The rationale for California State PTA Board of If a unit, council or district PTA desires to express disap- Managers’ action shall be prepared by the California proval of an adopted California State PTA Board position State PTA Board of Managers, posted on the website on legislation to the California State PTA Board of and distributed to unit, council and district PTAs for Managers, a study of both sides of the issue should be distribution to their members; made by the disagreeing group, and results of the study 4.2.5e POLICY 5 (with supporting material) should be forwarded to the California State PTA Board of Managers. A unit, council, or district PTA with an interest in a pro- posed or qualified statewide ballot measure, which per- A current or former PTA officer/board member must not tains to the welfare of children and youth, must deter- use his/her title, the name of the PTA or the trademark mine whether the California State PTA Board of of PTA to take action in opposition to the official PTA Managers is studying or has taken action, before tak- position. ing any action locally. Action may be taken locally by 4.2.5h POLICY 8 following the appropriate steps. Any unit, council or district PTA may request that the The issue or ballot measure must fit within the Purposes California State PTA Board of Managers consider tak- of PTA and the California State PTA legislation platform, ing action on state legislation or proposed or qualified adhere to PTA policies, and affect the well-being of chil- statewide ballot measures. dren and youth. Proposals shall indicate the source of the recommenda- Before a unit, council or district PTA takes a position on tion. a statewide measure, a study, including information from all sides of the issue, shall be conducted. Authorities to Approved proposals from units and councils first shall take a position (as described in section 4.2.5b Policy 2) be forwarded to the district PTA. must be documented in the study. Each proposal should be accompanied by background Before taking action, the unit, council or district PTA information and the reasons for the recommendation. must take a vote at an association meeting and record the results in the minutes. Adopted positions on 4.2.5i POLICY 9 statewide ballot measures must be communicated to A district PTA may wish to take action on a state leg- California State PTA. islative measure that affects only its local or regional When no action is planned and information only is being area. The district PTA affected must inform the presented to membership, both sides of the issue must California State Board of Managers before taking be provided. action.

4.2.5f POLICY 6 The measure must have serious implications for children and youth within that local or regional area. Any California State PTA action on legislation repre- sents the official position of the organization and shall The measure must fit within the Purposes of PTA and not be interpreted as representing the personal opinion the legislation platform. or conviction of every individual PTA member. After a position has been taken, the district PTA shall 4.2.5g POLICY 7 report that action to the director of legislation. Unit, council and district PTAs are encouraged to pro- Any advocacy of the district PTA’s position is the mote adopted California State PTA positions and may responsibility of the district PTA and must be preceded be requested to actively support them. While unit, or accompanied by a statement making it clear that the council and district PTAs are not required to work district PTA spokesman represents a PTA area, and is actively for any position, they should not officially not speaking for the California State PTA. oppose a stand taken by the State Board of Managers. The district PTAs concerned must accept complete Unit, council, and district PTAs need not vote to affirm responsibility for communicating their positions on legis- a California State PTA position in order to take action. Expressed membership disapproval of a position on

124 California State PTA Toolkit – 2011 Advocacy Election Campaigns and the Role of the PTA lation, their actions, and the results to their membership The school district designated administrator must autho- in a timely manner. rize in writing the distribution of all legislative material considered to be informational before it can be sent Before taking a position on any measure, the district home with students or electronically posted on a school PTA must take a vote of the district PTA at an associa- website. tion meeting. It is also important to comply with local school district 4.2.5j POLICY 10 policies on sending materials home with students. Unit, council and district PTAs are responsible for tak- It is in the best interest of a PTA unit to maintain a file of ing action on local issues originating in school districts, all legislative materials distributed via students. The file cities, regions, or counties, if such action fits within the should include a copy of every piece of legislation mate- framework of the Purposes of PTA and legislation plat- rial with the appropriate written authorization for distribu- form, adheres to PTA policies, and affects the well- tion. being of children and youth. The proposed issue shall be carefully studied in order to determine the need for it and to understand its provi- 4.3 Election Campaigns and the Role of sions and probable results. the PTA A unit should consult the council, a council should con- sult the district PTA for advice and coordination of efforts Any use of the California State PTA name for electoral and the district PTA president should be informed of any activity requires prior authorization from the California projected study by a unit or council. State PTA. No activity engaged in by any unit, council or district PTA should suggest or imply the support of the All of the PTA units within a council affected by the issue National PTA or California State PTA (Nonpartisan must be informed and a majority of the units within the Policy 1.3.3; 4.2.5i Policy 9). council must vote in agreement on the proposed action. This can be accomplished by a vote of a quorum of the PTAs may not directly or indirectly participate or inter- authorized unit voting delegates and council board vene in political campaigns on behalf of, or in opposition members. to, any candidate for public office since this activity can endanger the PTA’s nonprofit status. All of the councils and out-of-council units within a dis- trict PTA affected by the issue must be informed, and a 4.3.1 Restrictions on Endorsement of majority of the councils within the district PTA must vote Candidates in agreement on the proposed action. PTAs, as tax-exempt associations, cannot support or 4.2.5k POLICY 11 oppose political parties or candidates, including those running for school boards and other nonpartisan offices. Informational material on PTA positions related to leg- Participation in these types of activities will endanger islative issues may be sent home with students, in the association’s nonprofit status with the IRS compliance with local school district policies and pro- (Nonpartisan Policy 1.3.3). cedures* A current or former PTA board member must not use *State law requires school districts to adopt policies regarding sending his/her PTA title or the name of the PTA to endorse a material home with students. candidate even if just for purposes of identification in any print, electronic, or website candidate literature, or Only informational materials on legislative issues may interview or letter to the editor. be distributed via the students. Informational materials must provide “a fair and impartial presentation of rele- Judgment should be exercised by PTA leaders on vant facts to aid the electorate in reaching an informed whether privately endorsing a candidate (without using a judgment regarding the bond issue or ballot measure.” PTA title) could negatively affect a future relationship (See California Education Code, Section 7054 (b)(2).) with the elected official should a different winning candi- Note that a statement of California State PTA’s position date win. on an issue is, in itself, informational. For the purpose of this policy, all elections involving can- Advocacy materials provide biased information about didates are defined as partisan elections, even those for the issues and often tell the voter how to vote on a spe- “nonpartisan” offices, such as school board or city coun- cific issue. This information must never be sent home cil. Use of a PTA’s name or the PTA trademark with par- with students, and PTAs must find alternative methods ticipation in any partisan activity will endanger PTA’s of distribution. nonprofit status. If there is a question regarding whether legislative mate- PTA members are not prohibited from running for public rial constitutes advocacy or is informational, consult the office themselves nor from listing PTA involvement as district PTA president or the appropriate school district part of their biographical information and/or campaign lit- personnel. erature

Advocacy California State PTA Toolkit – 2011 125 Individual candidates cannot be invited to address PTA • Participating on the school district committee to rec- meetings, even if they are PTA members, unless all ommend to the board of education the feasibility of other candidates are invited. This avoids the reality or placing a facilities bond or parcel tax on the local bal- appearance of bias or support of an individual candi- lot, and what provisions the measure should include. date. There is no restriction on a member who is run- • Taking an active role in planning and running the cam- ning for office from performing his or her regular PTA paign. duties. He or she just needs to be mindful to keep PTA and campaign activities separate. • Providing speakers to inform the community. • Developing and/or distributing available campaign 4.3.2 Local Candidates Forum material – but not by using student help, unless per- mitted by the school district (California State PTA Since the decisions of elected officials significantly affect Legislation Policies and Procedure No. 11, 4.2.5k). the well-being of children and youth, it is a PTA respon- sibility to disseminate as much factual, objective infor- • Making use of radio, TV, and print media, including mation as possible during election campaigns to help newsletters, editorial board visits, letters to the editor, voters make informed choices. All voters should be and other communication resources such as PTA e- encouraged to carefully evaluate each official candidate. mail and Web pages. Candidates forums provide one way to provide such information in a nonpartisan, impartial, educational envi- 4.3.5 Legal Guidelines for Campaign Activity ronment. The California State PTA and all of its constituent asso- PTA never supports nor opposes a candidate for pub- ciations are classified as tax-exempt nonprofit associa- lic/political office, but does take positions on issues that tions under the federal Internal Revenue Code Section affect children and youth. 501(c)(3). State and federal laws place certain require- ments and restrictions on lobbying and election-related For more information on holding a local candidates activities and expenditures by such associations. A PTA forum, see Figure 4-3. that participates in influencing or attempting to influence specific legislation or voter action for the passage or 4.3.3 Candidate Questionnaires defeat of any ballot measure must comply with both the federal IRS regulations and the California state laws and In addition to, or in place of, a candidates forum, anoth- reporting requirements. er means of educating voters about candidates, is to send them a list of questions about key issues. IRS Regulations: To retain its IRS tax-exempt status Questioning all candidates during an election campaign and continue to receive tax-deductible contributions, a is in compliance with the National PTA nonpartisan poli- PTA may not participate in any type of political cam- cy (Nonpartisan Policy 1.3.3). paign or other activity on behalf of or in opposition to a candidate for any public office. Nor may a PTA devote Your PTA may wish to develop a list of questions to more than an insubstantial part of its volunteer activity send to all candidates, and publish their responses in and expenditures to influence the outcome of ballot their entirety in unit, council and district PTA newsletters, measures and other legislation. The IRS regulations do adhering to school district policies for distribution. not define “insubstantial,” but it is generally interpreted Do not edit any of the responses. One may, however, to mean 5 percent or less of the association’s total request that responses be limited to a certain number of expenditures and activities (including volunteer hours). words, to ensure all responses are of similar length. Lobbying expenses must be reported on the associa- tion’s annual tax forms. Definition of what constitutes Questionnaires must be sent by certified mail with return reportable lobbying is complex; contact California State receipt requested to all candidates; these receipts PTA through channels for more information. should be retained for one year after the election. Specific due dates must be set and included with the 4.3.6 nonpartisan Policy questionnaires. Any candidates not responding by the due date will not be included and should be so noted in To retain its IRS tax-exempt status and continue to the published materials. receive tax-deductible contributions, a PTA may not par- ticipate in any type of political campaign or other activity 4.3.4 School Bonds and Other Ballot Measure on behalf of or in opposition to a candidate for any pub- Campaigns lic office.

PTAs may be asked to help secure the passage of a A current PTA officer/board member must not use local school district facilities bond or local parcel tax his/her title, the name of the PTA or the trademark of election, or to participate in campaigns to pass or defeat PTA other ballot measures. Unit, council and district PTAs • in any election venue unless authorized by a vote of may participate in these efforts when the board and/or the association, following a study of the issue. membership has studied the issue and voted to support such a campaign. Although federal election regulations do not prohibit the use of organizational affiliation for identification purpos- PTAs can be most effective by: es, the California State PTA sets a standard which is

126 California State PTA Toolkit – 2011 Advocacy Election Campaigns and the Role of the PTA higher than law. Failure to comply may result in a viola- b. Two or more donations: The second contribu- tion of California State PTA policy. tion within a calendar year that would total more than $1,000 triggers the “second bite of the 4.3.7 IRS Reporting Requirements apple.” The association needs to file as a “recipi- ent committee” with the FPPC and report the A PTA operating as a 501(c)(3) may not devote more donation within 10 days of the contribution. This than an insubstantial part of its activities and budget to is not very complicated, but contact the California influence legislation. The “insubstantial part” is not clear- State PTA if you are considering this. ly defined, but is often interpreted to be no more than 5 percent of an organization’s annual operating expendi- 3. Contributions* of $10,000 more: The association tures. must file a “major donor” report to the FPPC, an easy form. The IRS provides another option for PTAs that choose to be more active in legislative matters. PTAs may elect 4. Contributions* of $50,000 more: The association 501(h) status, while retaining their 501(c)(3) status, by becomes a sponsor of the ballot measure and must filing IRS Form 5768, “Election/Revocation of Election be named on all campaign literature by an Eligible 501(c)(3) Organization to Make Expenditures to Influence Legislation.” This single page * Contributions refer to both monetary and in-kind contribu- form can be found at www.irs.gov. Prior to electing tions made in a calendar year on any combination of ballot 501(h) status, PTAs are advised to see legal and taxa- measures. tion professional advice. Note: Keep in mind that 501(c)(3) associations are enti- tled by law to lobby on ballot measures (not candidates). Under the 501(h) designation, the amount of allowable The reporting forms are relatively simple. lobbying expenditures is more clearly defined. For an organization with annual expenditures of $500,000 or For more information on reporting requirements, go to less, the allowable expenditure on lobbying activities is www.fppc.ca.gov. 20 percent of its total annual expenditures. Under the 501(h) designation, a PTA need not report volunteer lob- 4.3.9 California Education Code and Election bying activity for the purposes of tax reporting. Law

All PTAs with lobbying expenditures must report these School district ballot measures fall under special laws on their Form 990 or 990 EZ tax returns, whether they limiting use of school facilities and resources for cam- are a 501(c)(3) or have made the 501(h) election. paign purposes. Check with the California State PTA to ensure that you stay within the rules. 4.3.8 California Fair Political Practices Commission (FPPC) Regulations

Most PTAs are unlikely to have expenditures high enough to require reporting under California law, but it is wise to carefully account for all PTA expenditures made for any legislative purpose. Contact the district PTA president or the State office if there are questions about how California reporting laws might affect the PTA. California law establishes procedures and requirements for filing reports on election campaign expenses. A PTA that participates in a campaign to pass or defeat any local school bond, parcel tax or local or statewide ballot measure must file a report with the State of California Fair Political Practices Commission (FPPC). 1. Contributions* up to a total of $1,000: No special reporting is necessary, other than on your regular tax forms. 2. Contributions*: a. Single donation: Can be made in one payment in a calendar year once in five years without spe- cial reporting to the FPPC. Note: This is consid- ered the “first bite of the apple.” Keep a record that the five-year timeline has been triggered.

Advocacy California State PTA Toolkit – 2011 127 128 California State PTA Toolkit – 2011 Advocacy Organizing a Letter Writing Campaign

Legislators tell us that one of the most effective method of communicating our positions is through let- ters. Letters can be mailed or faxed. In a time crunch, phone calls are necessary and helpful, but let- ters from constituents make the most difference. E-mails are less effective because it is difficult to verify that the sender is a constituent.

When organizing a letter campaign, keep in mind that volume beats originality. A hand-written original letter is great, but few people take the time to write one. However, providing a sample letter for peo- ple to download, sign and either mail themselves or take to a PTA box at school means that many more people are likely to participate.

discuss the campaign with your school principal or superintendent, and get permission if you are using a school facility. This is a legal activity, but it is a courtesy to do so. Note: there are more restrictive rules if the letters pertain to a local school bond or parcel tax campaign.

Select a limited time span for the letter campaign; e.g., a week.

Communicate the campaign widely, through e-mail lists, presentations at PTA meetings and your PTA newsletter. (Note: You cannot legally send home fliers for this activity via student backpacks. Check with your principal or school district about utilizing other school information resources.)

Explain to the letter signers that their signature, printed name and street address (make sure they are legible!) are required for their letters to make a difference, and that you will not record the information for other uses. Make sure to include blanks on the letters for signature, printed name and street address. Legislators disregard any letters not from their constituents, and they actually check names and addresses to ensure their legitimacy. Also, they normally will respond to the letter sender.

Letter campaign via e-mail: This is usually the method that generates the most letters. Parents and staff who normally don’t volunteer for other things will often surprise you by taking the time to down- load, print, sign and return letters on important issues.

It is better to link to letters on a website, rather than attach sample letters to an e-mail, because many people are reluctant to open attachments. If you have a PTA website, upload the letters to the home page. If not, you can provide a link to the letters on the council, district or California State PTA web- site.

It is easiest to ask people to download, print, and sign the letters themselves and then provide a PTA box at their school office to return the letters. In the PTA box (label it “PTA letters”), include hanging folders labeled with each legislator’s name, so that people self-file – this saves a lot of time.

If there is not an easy place for people to return letters (e.g., you are sending letters county-wide), ask individuals to mail the letters themselves to the Capitol. The letters must be mailed to each legis- lator in a separate envelope.

If you have multiple legislators in your area (you will have at least one Assembly member and one Senator), put a letter addressed to each on the website. Include a letter to the Governor as well.

Include in the instructions this link for people to determine who their legislators are if you have multi- ple legislators: http://legmap01.lc.ca.gov/amapsearch/framepage.asp. It is also helpful in case people wish to forward the e-mail to their friends and relatives in other parts of the state.

Fig. 4-1 Organizing a Letter Writing Campaign

Advocacy California State PTA Toolkit – 2011 129 Print-and-Sign Letter campaign. Another way to get letters is to pre-print them and bring them to PTA meetings or other events. Make the letters available, but don’t pressure people to sign them.

Alternatives:

• Print postcards with the key message on one side, and a space for individual comment, name, address and signature on the back.

• Bring a variety of types of notecards or other stationery to the meeting, and ask people to take five minutes to write and address a letter. Include a fact sheet or message to legislators to help letter- writers stay on message.

Thank participants: Regardless of the method of the campaign, thank letter signers for their support.

Options for returning letters to legislators:

• Mail letters in a batch to each legislator in his or her Sacramento office. Make sure to include the legislator’s room number with the address.

• Hand-carry the letters to each legislator’s district office.

• Hand-carry the letters to each legislator in Sacramento.

• In the latter two options, make an appointment with the legislator or a staff person and present the letters with a plea for action.

130 California State PTA Toolkit – 2011 Advocacy how to Organize a Local Rally

Organizing a rally can be a highly effective advocacy tool. A rally can energize your members to work on advocacy activities. It can attract the press, so that community members can become informed about our issues and positions. A rally is also an opportunity to be heard by legislators.

Here are some ideas for organizing a rally (note that you can select all or just a few from the list).

1. decide on the purpose of the rally. What is your message?

2. decide on a date, time and location. (Note items 3 and 4 below). Choices include the following: a. Lunchtime at an elementary school. Parents can bring their children to the rally from recess without affecting class time, and elementary-aged children holding signs make great photo opportunities for the media. b. Saturday morning at a school or park. Parents can bring their children in a relaxed atmos- phere. c. After school at a school field or park.

3. Obtain approval for the rally by your PTA and record in the minutes (necessary for insurance).

4. Obtain any necessary permits from the school district or the city/town.

5. Invite speakers. Options include: a. PTA president b. Local legislators or their staff c. School superintendent d. School board members e. Teachers f. High school students g. PTA legislative chairman (good for wrap-up)

Note: Ask each speaker to talk for no more than three to four minutes to keep speeches brief.

6. Select a moderator, someone who can keep the rally on track.

7. Arrange for a high school band, or a few of its members, to play.

8. Invite the press, including TV news stations, radio, newspapers.

9. Publicize the rally to parents and the community.

10. Make signs. a. Download a PTA advocacy logo or make hand-painted signs. b. Affix to paint sticks (request from a painting supplies store) with staples.

11. hold a letter-writing campaign, by providing sample letters for participants to sign.

12. Sign up new members at the rally. Prepare for handling cash and bring membership cards.

13. Consider videotaping the event for PTA websites and other websites.

14. Let us know how it went by e-mail to [email protected] and [email protected].

Fig. 4-2 How to Organize a Local Rally

Advocacy California State PTA Toolkit – 2011 131 Organizing a Local Candidates Forum 1. Form a committee. Participation on this committee falls within the Job Description for Legislative Advocacy Chair. 2. Determine whether PTA will sponsor the forum alone or with another nonpartisan organization, such as the League of Women Voters or a branch of the American Association of University Women. 3. Set the date, and obtain a facility that is centrally located, if possible. If it will accommodate the number of candidates, a school district board room is an excellent location, and the physical envi- ronment, including audience space is, in most cases, already set up. 4. Decide whether to videotape the forum. This can be done through a local cable TV station, a high school video production class, or by a volunteer. Video can be uploaded to an online videosharing site and the PTA website. Some local government TV channels are willing to work in partnership with the League of Women Voters and PTA to tape forums for replay. Note: The camera should focus only on the moderator and the candidates. 5. Draft invitations to candidates. Be sure to include: a) Complete information on date, time, and place; b) Guidelines and ground rules for the forum (e.g., there will be only written questions, amount of time allowed for candidates’ responses; topics of questions; forum format (including time for opening and closing statements, candidate order for statements and answers, etc.); rules pro- hibiting campaign literature distribution in the forum room; if the forum will be videotaped for replay on cable TV or displayed on a website; etc.; c) A request for any information needed from the candidate for promotion of the forum; e.g., biog- raphy and photo; d) Name, address, telephone number and e-mail address of forum committee’s contact person; e) Due date for the candidate to respond. 6. Candidate schedules are often hectic. They may be contacted by many organizations with requests for information, personal appearances, and/or forums. Establishing a personal connection by calling all candidates or their campaigns to inform them about the forum, to extend an initial invitation, and to advise them to look for a more formal invitation in the mail can facilitate both the process of organizing the forum and communicating with the candidates. 7. Obtain home addresses and e-mail addresses of all official candidates from the Registrar of Voters, and send invitations by certified mail with a return receipt requested. The signed, returned receipts should be kept on file. 8. Determine physical arrangements: a) Provide adequate accessible seating for attendees. b) Seating for candidates should be in the form of a head table, preferably elevated so they are visible to the audience. Seating assignments should be done by lottery with each candidate drawing a seat number prior to the beginning of the forum. The table should also be draped and water provided for candidates and moderator.

Fig. 4-3 Organizing A Local Candidate Forum

132 California State PTA Toolkit – 2011 Advocacy c) The moderator is the forum facilitator and may either stand at a podium or be seated at the table with the candidates. If the former, the moderator should be provided with a chair. If the lat- ter, the moderator must be seated in a location that allows for eye contact with all candidates and control over the forum process and decorum. d) Provide an adequate sound system with microphones available to rotate among the candidates, with a separate microphone for the moderator. e) Provide tables for any refreshments and for any literature pertaining to the forum, such as agendas, programs, packets of candidates’ biographies and questionnaire responses. f) Follow facility use permit regulations concerning distribution of campaign literature. Note: If a table is provided outside the forum room for candidate literature, the opportunity must be offered to all candidates. The materials should not be made available until the conclusion of the forum to avoid having them brought into the forum room. It is generally a good idea to place a limit on the amount of literature any individual candidate can place on the table to maintain the nonpartisan nature of the overall forum environment. g) Provide a table for question sorters toward the front of the room. Timers should be located in the middle of the front row and visible to all candidates. 9. Identify volunteer responsibilities: a) Volunteers from PTA and co-sponsoring organizations that organize and/or staff the forum should have no personal ties to any candidacy, and shall not have publicly expressed support or opposition to any of the candidates. b) The forum committee should arrange for the following: greeters for both candidates and atten- dees; hospitality; person to open the forum and lead the Pledge of Allegiance – may be the moderator or president of the sponsoring organization(s). c) Secure a neutral moderator. Consider requesting a representative of the League of Women Voters or a respected political editor from the local media. The moderator or his/her organiza- tion cannot have casually or formally endorsed any of the candidates. d) Question Sorters – Enlist one PTA representative with no personal ties to any candidate, and one representative from each of the co-sponsoring organizations. e) Timers – one to keep track of time, and one to hold up signs to signal candidates. f) Two or three volunteers to hand out blank index cards, pick up questions and deliver them to the sorters. 10. Publicity – articles for the newspaper, radio announcements, cable announcements, fliers for PTA newsletters, etc. 11. On the day of the forum: a) Attendees enter, ushers provide blank index cards on which attendees may write questions for the candidates. Each index card should be used for only one question. b) Begin with Pledge of Allegiance, welcome and a statement of the nonpartisan policies of the sponsoring groups.

Advocacy California State PTA Toolkit – 2011 133 c) Moderator should go over the basic forum guidelines and procedures that were distributed to all candidates, so the audience will also understand them and know what to expect. The modera- tor must specify the length of time allowed for opening and closing statements, if they are included, and must also specify the amount of time each candidate will be given to respond to each question. If the forum is televised, this statement will inform the home audience as well. The moderator will also include the following information: i. The order of questions will be rotated among the candidates in random order. ii. Whether all questions will be in writing or if questions from attendees will be permitted. iii. All questions will be screened for relevance, to avoid duplication, and to assure adherence to the guidelines and ground rules. Personal questions or attacks on any candidate will not be acknowledged. iv. If a question is directed to a specific candidate, it must be issue-focused. The candidate will have a set amount of time to respond. All other candidates may have an opportunity to respond, if they so desire. If a question is directed to all candidates, each candidate will have up to one minute to respond. d) Timers should hold up signs to signal speakers: i. Green: start ii. Yellow: 15 seconds left iii. Red: stop e) The moderator should state that verbal interaction between the audience and the candidates during the forum will not be permitted. The forum is neutral territory for a sharing of philosophy, ideas and information, not campaigning. f) Begin forum. While candidates are giving their opening statements, screeners can begin sorting questions to be asked of the candidates. If questions have been received through outreach efforts prior to the forum, they should be included in the mix. After the opening statements, the moderator asks the candidates questions received from the question sorters. (Note: In the event attendance is small at the beginning of the forum, the moderator should have a few ques- tions in hand that were collected prior to the forum. This is even more important when the forum is televised.) g) Moderator or other designee should close and thank cosponsors, the TV station and home audience, if applicable, and everyone in the forum audience for attending, reminding them of the election date and encouraging them to study the candidates and cast their votes.

134 California State PTA Toolkit – 2011 Advocacy Were We Stand: Convention and Board of Managers* Resolutions

4.4 Where We Stand: Convention and Board of Managers* Resolutions

Each year delegates to the California State PTA Convention take action on resolutions that have been submitted by unit, council, district PTAs or the California State PTA Board of Managers. Resolutions adopted by convention dele- gates serve as a basis for action in unit, council, district PTA and the California State PTA. Resolutions adopted since 1961 are available from the California State PTA office or through www.capta.org. The starred (*) titles represent resolutions adopted by the California State PTA Board of Managers. (These were not voted upon by Convention delegates.)

Adequate and Equitable State School Finance System (1987) Educational Testing and Test Scores (1971) Admission of Minors to R-Rated Films (1981) Educationally Handicapped Children (1972) Achievement: Eliminating the Gap (2009) Electro-Magnetic Fields (1994) Aid to Rape Victims and Their Families (1977) Emergency School Bus Evacuation (1973) Air Pollution (1973) Encouragement of Law-Related Education (1985) Alcohol and Tobacco Use in Youth: Education, Prevention and Equal Access to School Improvement Program Funds (1983) Intervention (2002) Equalized Base Revenue Limit Funding (1991) Alcohol Beverage Advertising that Targets Youth (1992) Escherichia Coli (E. Coli) (1993) Alcohol Related Driver Education (1982) Ethics in Political Campaigns (1987) Antibiotic Resistance Awareness (2001) Ethnic Representation in Curricula (1970) Arts Education (1998) Extended Educational Services for the Handicapped (1967) Attention Deficit Disorder in Children (1998) Family Preservation: An Alternative to Out-Of-Home Placement Automated External Defibrillator (AED) Awareness (2011) (1990) Background Checks of Ice Cream Truck Vendors (1986) Financial Literacy for Youth (1999) Ballot Propositions (initiatives) (1999) Financing California's Public Schools (2007) Ban on Drug Paraphernalia (1981) Fire Safe Cigarettes (1983)* Ban on Military Assault-Type Weapons (1989) Firearm Safety and Awareness (1995) Ban on the Manufacturer and Sale of Saturday Night Specials/Junk Firearm Safety Devices (1999) Guns (1997) Fireworks: Hazards to Youth (1990) Bicycle Safety Education and Training (1973) First Aid and/or Cardiopulmonary Resuscitation (1987) Bicycle Safety Helmets (1991) Fluoridation of California Public Water Supplies (1995) Breakfast in Every School (2003) Food Allergy and Anaphylaxis in Schools (2004) Breast Cancer Early Detection Awareness and Education (1988) Football Safety (1975) Broadcast Projections of Results on Election Day (1985) Foster Families (1999) Bungalow Classroom Safety (1971) Full Federal Funding for Services to Immigrants (1993)* California K-12 Public School Funding Crisis (1998) Funding Sources for Adult Crossing Guards (1981) Child Trafficking in California (2010) Grade Retention (1991) Citizenship Education (1989)* Hazardous Waste Management (1980) Class Size Reduction (1996) Healthy Lifestyles for All Children (2004) Class Size Reduction Flexibility (2005) HIV/STD Prevention Education in Our Schools (2008) Closed Caption TV (1978) Homeless Families with Children (1989) Community Drug Abuse Prevention Programs (1970) Hot Weather Standards in the School Setting (1992) Comprehensive Waste Reduction in Schools (2007) Immunization Awareness and Educational Programs (1975) Computer Technology in Education (1983) Improvement of Communications of Legislative Matters (1965) Computer Workstation Health (2010) Improving K-12 Mathematics Education (1998) Control of Look-Alike Stimulants and Depressant Drugs (1982) Increased School Nurse to Student Ratios (1997) Creating Lifelong Readers (1998) Increasing Counselor to Student Ratio in Schools (2000) Credential Requirement: Parent/Family Involvement Component Individuals with Disabilities Education Act (IDEA) Underfunding (2007) (1993) Indoor Air Quality in Schools (2007) Credentialed School Nurses (2005) Internet Access for California Classrooms (2000) Delivery of Unsolicited and Hazardous Products (1971) Juvenile Justice Reform – A Priority (1983) Desegregation and Neighborhood Schools (1979) Learning Disabilities and Learning Disabilities in Gifted Children Developmentally – Appropriate Physical Education (1999) (2000) Disaster Preparedness (1986) Licensing and Registering of Handguns (2000) Drug Abuse Program Funding – Penalty Assessment (1980) Limiting Concurrent Sales of Gasoline and Alcohol and the Drug Advertising (1970) Proliferation of Outlets (1985) Duplicate Emergency Forms at Athletic Events (1974) Literacy Education (1989) Early Childhood Development and Education (2000) Local School Parcel Tax Measure Threshold Reduction (2008) Education: A 21st Century Vision (2005) Location of Toxic/Hazardous Materials Sites (1985) Education of Health Hazards in the Use of Anabolic Steroids (1989) Longitudinal Integrated Statewide Data System (2008) Educational Funding Crisis (1981) Lowering the 2/3 Vote Requirement on School and Library Bonds Educational Technology Funding (1995) (1999)

Advocacy California State PTA Toolkit – 2011 135 Lowering the Vote Requirement in the California State Budget School-to-Career for All Students (2001) Process (2009) Science, Technology, Engineering and Mathematics (STEM) Make Children First (1992) Education (2011) Mandatory Use of Motorcycle Safety Helmets (1974) Scoliosis Screening (1980) Measles (Rubeola) Vaccinations (1990) Seat Belt and Child Restraint Usage (1983) Mental Illness: Treatment and Support (1999) Self-Esteem and Personal and Social Responsibility Awareness Minimum Instructional Time (1983) (1991) Mitigating Earthquake Hazards in Public Schools (1989) Smoking and Health (1964) Nonsuspension of Proposition 98 (1991) Social Host Accountability and Underage Drinking (2009) Nutrition Education (1991) Specially Funded Programs (1981) Online Safeguards for Internet Use by Children and Youth (1997) State Board of Education Action Relating to Elementary Instruction Opposition to Televised Commercials in California Classrooms Materials (1980)* (1990)* State Government Responsibility for a Rational Budget Process Organ and Tissue Donor Awareness (1999) (1992)* Paintball Gun Control (1993) State Tax Reform (1991) Parent/Community Action for Effective Schools (1993) Strategies to Reduce School, Family and Community Violence (1995) Pedestrian Safety Education (1990) Student Assessment, Achievement and Accountability (2000) Pesticides (1972) Student Substance Abuse: Alternatives to Zero Tolerance (2003) Playground Equipment Safety Standards (1996) Substance Use and Abuse During Pregnancy (1987) Playground Surface Safety (2002) Suicide Prevention Education and Awareness (1983) Post-Proposition 13 Funding of Public Education (1979) Summer School (1980) Prejudice Awareness Education (1989) Sun Safety: Skin Cancer Prevention Measures at School (2005) Primary Prevention of Substance Abuse (1979) Support and Funding for Voluntary Integration Programs (1980) Prohibiting the Promotion of Tobacco Products (1987) Support for the Civic Mission of Schools (2006) Promoting the Inclusion of Nonpublic Schools on California's Support for Quality Child Care (1986) Megan's Law Registered Sex Offender Database (2008) Support of Public Education, PTA Priority (1980) Property Tax Limitation (1978) Teacher Preparation for Elementary Education (1973) Protection of Children from the Harmful Effects of Aircraft Emissions Teacher Quality: Recruitment, Retention and Resources (2001) (1998) Teen Driving Safety (2009) Public School Governance Authority (2007) Television Literacy and Program Accountability (1993) Quality of Life Portrayed on Television (1979) Television/Screen Time Awareness (2006) Rating of PG (Parental Guidance) Films, The (1979) Threatening Phone Calls to Schools (1990) Reduction of Student:Teacher Workload (1989) Tobacco Advertising That Targets Minors (1993) Regulation of 976 Information Access Service (1986) Torture Toys (1972) Regulation of Liquor Licenses Near Schools (1997) Toxins (Persistent and Bioaccumulative) and Their Effects on Regulation of the Display and Sale to Minors of Drug-Use Children (2002) Information and Paraphernalia Including Cigarette Papers (1979) Treatment Centers for the Sexually Abused (1978) Responsibility of the Legislature for the Financing of Public Trees for Life (1989) Education, The (1982)* Tuition Tax Credits (1982)* Safe Routes to School for All Children (2008) Use by Mass News Media of Names of Juveniles in Police Matters Safety Helmets for Scooter, Skate-board and Skate Users Under the (1971) Age of 18 (2001) Use of Children as Subjects in Pornographic Materials (1977) Safety Problems Related to Freeway Construction Near Schools Violence and Vandalism (1980) (1970) Violence in the Home (1977) Sale of Tobacco Products to Minors (1988) Violence Prevention in Schools (1999) Save Our Kids (1983) Voluntary Fingerprinting (1983) School Absenteeism/Dropouts (1986) Weapons on Campus (1973) School Buildings and Railroad Safety Requirements (1990) Youth Involvement (2004) School Bus Safety (1993) School Construction Funding (1986) School Desegregation Through Housing Integration Incentives (1982) School Facilities and Public Planning (1991) School Facilities Crisis (1986)* School Facilities Crisis (1990) School Finance (1976) School Funding (1981) School Library Media Center Funding Crisis (1988) School Lunch Milk Requirements (1972) School Nutrition Programs: Improvement and Expansion (1991) School Support Program (1976) School Traffic and Pedestrian Safety Improvement (2001) School Transportation (1981) School Transportation: Equitable Funding (2004)

136 California State PTA Toolkit – 2011 Advocacy Where We Stand: Position Statements

4.5 Where We Stand: Position Statements

From time to time the California State PTA Board of Managers conducts studies of issues of general concern in light of the Purposes of the PTA and issues that affect the health, education and well-being of children and youth. A study may result in formulation and adoption of a statement that establishes, clarifies or interprets a PTA position or belief. Position statements provide a basis for action on legislation and other California State PTA action. Upon adoption, position statements, resolutions and general board positions are positions of the California State PTA and remain in effect until they are amended, rescinded or retired. No new statement, board resolution or general board position can be introduced that is in conflict with an existing position unless the respective corresponding position is first rescinded. The California State PTA Board of Managers may not amend or rescind a convention resolution and no board position may be in conflict with a convention reso- lution. Statements are reviewed every five years to revise, reaffirm or to retire from current use. Statements that include quotes excerpted from state or federal law are reviewed annually. The dates under the title of each statement repre- sent the date first adopted and the date of the latest revision/reaffirmation.

4.5.1 Arts in Education 4.5.2 Assessment (Statewide)

Adopted March 1985 – Reaffirmed April 2010 Adopted July 1994 – Revised March 2009 Education Commission Education Commission The California State PTA believes visual and performing The California State PTA believes assessment must be arts should be a basic and integral part of a balanced an integral part of the instructional process and is curriculum for all students. essential to teaching and learning. The overall goal of any student assessment program should be to identify The California State PTA believes the visual and per- what students know and how well they can apply that forming arts can: knowledge. A statewide assessment program should • Enhance students’ academic performance in all curric- measure individual student achievement over time and ular areas; the effectiveness of instructional delivery and curriculum support. • Teach a common core of knowledge that will encour- age students to appreciate human history and cultures; The California State PTA believes that the systemic analysis and use of assessment data to guide instruc- • Enable students to develop higher order thinking tion is a key factor for the improvement of student out- skills; comes, achievement in high-poverty schools and closing the achievement gap. • Enable students to discover and to express their own creativity; and To obtain an accurate assessment to facilitate the improvement of teaching and student performance, • Help students to develop a life-long appreciation of standards must be determined and clearly communicat- the arts. ed to administrators, teachers, parents, and students. The California State PTA believes a quality arts program Content and performance standards should be devel- should be: oped with input from parents and the community. Content standards should reflect knowledge and skills in • Structured, sequential, and standards based; specific subject areas of the curriculum frameworks. Performance standards must indicate the level of mas- • Offered as an integral part of the regularly scheduled tery of knowledge and skills. instructional program K-12; The California State PTA affirms that performance stan- • Taught by qualified teachers who have received dards should reflect a curriculum that engages students appropriate training and in-service programs; to develop problem solving, critical thinking, and reason- • Enhanced by specialists in the arts who lend their ing skills. Tests should not be limited to multiple choice expertise to the arts program; or true/false questions but must provide multiple ways for students to demonstrate what they have learned. • Provided to students in facilities specially designed for Student performance assessment must be linked to cur- arts programs; ricular goals that provide students with the skills to be successful in a global economy. • Supported by high quality materials and resources; An effective statewide assessment program should pro- • An opportunity to explore careers in the arts; and vide strategies for monitoring the consequences of • A high school graduation requirement. assessments to endure beneficial impact on teaching and learning, include assessment instruments that have

Advocacy California State PTA Toolkit – 2011 137 been field tested and provide scores that are valid and - Coordinate community employment resources for reliable. It should be integrated, longitudinal and com- job development; prehensive and be designed to: - Require accountability by families in relation to • Provide formative assessments that produce data that work, training and education; can inform instructional practices at the classroom level; • Coordination of health and welfare programs and needed support services • Make key data regarding school resource allocation and student performance available and understand- - Affordable, quality child care that provides flexible able to parents and community members in a timely hours and guarantees payment to licensed manner; and providers until parents transition from assistance to work; • Meet the requirements for reporting a growth model to the federal government. - Reliable public or private transportation for access to services and employment; See issue-related guideline: Assessment and Testing (4.6.1). - A health care system that provides equal access to quality, affordable, basic preventative health care and adequate support services within the field of 4.5.3 Assistance to Families in need mental health and guidance; Adopted February 1998 – Revised January 2004 - Enforced collection and distribution of legally Community Concerns Commission awarded child support payments; The California State PTA believes that children are our - Provision for safe and affordable housing; most important natural resource, that the family is the basic unit of society responsible for the support and nur- - Adequate nutritional services to prevent health and turing of children, and that every effort must be made to learning problems associated with malnutrition and ensure that public policies concur with the best interest hunger; of children and families. The California State PTA further believes that society has a responsibility to establish - A free and appropriate public education in the least policy that ensures effective community services and restrictive environment and funding for non-educa- assistance programs when necessary for families in tional requirements of all individuals with special need. These programs should be structured and deliv- needs; ered in ways that contribute to the integrity and stability • Eligibility requirements of families and to ensure that children will have ade- quate support to meet their basic needs. - Reasonable and flexible time limits that enable fam- ilies to become self-supporting; The California State PTA supports government assis- tance programs intended to help families survive a tem- - Statewide policies that encourage families to stay porary crisis and protect children from the extreme together when in the best interest of their children effects of poverty. The California State PTA believes that and that remove obstacles which eliminate two par- government has the responsibility to plan and coordi- ent families from eligibility; nate these programs for families in need, establishing a clear definition of responsibility at each level of govern- - A system that provides a basic level of existence ment and adhering to governmental fiscal responsibility, and does not penalize working families. but keeping foremost the priorities of children and youth. The California State PTA believes that programs to The California State PTA believes that to be effective in assist families in need should include a safety net for assisting families to become and remain self-sufficient, individuals who do not meet established criteria for programs to help families in need of government assis- assistance to ensure that all children who reside in tance must include at least the following: California have a right of access to a quality education, adequate food and shelter, and basic health services. • Job training, job placement and job creation - Train and place recipients in job-related programs so they may become self-sufficient; 4.5.4 Basic Education - Promote opportunities for teenage parents to com- Adopted May 1979 – Reaffirmed April 2010 plete basic education programs; Education Commission - Provide access to community and adult education, The California State PTA recognizes that “basic educa- technical schools and job training programs that tion” is an issue of continuing interest and that it has dif- meet the needs of the highly-skilled technological ferent meanings for various individuals and groups. The workplace; PTA believes that all children and youth have the responsibility and should have the opportunity to devel- op their abilities to their fullest potential. It is fundamen-

138 California State PTA Toolkit – 2011 Advocacy Where We Stand: Position Statements tal to PTA philosophy that the responsibility of the parent The California State PTA believes the elements of a as the first teacher of the child must be recognized, quality before- and after-school program include: encouraged and continually emphasized. It is essential that schools acknowledge the role of parents and con- Program Design sistently involve them at all levels of their children’s edu- • Programs are academically focused and combine an cation. array of enrichment, cultural and recreational activi- The PTA further believes it is essential that communities ties. understand and agree upon the basic elements neces- • Programs are developmentally and culturally appropri- sary for one to function as a contributing member in a ate for the children they serve. free democratic society; and that these elements should interact and be relevant in a changing world. Schools • Programs for middle and high school students include need a balanced curriculum, clear standards for student career development and life skills training. achievement, qualified and competent teaching, and parents and community involvement. • Programs will provide opportunities for children and youth to develop positive relationships with peers and When these are all present students should be able to: adults. • Develop and demonstrate competence in areas of • Health and wellness are supported through nutritional reading, writing, oral communications, computation; in snacks, exercise programs and prevention informa- critical thinking skills and decision-making; and in the tion. ability to apply these skills to all areas of knowledge and to the needs of day-to-day living; • Adequate funding and resources are available. • Develop and demonstrate an understanding in the Facilities and Environment areas of social studies, science, the arts, health, safe- • School-based programs are preferred; coordination of ty, foreign language, environmental needs, uses of facilities and equipment between school and program technology, and the world of work; sites is always encouraged. • Develop an awareness and appreciation of cultural • Programs comply with relevant health and safety reg- diversity; ulations. • Develop an abiding sense of personal worth, sense of • Indoor and outdoor space is safe and sufficient for a purpose and confidence in one's own abilities; and diversity of activities. • Develop the skills for being a responsible and caring • Age appropriate equipment and materials for enhanc- citizen. ing learning are provided to all who wish to partici- The California State PTA recognizes the need in today’s pate. complex society for a support system for educating chil- • Reasonable accommodations to make the program dren and youth, a system in which schools play a major accessible to students with disabilities are made. This but not all-inclusive role. In order to provide a basic edu- may include providing a private location or specialized cation for every young person, it is essential that par- medical training for the handling of a student’s per- ents, schools and communities cooperate in providing a sonal needs. total learning environment. Partnerships • Parents, schools and community organizations are 4.5.5 Before- and After-School Options for key stakeholders in the collaboration that is responsi- Children and Youth ble for planning, outreach and evaluation. Adopted March 2002 – Revised July 2008 • Coordination between the school site staff and pro- Parent Involvement Commission gram staff enhances the academic components of the program by linking the school day and after-school The California State PTA believes that high quality curriculum. before- and after-school programs for all children and youth can provide engaging and enriching environments • Family involvement in planning is encouraged to that improve academic achievement. Statistics show ensure sustained youth participation and assure that that such programs also reduce truancy and juvenile the needs of each participant are met. crime. • Parent and community volunteers are an integral part The California State PTA recognizes that a range of of the program. before- and after-school programs is needed to serve children and youth from pre-school through high school. • Children and youth are actively involved in community Each program needs to be based on the particular programs and engaged in community service. needs of the young people in the community.

Advocacy California State PTA Toolkit – 2011 139 Staffing social emotional development and providing a sys- temic approach to prevention, early intervention, and • Staff-to-participant ratios are adequate to create posi- treatment of manifesting problems; tive relationships and mentoring opportunities between staff and participants. • Support research to enhance development and imple- mentation of a comprehensive and cohesive range of • Staff members have appropriate qualifications includ- interventions, promoting behavioral health and social ing the ability to provide tutoring and homework assis- emotional development and providing a systemic tance in accordance with the educational component approach to prevention, early intervention, and treat- of the program. ment of those manifesting problems. • Staff development is appropriate to program responsi- • Ensure interventions address external and internal bilities and is provided on an ongoing basis. factors contributing to behavioral health and social • Staff members are adequately compensated. emotional development concerns; • Job performance is evaluated on a regular basis. • Address problems equitably and ensure necessary interventions are provided and implemented in the Program Management least disruptive and least restrictive manner feasible, with a commitment to inclussionary practices; • Program management implements clear short- and long-term goals developed by the collaboration of key • Ensure protection of children, youth, and family rights stakeholders. related to decision making and access to information about intervention options and likely outcomes; and • Relevant policies and procedures are developed and implemented. • Support legislation that fully integrates school improvement policy and practice concerns related to • Fiscal oversight and sustainability are maintained. (a) promoting behavioral health and social emotional • Programs are continuously evaluated for effectiveness development and (b) addressing behavioral health through the use of multiple measures and result in and social emotional development and other external necessary program modifications. and internal barriers to learning and teaching. By supporting such efforts, PTA can help assure that schools and communities work together in a compre- 4.5.6 Behavioral health and Social Emotional hensive and cohesive manner to improve the well being development of children and youth, and their families, and enhance equity of opportunity for all children and youth to suc- Adopted January 1968 – Revised October 2010 ceed at school and in life. Health Commission The California State PTA believes greater awareness is needed in understanding issues related to behavioral 4.5.7 Character Education health and social emotional development. The California Adopted 1968 – Reaffirmed March 2008 State PTA further believes such concerns and other Education Commission external and internal barriers to learning and teaching must include collaboration within the school-community. The California State PTA believes the responsibility for Collaboration is essential in planning and implementing character education is shared by the home, the place of a full range of interventions to promote behavioral health worship, the school, and the community. In order to and social emotional development and provide a sys- build the foundations for the development of conscience, temic approach to prevention, early intervention, and research shows that in the early years it is critical for treatment of manifesting problems. each child to develop a close relationship with at least one person who is willing to celebrate the child’s life with The California State PTA supports efforts to: joy and tenderness and willing to make a long term • Promote and encourage support for the rights, dignity, commitment and the necessary sacrifices for the child’s and individuality of all human beings; health and well being. When parents and other family members consciously assume this responsibility, the • Ensure children and youth have access to and home stimulates effective development of attitudes and receive timely mental health diagnosis; values which are important to family living and which will be reflected in school and community behaviors. These • Provide information and education to understand and examples set by parents, religious leaders, teachers, sustain children, youth, and family behavioral health and community leaders have a profound influence on and social emotional development, and to counter the kind of person a child becomes. stigma related to problems; A character education curriculum should include the • Unite school and community resources to develop concepts of responsibility, respect, integrity, compas- and implement a comprehensive and cohesive range sion, understanding, honesty, justice, and courage, and of interventions promoting behavioral health and

140 California State PTA Toolkit – 2011 Advocacy Where We Stand: Position Statements should be developed in the context of the basic values • Be held fiscally and academically accountable to the which have personal day-to-day application. These con- parents and community by the local chartering entity. cepts should include: • Be subject to the same conflict of interest laws that • Respect for one’s own worth and dignity; bind other public school. • Respect for parents, teachers and those in authority; • Be located in facilities that meet state school building code standards and be compliant with the Americans • Development of self-discipline, self-responsibility and with Disabilities Act (ADA). civility to others; • Provide a curriculum that is aligned to the California • Respect for home, school and community members; state academic content standards and offers at least • Respect for all individuals and an understanding of the number of instructional minutes as required by the religious and cultural diversity; California State Education Code, and require students to meet the state’s minimum requirements for gradua- • Consideration of the rights of the group as well as of tion. the individual; • Follow all state and federal assessment and reporting • Development of integrity, honesty, loyalty, trustworthi- requirements and be held to or exceed the same ness, fairness and compassion; standards of academic accountability as all other pub- lic schools. • Development of self-discipline; and • Belong to a Special Education Local Planning Area • Ability to think independently, critically, objectively, and (SELPA) for special education funding purposes and creatively. provide special needs students with all services as set forth in their Individual Education Plan (IEP) and 504 accommodations. 4.5.8 Charter Schools • Hire teachers and administrators who meet the same Adopted March 2003 – Revised April 2010 credentialing requirements as those in other California Education Commission public schools. The California State PTA believes charter schools have • Encourage effective teacher preparation and ongoing a valid place in our public school system, because they professional development. can provide K-12 students and parents with expanded • Involve parents in meaningful decision-making. choices in educational opportunities and may serve as laboratories for programs that can be replicated in other • Maintain current student records, make student public schools. Public charter schools are most success- records available for inspection by parents and the ful when proposed, developed and evaluated in the chartering entity, ensure records follow a student who communities they serve. PTA recognizes that sufficient withdraws or is expelled from a charter school, and resources, including facilities, must be provided to char- notify the chartering entity when a student leaves the ter school students, and to the chartering entity respon- charter school for any reason. sible for oversight of charter school performance. PTA further believes that charter schools must not be operated by for-profit organizations, nor be affiliated with 4.5.9 Child Abuse a nonpublic, religious, or home-based school. Adopted March 1989 – Revised January 2011 PTA believes a charter school must: Community Concerns Commission • Be located within the same jurisdiction as its charter- The California State PTA believes children are the future ing district or county office of education. and must be protected from harm. PTA further believes all children are entitled to live and grow in an atmos- • Provide a healthy and safe learning environment for phere of love and respect, and no child should be sub- all children. jected to physical, psychological, verbal or sexual • Not discriminate against any pupil on the basis of abuse. PTA, as the state’s largest child advocacy orga- race, color, ethnicity, culture, national origin, religion, nization, must assume a leadership role to achieve gender, ability or disability, sexual orientation, lan- these goals. guage or socio-economic status, or immigration sta- The California State PTA advocates: tus. • Public education about the unmet needs of and public • Be publicly funded in a manner that is equitable to responsibility to children and families; and does not reduce resources for other public schools in the chartering entity. • Public education about the prevalence, causes, meth- ods of intervention and prevention of child abuse;

Advocacy California State PTA Toolkit – 2011 141 • Public education about programs and assistance • A policy that forbids the use of corporal punishment; available to victims and their families; • A written description of programs and services that • Parenting skills workshops and classes for parents includes an explanation of developmental appropriate- and teenagers; ness of activities and materials made available to par- ents/guardians and concerned agencies; • Public education for children on the identification of abuse and the survival skills they need to learn to be • An open door policy for parents/guardians and oppor- safe; tunities for parent involvement in all aspects of the program, including policy, administration and curricu- • Thorough implementation of state laws requiring lum; and school districts to provide training for school person- nel (including classroom aides, yard duty personnel • A parent/guardian education program provided by the and custodians) in the identification, prevention, treat- child care provider or by other qualified agencies. ment and reporting of child abuse; The California State PTA supports: • School, law enforcement, courts and social service agencies working cooperatively and acting promptly in • Uniform licensing standards for child care centers; handling cases of suspected child abuse; • Background and criminal checks on all personnel, vol- • Team-building workshops so active members in the unteers, and any other adults who may reside in the community can get acquainted with each other; facility; • Adequate funding for treatment centers and tempo- • Strengthening of the state’s facility inspection pro- rary shelters; gram; • Adequate funding and staffing for child welfare ser- • Child care homes to have liability insurance or a bond vices programs; and covering injury to clients and guests; • Anonymous telephone tip established and advertised • Crisis and natural disaster preparedness checklist for safe public reporting. given to all parents/guardians and posted at centers; • Personnel of child day care facilities (day care cen- ters, family day care homes and out of school youth 4.5.10 Child Care centers) to have current certification in preventive health practices including pediatric cardiopulmonary Adopted March 1989 – Revised March 2010 resuscitation (CPR) and pediatric first aid; Community Concerns and Parent Involvement Commissions • High standards for preparation and continuing educa- tion of child care teachers and providers, with the The California State PTA believes that provision of quali- state taking a leadership role in providing educational ty child care is a shared responsibility of programs for teachers and providers; parents/guardians, providers, appropriate governmental agencies, business and industry, and the community at • Adequate salaries for child care providers in order to large. PTA also recognizes the need for a wide variety of attract and maintain quality personnel; programs and services to address the diverse child care • Tax incentives for employers to provide on-site or off- needs of families throughout the state and the differing site child care and/or related options for employees, needs of children of various ages. including flex time, job sharing and/or use of benefit The California State PTA believes that the minimum indi- packages; cators of program quality include: • State and federal tax deduction credits for child care • A safe, secure, healthy, developmentally appropriate, costs; and stimulating environment (home-, school-, or cen- • Increased public and private funding for program ter-based) that enhances the physical, social-emotion- improvements and expansions; al, linguistic, cultural, creative and cognitive develop- ment of all enrolled children; • Increased cooperation between government, commu- nity, agencies and business in providing for child care • A current, valid state child care provider license; services that meet the unique needs of each commu- • Facilities appropriate to the type of care and ages of nity; children, including adequate indoor and outdoor • Public policy at state and local levels that includes space as defined in state licensing requirements; incentives for, and removes obstacles to, employer • Appropriate group sizes and teacher-child ratios; involvement in addressing the child care needs of working parents/guardians; • Providers who are adequately trained in early child- hood education and child development; • State support of high quality child care, including a wide variety of program types and services;

142 California State PTA Toolkit – 2011 Advocacy Where We Stand: Position Statements

• School- or community-based child care resource, • Trying multi-jurisdictional cases in only one jurisdiction; referral and provider centers that: • Allowing Out of Court Statements, videotaped state- - Serve as referral agencies for child care ments and/or depositions to be admitted as evidence; services within the community; • Allowing closed-circuit testimony, thereby ensuring - Are resources to support and monitor providers; and that a child is protected from direct confrontation with the accused; - Ensure quality care for preschool and school-aged children including children with special needs; • Permitting special methods of questioning of the child witness (requiring attorneys to remain seated during • Monitoring of recreational programs to ensure quality, questioning, allowing the judge to question the wit- safety, and adequate supervision of children; ness, limiting the time allowed for testimony); and • Policies that provide for and encourage unlimited par- • Altering the courtroom setting to make it easier for the ent/guardian access to the facility; and child to testify. • State leadership in providing parent education and support programs through public schools, community colleges, colleges, universities, and other appropriate 4.5.12 Chronic Illness Care in California organizations and agencies. Schools

Adopted January 2010 Health Commission 4.5.11 Child Victims/Witnesses Rights The California State PTA understands there are difficult Adopted May 1986 – Revised March 2004 challenges that families face every day to ensure that a Community Concerns Commission child with chronic illness and other healthcare needs The California State PTA believes it is important to receives appropriate care at school. reduce trauma in all phases of a child’s life including Many children are coming to school with a broad spec- trauma caused by actions pursued through the court trum of chronic illness and healthcare needs, and the system. PTA believes it is important to protect the rights numbers of those children continue to rise. Federal laws of child victims/witnesses at all times including, but not mandate that all children are entitled to a free and limited to, investigations and courtroom testimony. PTA appropriate educate (FAPE). The Individuals with believes it is important for child victims/witnesses to Disabilities Education Act (IDEA), federal, and state laws receive supportive assistance from trained personnel determine who will provide and how such services will throughout the course of any criminal proceeding. be provided, including – but not limited to – both the California State PTA believes that efforts should be assistance with, and the administration of, medications. made to advocate for and address the needs of child The California State PTA believes that parents and witnesses/victims by: school personnel should be trained and educated on the • Training law enforcement, legal and judicial personnel complexities of disease management for any student in appropriate and age-/ability-specific procedures for suffering from chronic illness. Students spend a large interacting with a child victim/witness in a respectful, portion of their day at school and it is vital that school compassionate and caring manner; staff who come into contact with these students have a thorough understanding of their illness in order to • Ensuring a child’s right to have access to assignment ensure appropriate care. of a trained child advocate to protect his/her interests; The California State PTA supports solutions that enable • Permitting support attendants for the child throughout all children with chronic illness and other healthcare the court proceedings; needs to be safe in California schools. All children deserve the safest and most appropriate care, including, • Providing appropriate treatment services and a list of but not limited to, administration of medications, from available resources/referrals; licensed personnel, working within their scope of prac- • Guaranteeing child victims/witnesses the rights of pri- tice, who can assess and appropriately provide neces- vacy and confidentiality; sary medical services and care according to state law. • Questioning a child in a manner appropriate to his/her chronological and/or mental age; • Minimizing the number of interviews and investigations;

Advocacy California State PTA Toolkit – 2011 143 4.5.13 Credentialed School Personnel • A requirement that all credentialed school personnel meet standards for ethical behavior and demonstrate Adopted March 1984 – Revised April 2010 respect for students and others; Education Commission • An understanding that employment is contingent upon The California State PTA believes all students shall have meeting clearly established performance standards access to well prepared, effective, and highly qualified and fulfillment of continued professional growth teachers, administrators and certified staff in the public requirements; schools of California. PTA supports high standards for all credentialed school personnel working with students • Ongoing constructive and systematic evaluation pro- beginning with quality comprehensive preparation pro- grams for all credentialed school personnel; grams for both teachers and administrators. PTA • Appropriate staff development for all credentialed believes that in order to attract and retain qualified peo- school personnel that will answer the professional ple to teaching, high standards must be accompanied needs of the individual and the individual school site; by competitive salaries, support services and ongoing professional development. • Certification programs and ongoing staff development that enables teachers and administrators to work PTA believes there must be: effectively with all parents/guardians and with service • Increased capacities of universities to prepare suffi- providers to meet the needs of our diverse student cient numbers of certificated teachers for public population; schools; • More options available to paraprofessionals and sub- • Careful screening of candidates for all credential pro- ject matter experts who are actively seeking proper grams at institutions of higher education to ensure certification; that candidates demonstrate a strong potential for • A longer instructional school year and instructional teaching; school day to provide increased time for both staff • Emphasis on quality training programs for each level development and for student-teacher contact/instruc- of credentialing; tional time; and • Training in strategies for working with • Practical experience/application required during the parent/guardians and the community to encourage undergraduate courses. their full participation in the educational process as an integral part of all teacher/administrator certification programs; 4.5.14 delinquency Prevention

• An emphasis on recruiting candidates with a willing- Adopted March 1974 – Revised March 2004 ness to work with the diverse constituencies, chal- Community Concerns Commission lenges and needs of California’s public schools; The California State PTA believes that every child • Teachers and administrators who reflect California's should have the opportunity to become a self-respect- diverse ethnic and cultural backgrounds; ing, contributing member of society. For a variety of rea- • Pre-intern and intern programs for prospective sons, some children find themselves “at risk” and as a teacher credential candidates that provide guidance, result, the normal sequence of events for living a law- counseling and support services by assigned men- abiding life is threatened. tors; In order to assist these “at risk” children and youth, • Alternative methods of certification that ensure quality delinquency prevention programs must be developed of instruction by requiring applicants to meet initial and implemented in communities. Programs should competency requirements and to complete an equiva- invest in effective locally-based strategies and expand lent course of teacher preparation within a specified opportunities for youth to participate in structured activi- time period; ties with adult supervision outside school hours. • Background checks in the hiring and assignment Reducing delinquency and youth violence should be the processes for all credentialed school personnel; primary goal of any prevention program. Every effort should be made to develop and implement delinquency • Work assignments based on the subject of a prevention programs that enhance the living environ- teacher’s credential, determined by such processes ment by fostering positive social interaction, encourag- that are compatible with preserving the integrity of the ing strong bonding within the family and creating attach- instructional program; ments within the community. • Appropriate support for beginning teachers and Many different approaches can work to prevent delin- administrators; quency. Specifically, prevention programs should: • Address the highest priority problem areas, at appro- priate developmental stages, and identify strengths

144 California State PTA Toolkit – 2011 Advocacy Where We Stand: Position Statements

(risk factors and protective factors) to which children • Appropriate staff development opportunities, including in a particular community are exposed; a multicultural component, should be provided locally to assist teachers who instruct limited- and non- • Focus most strongly on populations exposed to a English speaking students; number of risk factors; • Local school districts must develop policies for and • Address multiple risk factors in multiple settings, such methods of achieving the above goals, and financial as family, schools and peer groups; resources must be provided to districts for students to • Offer comprehensive interventions across many sys- achieve proficiency; tems, including health and education, and deal simul- • Local school districts should evaluate their language taneously with many aspects of juveniles’ lives; acquisition programs regularly and report findings to • Provide intensive contact with at-risk juveniles, often the community; involving multiple contacts per week or even on a • Parents have the right and the responsibility to partici- daily basis; pate in all decisions regarding the placement of their • Build on juveniles’ strengths and create opportunities children in any program and must have recourse to an for physical, social, mental and emotional develop- appeals process; and ment that fosters the expansion of positive self- • Adequate, objective and language-appropriate infor- esteem; mation is available to parents so they can make • Deal with juveniles in the context of their relationship informed decisions and be effective partners in their to and with others, rather than focus solely on the children’s education. individual; † See related position statements: Education: Categorical Programs, Funding of Mandaged Programs: Effect on Public Education. • Include the participation of parents and/or guardians in development and implementation and contain a

component of parental education, support and infor- † mation on how to deal with “at risk” children and; 4.5.16 Education: Categorical Programs • Utilize the available community intervention programs Adopted March 1993 – Revised April 2010 through coordinated cooperative endeavors with law Education Commission enforcement and social service agencies. The California State PTA supports the development and The California State PTA believes that through a respon- implementation of categorical programs* to meet the sive network of community-based services the obstacles educational needs of all students, including students faced by our most vulnerable children and their families with special needs such as physical and learning dis- can be overcome, their needs can be met and they can abilities, limited English proficiency, and economic dis- flourish as responsible, contributing members of society. advantages, and gifted and talented children and youth. PTA believes this can be accomplished by the use of restricted categorical funding streams that meet specific education/instructional goals. PTA further believes the † 4.5.15 Education of English Language Learners legislature and the California Department of Education must establish clear guidelines and accountability stan- Adopted November 1985 – Reaffirmed April 2010 dards for categorical programs. To ensure that the focus Education Commission on student learning is maintained, laws and regulations The California State PTA believes English language for categorical funding in school include: learners must be provided an education that will allow • Responsible fiscal planning and consistent program them the opportunity to acquire the skills necessary to accountability measures, which build on the state’s realize their full potential. existing accountability system and ensure that funding The California State PTA further believes: is expended for the intended purposes and outcomes established for each categorical program; • The primary purpose of any language acquisition pro- gram for limited- and non-English speaking students • Fiscal accountability standards to ensure that services should be to make a successful transition into English to the category of students generating the categorical so they may progress well in the regular education funds are safeguarded; program; • Parental information guidelines that ensure • The accurate assessment of each student’s English parents/guardians are informed of program options and native language and academic skills is necessary and are included in the decision-making process to ensure placement in the program that best meets regarding the educational needs of their children; the educational needs of that student; • Periodic review of the effectiveness and need of each • English Language Learners should be served by categorical program. appropriately credentialed staff;

Advocacy California State PTA Toolkit – 2011 145 PTA also supports flexibility in funding, often referred to PTA strongly believes that every student who meets the as block grants,** based on measurable, enhanced stu- established eligibility requirements must be allowed dent learning. However, PTA believes that stringent access to the appropriate level of California’s system of guidelines and accountability standards must be estab- higher education; financial hardship should not prohibit lished for any system granting program flexibility to eligible students from attending institutions of higher schools and school districts. PTA would oppose block education and efforts should be made to provide finan- grant proposals that eliminate the targeted purpose of cial assistance to students. categorical programs created to address specific needs not being met at the state and local level. In order to PTA supports increasing the number and amount of ensure that student needs continue to be met, guide- state and federal grants for students facing financial lines for establishing block grants should include: hardships, simplifying the application process for all forms of financial aid, improving the access to informa- • The grouping of programs that incorporate similar tion on postsecondary financial aid, and expanding characteristics or serve similar groups of students; access to in-state tuition levels for California residents. • Recognition that students with special needs, such as PTA further believes that schools and colleges should disabled or disadvantaged children need additional work together to facilitate articulation from secondary to resources to meet state standards for student higher education. achievement; The California State PTA recognizes that California’s • Fiscal and program accountability standards that institutions of higher education are vital to preparing ensure funds are spent for the purposes and out- qualified educators for California’s public schools. comes intended for the programs within the block Californians must ensure that public schools of educa- grant; tion have the resources to produce the teachers and administrators needed to staff pre-K through grade 12 • Sufficient planning time to provide for the transition public schools, and to prepare experts in the field of from individual categorical program delivery to a block teaching and learning. grant system, including time to inform parents/guardians of program changes and to include The California State PTA supports adequate funding for them in any decisions that affect the education of their California’s system of higher education to ensure that children. eligible students have access to a higher education and that California provides the qualified educators needed *The term “categorical program” is not defined in state for our public schools. law, but generally refers to a funding program that con- ditions the receipt of funds on a “category” of expense including, but not limited to, such programs as special education, staff development, instructional materials, 4.5.18 Education: Opposing Vouchers, Tuition and class size reduction. Tax Credits and deductions as Systems of Education Aid **The definition of “block grant” is not defined in state law, but usually refers to funds that were once categori- Adopted November 1991 – Revised July 2008 cal, but have been “decategorized” so funds can be Education Commission used at the discretion of the receiving school or school district. The California State PTA opposes any education vouch- er proposal that would divert public funds to private † See related position statement: Funding of Mandated Programs: Effect schools. The California State PTA also opposes tuition on Public Education. tax credits and deductions for elementary and sec- ondary school tuition and other education-related expenses. These funding methods would have a detri- 4.5.17 Education: higher Education mental effect on our public school system. Adopted April 2005 – Reaffirmed April 2010 The California State PTA recognizes that changes must Education Commission be made within the public schools to provide an equi- table and excellent educational opportunity for every The California State PTA believes that California’s sys- child. However, vouchers, tax credits, deductions and tem of public higher education, including community col- other diversions of public funds do not provide the leges, the California colleges, the California State means for bringing about improvements in our public University, and the University of California, plays a criti- schools. cal role in the economic and cultural vitality of our state and nation. Investment in students’ postsecondary edu- The California State PTA supports our system of public cation enriches the lives of all Californians, and provides education as the major vehicle for preparing children for skilled workers to meet the needs of California’s global the future perpetuating the basic values of a democratic economy. system of government. This system must be strength- ened, must continue to be accountable to the public and must be supported by adequate public funds.

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4.5.19 Education: Parental Choice in Public government. A strong public education system is vital to Schools California’s well-being in a global society.

Adopted January 1989 – Reaffirmed April 2010 The California State PTA believes that three key compo- Education Commission nents to excellence in our public system of education are parental and community involvement, competent The California State PTA believes it is important for par- and caring educators, and adequate funding. ents, educators, and community members to acknowl- edge that no one educational program is best for all stu- The California State PTA supports strong parent involve- dents. Schools and parents together must address the ment programs in all public schools. Research shows different ways students learn and how the public school the more involved parents and community members system can provide the best education for all students. become in working with and supporting their schools, PTA supports public education, and has historically the higher the quality of education and the greater the opposed and continues to oppose any tuition tax credit opportunity for student success. system or voucher that would allow public funds to flow The California State PTA believes that educational to private/parochial schools. opportunities for students are dependent on the quality PTA supports parental choice within the public school of instructional programs and personnel. California State system. Parental choice may be defined as giving par- PTA supports professional excellence of teachers and ents the right to select their children’s schools from administrators in their preparation, recruitment, profes- among a range of possible options. The California State sional development and retention. PTA believes options can be created within the public The California State PTA recognized that excellence in school system. PTAs should work with their local school education will cost money. All levels of government, districts in seeking creative ways of providing alternative local, state and federal, must share in providing ade- programs. PTA believes that parental choice should be quate funding for our schools. based on the educational needs of individual students with consideration for the child care needs of families. In order to strengthen our public schools and provide every student with an equitable and excellent education, Any system of “choice” supported by the California State the California State PTA believes that parent(s) and PTA must meet the following criteria: employee organization(s) rights and responsibilities • Availability of adequate and objective information, in a must be exercised. They should work to ensure that: variety of languages as needed, about all public • The community sustains a viable public school system; schools so that parents can make informed decisions about their children’s schooling; • Parents have the opportunity for involvement in their children’s school; • Student admission is based on a fair, equitable and timely process at all schools; • Appropriate transportation is provided for students to ensure equity; • Equal access to educational opportunities including standards based curriculum and instruction, and high • Specialized schools provide for a fair selection expectations for student achievement; process; • Racial/ethnic/socioeconomic diversity of receiving or • Standards governing school curricula, personnel and sending schools/school districts must be considered student performance provide access to equal opportu- and maintained; and nities; and • Parents have opportunities for meaningful involve- • Adequate, objective and language-appropriate infor- ment in their children’s schools. mation must be made available to parents so they can make informed decisions and be effective partners in PTA encourages parents to work with their school dis- their children’s education. tricts to develop enriching educational opportunities and instructional programs for all students. Strengthening the public schools requires that all Californians work together and provide support for our public school system. The priority of California must be 4.5.20 Education: Support of Public Education children and public education.

Adopted October 1991 – Reaffirmed April 2010 Adapted from the National PTA Board of Directors Education Commission Statement, Support of Public Education. PTA supports and encourages excellence in public edu- cation and has since its founding in 1897. The California State PTA believes that public education provides a common experience for building and maintaining a com- mitment to the basic values of a democratic system of

Advocacy California State PTA Toolkit – 2011 147 4.5.21 Education: The Early Years, Ages 3 to 6 4.5.22 Education: The Elementary Years, Ages 6 to 10 Adopted March 1988 – Revised April 2010 Education Commission Adopted April 1990 – Revised July 2008 Education Commission The California State PTA recognizes the significant posi- tive or negative impact early education experiences The California State PTA recognizes that children in the have on a child's self-esteem, social competence and primary and elementary grades have an abundance of readiness to achieve academically. It is at this time in physical and intellectual energy, and that their physical their lives that children acquire their knowledge about and emotional growth, intellectual gains and shifting the physical and social worlds in which they live. interests vary widely and develop unevenly. With few exceptions, every child is able to learn when his/her The California State PTA believes that all children ages individual capability is recognized and his/her develop- three to six should have the opportunity to experience ing self-concept is carefully nurtured. learning that is developmentally appropriate. There are certain components that are essential to any education The California State PTA believes that the elementary program if children are to become successful learners. school must provide the environment, resources and structure that will enable each child to be a successful These components include, but are not limited to: learner and to develop a positive self-image. Schools • An age-appropriate curriculum that provides physical, must effectively align standards, curriculum, assessment intellectual, social and emotional experiences for the and accountability to ensure all students meet or exceed individual child; grade-level academic content standards. Components of a productive learning environment include, but are not • Teachers with specialized early childhood training and limited to: commitment who understand how young children learn and know how to provide the appropriate cur- • A challenging and integrated curriculum that allows riculum; children to be engaged actively in the learning process; • A flexible educational setting where each child’s growth and maturity determines his or her pace for • Academic activities that lead to understanding of advancement; and course content while encouraging proficiency in basic skills and development of critical thinking skills; • A strong parent involvement component designed to • A comprehensive arts education curriculum; - Enable parents to enhance the child’s development at home by providing parents with the knowledge • Flexible teaching strategies and flexible groupings needed to be their child's first teachers, emphasiz- that include children with varying achievement and ing the importance of the first five years on chil- ability levels, as appropriate, to ensure that each stu- dren's long-term education success; dent achieves maximum potential; - Help parents understand the age-appropriate well- • Intervention strategies including counseling, and rounded environment and the functions of the var- appropriate resources to provide needed assistance ied activities provided at school; and for students identified as not meeting grade-level aca- - Empower parents as advocates for implementation demic content standards; of an age-appropriate well-rounded educational pro- • Activities that teach students to become responsible gram for all students. members of the community; • Public schools prepared to meet all students’ needs • Strategies and resources to help every student devel- as they enter kindergarten by collaborating with pre- op a positive self-image and to combat the causes of school programs and parent/guardians in developing at-risk behaviors; and transition plans. • Parent involvement that emphasizes The California State PTA recognizes on-going fiscal con- straints on public education K-12. Therefore, PTA sup- - Communication and collaboration with school staff ports the concept that creative solutions can be found to in order to develop mutual understanding; finance education for ages three to six through a com- bined use of public and private funds. - An understanding of the “parent as partner’’ role in areas such as homework, school progress, testing programs, academic and career planning; and - Empowering parents to be advocates for their own children’s educational needs.

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4.5.23 Education: The Middle Years, • A variety of staff development options to enable Ages 10 to 14 teachers to gain the skills to use those teaching strategies that have proven effective with students of Adopted January 1989 – Revised January 2009 this age group; Education Commission • A comprehensive and flexible guidance/counseling The California State PTA recognizes that young adoles- plan to pursue career and educational goals that is cents have special needs. Early adolescence is a time developed with students and their parents; of rapid physical, emotional, social, and intellectual changes. These years serve as a transition, the vital link • A student advisement program, in addition to program between childhood and older adolescence. counseling services, that provides students a one-on- one relationship with a caring adult throughout the The California State PTA believes that schools for the middle grade years to assure continuity in providing middle grades must: advice on academic, personal and peer-relationship matters; and • Provide an environment for successful transition from elementary to middle grades to high school by • A strong parent education/involvement program acknowledging that the personal developmental designed to needs of adolescent students must be addressed in order to open the way for academic achievement; – Help parents understand the physical, social, and intellectual needs of young adolescent students, • Have a commitment to and a sincere concern for its and how the school may assist in meeting these students; needs; • Create a student centered environment where staff – Assist parents to understand the importance of the encourages each individual student to feel a sense of development of an educational plan that ensures “connectedness” to the school; academic growth and a successful transition from school-to-work; • Provide students access to high quality, standards- based core curriculum; – Give parents meaningful roles in school governance; • Provide a nurturing environment with ready access to – Communicate with families about the school pro- counseling; gram and students’ progress; and • Create and sustain a safe and healthy school environ- PTA further believes that all education stakeholders are ment; and accountable for ensuring that all children have the opportunity to reach their full potentials. • Create opportunities for families to support the learn- ing process at home and at school.

PTA further believes there are certain components that 4.5.24 Education: The high School Years, are essential to middle grade educational programs Ages 14 to 18 including, but not limited to: Adopted April 1991 – Revised January 2009 • A configuration that groups grades 6, 7, and 8 or the Education Commission creation of a “school-within-a-school” for those grades; The California State PTA believes the future of our country depends upon how well we educate our stu- • A daily schedule that allows for blocks of instructional dents. We must ensure that all students, English and time to accommodate interdisciplinary team teaching non-English speaking, have equal access to academi- and the integration of core curriculum subjects in cally rigorous instructional programs that foster the abili- groupings with instruction that meets the academic ty to think critically and solve problems. Students should needs of all students; leave high school with a body of knowledge that opens • A credentialed staff (teachers, counselors and admin- the door to continued education, the world of work and istrators) who lifelong learning. We must prevent students from drop- ping out of school. High schools must offer the most – Are committed to working with middle grade stu- comprehensive and diversified education possible. dents; The California State PTA believes parent involvement – Are qualified to teach young adolescents and who should not end when the student enters high school. It have been specially prepared for assignments to is vital that parents must continue to take an active role the middle grades; in helping their child succeed. – Make decisions on instructional programs that Therefore the California State PTA supports a strong enhance the intellectual and emotional development parent involvement component with school practices of all students. that are designed to:

Advocacy California State PTA Toolkit – 2011 149 • Welcome and empower parents, to work collabora- • Opportunities for career technical education to serve tively with students, teachers and administrators to the needs of all students†; make decisions and to share in setting the goals and direction of the school, thus promoting improved cur- • School opportunities for students to participate in riculum, better teaching and high student achieve- community service; ment; • Quality co-curricular and extra curricular activities and • Assist parents, teachers and administrators in com- programs, such as but not limited to athletics, visual, municating and becoming aware of one another’s performing arts or leadership training. roles regarding student achievement; and †See related position statement: School-to-Career Technical Education (4.5.69). • Provide multiple opportunities for parents and stu- dents to access the resources on graduation require- ments, college entrance requirements and career opportunities. 4.5.25 Energy Conservation The capability to build a student's sense of belonging is Adopted May 1981 – Reaffirmed January 2011 a fundamental step in shaping a high school. A sense of Community Concerns Commission belonging can help to instill values and improve learn- The California State PTA recognizes that present condi- ing. Certain components are essential to effective high tions necessitate the development of alternative school education programs. sources, conservation, and the setting of priorities for These include but are not limited to: uses of energy. Decisions regarding the type and loca- tion of alternative energy sources have environmental, • A belief by teachers, administrators and counselors social, political, and economic consequences in commu- that every student has the ability to learn and will be nities. In the search for and development of energy encouraged to achieve his or her highest potential; alternatives, environmental factors must be balanced with energy needs to ensure present and future genera- • Student access to high quality standard based core tions their right to live in a safe and healthy community. curriculum, advanced level courses and the arts; The California State PTA believes: • A high quality, diverse instructional program whose delivery allows students to make connections • Alternative sources of energy should be encouraged. between classroom learning and its application to real PTAs at all levels should promote public awareness life situations; programs to keep their members and the community informed about current technological advances and • Teachers who use relevant innovative instructional proposed sites for energy generating facilities; strategies that engage students in active learning that prepares them with the knowledge and life skills they • The PTA should work with other community groups in need to be productive, contributing adults; developing the awareness, knowledge and skills nec- essary to participate intelligently in the solution of • Counseling and guidance assistance to help students short- and long-term energy problems; make informed decisions that meet their individual needs; • Each school should be urged to set an example of energy awareness, conservation and management; • A setting that allows for alternatives to the traditional school; • The PTA should encourage participation in communi- tywide public awareness education regarding the ben- • Effective high school drop out prevention and inter- efits of recycling; and vention programs to provide: • Schools should be encouraged to implement the – Collaboration with community agencies; Education Code provisions concerning environmental – Community service and effective co-curricular activi- instruction designed to teach students to value and ties; conserve natural resources. – School-business partnerships and internships; – Classes in life skills to prepare students for parent- 4.5.26 Energy drink and Coffee Beverage hood, for decision-making, and recognizing the con- Awareness sequences of choices; Adopted January 2009 • Diversity awareness integrated into the curriculum; Health Commission • Opportunities for all students to have access through- The California State PTA encourages parents to learn out the curriculum to the study of technology, its appli- more about the short and long term effects of caffeine cations, and the use of technology as a tool; on the health and well being of children and youth. Energy drinks are usually a mixture of caffeine, guarana, taurine, carbohydrates, B-Complex and gluconolactone.

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These as well as coffee beverages have become very safe, it is better to err on the side of caution and avoid popular with children and youth in recent years. Caffeine exposure. itself is not a harmful substance, however, taken in large amounts it can be considered dangerous. California State PTA recognizes that protecting the envi- ronment and human health is a complex, interconnected Health concerns may include: and perpetual endeavor. PTA encourages schools, fami- lies, and communities to support environmental deci- • Dental erosion sion-making processes that are open to all and that are • High blood pressure based on stewardship of the environment and concern • Gastrointestinal disorder for the people who live in it, especially the most vulnera- ble, our children. • Shakes, tremors and chills • Nausea and vomiting • Agitation 4.5.28 Equal Rights • Disruption in the classroom Adopted 1983 – Reaffirmed January 2009 • Dehydration Legislation Committee • Dizziness The California State PTA believes all children and youth • Irregular heart beat should have equal opportunities to develop and reach their maximum potential. The California State PTA is Energy drink labels often state that they are not recom- dedicated to the principles of equal justice, equal privi- mended for children, but sales of the drinks are not leges, equal opportunities and equal responsibilities for restricted by age as are products that contain tobacco all individuals in every phase of life. Therefore, the and alcohol. California State PTA supports equal rights for all. The California State PTA believes it is important for par- ents to monitor and understand the effects of energy drinks and coffee beverages on children and youth. 4.5.29 Evaluation of Teachers

Adopted March 2011 Education Commission 4.5.27 Environmental health and Environmental Education California State PTA believes that every student deserves highly qualified and effective teachers, so that Adopted March 2007 all students can learn and develop critical skills that pre- Health Commission pare them to be college- and workforce-ready. The The California State PTA believes all children and youth California State PTA believes that the evaluation of have the right to live and attend school in a healthy teachers should measure both student learning and environment free from avoidable environmental hazards. teacher effectiveness. The California State PTA seeks to educate its members The California State PTA believes that meaningful to recognize the importance of a healthy environment teacher evaluation should be transparent and provide all and the potential dangers that environmental contamina- teachers with clear expectations and regular feedback tion poses for children's developing minds and bodies. that helps them grow as professionals. PTA supports the implementation of a comprehensive K- Any teacher evaluation system should establish clear 12 environmental education curriculum for all students. criteria and measures that must be included in all To protect the environment and human health, PTA teacher evaluation systems, should allow individual urges its members to become knowledgeable about the school districts the flexibility to devise a system that environmental conditions in their schools and communi- meets the needs of their pupils, teachers, administrators ties and about current efforts to protect or improve the and parents. local environment, both indoors and out. The evaluation process should consist of multiple mea- PTAs are urged to work with their local school health sures available to the public to determine teacher effec- councils and school wellness programs to develop and tiveness through student academic performance, and implement tools that will help them assess and address identify areas in need of professional development and unhealthy environmental conditions in schools and com- teacher support. munities. Such conditions may include indoor air quality, Multiple measures should include, but are not limited to: high lead levels in water, exposures to pesticide drift in agricultural communities, and proximity to waste inciner- • Formative and summative assessment of student per- ators. formance, district and state tests, classroom work, class room participation, student grades, and student PTAs are urged to consider the precautionary principle projects and portfolios. that states that in the absence of proof that something is

Advocacy California State PTA Toolkit – 2011 151 • Evidence of high expectations, high student perfor- • Develop and implement programs utilizing all avail- mance and engagement. able funding sources to provide rental and individually owned single- and multi-family housing for low- and • Evidence that teachers are engaging parents and moderate-income families. guardians in the student’s education. • Affirmation that there is differentiated instruction to meet the needs of all learners. 4.5.31 Family Planning

• Evidence of culturally responsive instruction to meet Adopted January 1966 – Reaffirmed October 2008 the needs of all students to help eliminate the Parent Involvement Commission achievement gap. The California State PTA believes there should be equal • Affirmation of teacher collaboration through profes- access to family planning guidance and services regard- sional learning communities, articulation between less of the economic or geographic circumstances of grade levels, and participating in ongoing staff devel- any family or individual. PTA further believes persons opment. seeking family planning should be able to receive those services compatible with their beliefs and needs. • Teacher self-assessment based on state, district and county office standards. In cooperating with community programs for family plan- ning, PTA expresses its concern for maternal and child • Multiple types of observations by the designated health and responsible parenthood necessary for the administrator, including but not limited to: formal and creation of a secure family atmosphere. informal classroom visits, one-on-one discussion with the teacher, classroom materials and course of study review, and parent and student feedback. 4.5.32 Family Responsibility and Accountability • Evidence that there is consistent collaboration with staff, parents/guardians, students and administrators. Adopted March 1989 – Reaffirmed July 2008 Parent Involvement Commission The California State PTA believes that the evaluation of teachers must occur in a planned, regular, and ongoing The California State PTA believes all children and youth manner that promotes teacher competency and effec- are entitled to equal privileges, equal justice, and equal tiveness, and student academic growth. opportunities. In order for children to develop into mature, productive adult citizens, PTA believes they need: 4.5.30 Fair housing • Stability in their family settings; Adopted May 1981 – Reaffirmed January 2011 • Physical and emotional support conducive to healthy Community Concerns Commission growth and development; The California State PTA believes: • Financial support to meet basic needs and, to the extent possible within the family’s means, to enrich • All families need to have access to safe and afford- the child’s development. able housing; The California State PTA believes the family is the basic • There is necessity for enactment and enforcement of unit in our society responsible for the support and nur- laws to end discrimination in the marketing, sale turing of children. PTA further believes that both par- and/or rental of housing; ents/guardians, whether living together or apart, have • Encouragement should be given to the formation of joint responsibility to support and educate their children, broadly based community action groups to promote and to promote optimal development of each child. This citizen understanding of housing issues and involve- means: ment in advocating programs that will meet the hous- • Support of children until age 18; ing needs in their communities; and • Support of children (until age 22) who are unmarried • Encouragement should be given to the development or otherwise unemancipated and who are students in of rental and individually owned homes for low- and good standing, attending high school or an accredited moderate-income families and that such housing institution for higher learning or vocational training. should not be isolated within local communities. PTA supports programs that hold parents/guardians PTAs should encourage city councils, county boards of accountable for meeting these responsibilities. supervisors, and city and county housing authorities to • Adopt and implement balanced community policies that stipulate a mix of housing types as well as provi- sions for the development of housing for low- and moderate-income families;

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4.5.33 Family Services resale of accessories and ammunition designed for assault weapons; Adopted May 1966 – Reaffirmed July 2006 Community Concerns Commission • Ban the manufacture, sale or possession of “junk guns”/Saturday night specials; The California State PTA believes that children should not be deprived or penalized because of the family situ- • Ban armor-piercing ammunition; ation in which they live. • Control the illegal possession of firearms and other California State PTA supports: lethal weapons on school campuses. • Coordination of health, welfare and educational ser- The California State PTA further supports: vices to meet family needs; • Education programs that stress the importance of • Programs that provide education and training to firearm safety and awareness, including the risks of enhance parenting skills to meet the needs of individ- unsecured firearms in the home, and the use and ual families; availability of firearm safety devices, including trigger locks; • Services that enable children with special needs to take advantage of all educational opportunities; • Education programs to inform parents and community members about the harm and injury handgun violence • Services for children whose parents are incapacitated inflicts on children and youth; or temporarily absent from the home, who have been separated from their families; • Public awareness campaigns regarding the impor- tance of legislation for the safety and protection of the • Programs and services for individuals and families public, especially children and youth; who are touched by the juvenile justice and foster care systems; and • Efforts to seek and support legislation on the safety and protection of the public, including children and • Full funding for mandated programs. youth. The California State PTA believes every child has the right to be provided the opportunity to become a self- respecting, contributing member of society. 4.5.35 Freedom to Learn Adopted January 1966 – Reaffirmed April 2010 Education Commission 4.5.34 Firearms and Assault Weapons In a free society, public schools, universities, colleges Adopted July 1990 – Reaffirmed January 2011 and libraries exist, in part, for the development and Community Concerns Commission exchange of ideas. The California State PTA believes these institutions can accomplish this objective only by The California State PTA has a long history and proud assuming their responsibility to provide opportunities for tradition of supporting legislation and programs for the each individual to rid himself of the bonds of ignorance safety and protection of children, youth, and families. and the restrictions of prejudice, without intimidation. The California State PTA supports state and federal leg- islation and restrictions that would: The California State PTA believes: • Require a firearm licensure procedure that includes a • Schools and colleges should offer a wide range of waiting period and background check to screen out learning experiences appropriate to the student’s intel- illegal firearm purchasers such as convicted felons lectual, physical and emotional maturity; and drug-related offenders; • Libraries, technology and all other types of instruction- • Require a firearm licensing procedure that includes al resources should be adequate in quality and quan- proof of passing a state-certified course in appropriate tity to provide for scholarly research; firearms use and safe handling practice; • An educational environment should stimulate full • Require safety devices, including childproof trigger investigation of all aspects of a subject with freedom locks, on all firearms offered for sale, delivery or trans- of inquiry and freedom of discussion; fer; • Full opportunity should be provided for each individual • Prohibit sale and possession of assault weapons for to determine his own opinions. non-military/non-law enforcement use and require a registration process for those persons who now legal- PTA is concerned that the development of positive atti- ly own such firearms; tudes and deep understanding be based on factual information and fundamental concepts. Education • Prohibit for non-military/non-law enforcement purpos- should be free from the kinds of emotional pressures es, the manufacture, importation, possession, sale or which tend to restrict freedom of reason and choice.

Advocacy California State PTA Toolkit – 2011 153 4.5.36 Funding of Mandated Programs: 4.5.38 health Care Access for Children, Youth, Effect on Public Education† Pregnant Women, and Their Families

Adopted March 1983 – Revised April 2010 Adopted March 1992 – Reaffirmed January 2009 Education Commission Health Commission The California State PTA believes it is essential to The California State PTA understands the importance of appropriate adequate resources to fully fund all mandat- good health to a child’s quality of life and believes that: ed programs and services. Since school districts are legally obligated to implement all mandates, enactment • A child’s health and well-being begin prior to birth; of such laws without sufficient funds for total implemen- • Appropriate, timely health care is necessary for each tation imposes severe fiscal constraints on the overall child to have the opportunity to develop to his or her educational program of the district. fullest potential, both physically and mentally; and †See related position statements: Education: Categorical Programs (4.5.16); Education of English Language Learners (4.5.15); and • Children, youth, pregnant women and their families Special Education (4.5.71). are entitled to appropriate, confidential, and timely health care. The California State PTA recognizes that: 4.5.37 Gang Awareness • A child’s ability to learn is directly related to his or her Adopted May 1989 – Reaffirmed January 2011 state of health and that inadequate health care can be Community Concerns Commission a barrier to education; The California State PTA recognizes the harmful impact • Basic preventive health care can prevent permanent of gangs on our children and youth. Gang participation disability or lengthy remediation, and is a cost-effec- is increasing at an alarming rate in California. tive use of health care dollars; and Throughout California, gang members recruit, threaten, • Current statistics indicate that many children and fam- harass, and coerce children into joining gangs. Gangs ilies in the United States have no health insurance, usually cause children to avoid family members, friends, either public or private. school and extracurricular activities, and membership leads to behavioral changes. Children and youth who The California State PTA supports efforts to provide join gangs often become involved in criminal activities. equal access to quality, affordable basic preventive health care for all children, youth, pregnant women, and Education is the first and most important step in aware- their families. ness of gangs and gang activities. Parents armed with such basic knowledge are better able to protect their children from gang involvement. 4.5.39 health Education PTA advocates: Adopted January 1968 – Revised January 2005 • Partnering with local law enforcement agencies to Health Commission obtain current information regarding gangs and gang activity in the community; The California State PTA is concerned for the health and well-being of all children and youth. The California State • Educating parents about gangs; reasons why juve- PTA believes that comprehensive health education is niles join, recognition of gang characteristics and sym- essential for each child to develop to his fullest potential. bols, current trends and how to steer their children The California State PTA believes that comprehensive away from gangs; health education includes physical, mental, emotional, and social well-being. • The adoption and the implementation of school district policies designed to protect children, youth, and staff The California State PTA also believes that the home, from gangs; and the school, and the community each bear some respon- sibility for the health of all children and youth. This • Developing community partnerships to mobilize local shared responsibility should provide: actions and resources to create positive alternatives to gang involvement. • Comprehensive health education for all children and youth;† • School curriculum and instruction related to good health and prevention of disease; • Children and youth with the ability to make intelligent decisions that will develop and maintain good health habits;

154 California State PTA Toolkit – 2011 Advocacy Where We Stand: Position Statements

• An awareness of individual, family, and community Typical interpersonal behaviors should reflect and sup- health needs; and port the following values (applicable without regard to differences in respect to rank, class, age, race, gender, • Statewide health standards, accountability and testing. disability, or sexual orientation): respect, courtesy/civility, The California State PTA believes that a strong, compre- appreciation, empathy, trust, inclusion and consultation. hensive program of health education taught by qualified The United States is a product of immigration and the personnel should be an integral part of the core school cultural pluralism of its people. It consists of a multitude curriculum. of diverse ethnic, racial and religious groups that share † PTA supports the right of a parent to be notified about any course of in common American citizenship, a democratic way of study regarding sex education and to review the curriculum materials to life and values which stress the worth and dignity of the be used. PTA further supports the right of a parent/guardian to request individual. in writing that his/her student be excused from such a course of study. The California State PTA welcomes diversity as an opportunity for teaching, developing and promoting mul- 4.5.40 homeless Families/Children ticultural competencies and understanding. Racial, eth- nic, gender, sexual identity, disability, religious and other Adopted July 1988 – Revised March 2005 individual or group differences shall not be regarded as Community Concerns Commission hindrances to success. Instead they shall be treated as positive opportunities for improving the quality of life. The California State PTA believes: The home and school are two of the strongest influ- • All children should have access to safe and affordable ences in shaping attitudes of children. All schools must housing; be deeply involved with positive human relations in the • Shelters should be provided for homeless families and education of the child. This concern, however, is not the their children regardless of age; job of the school alone; all interacting forces in the com- munity must work together. so that each member of • Government agencies and private enterprise should society has equal access to opportunities to develop to be encouraged to offer education and retraining pro- their full potential. grams to help families develop the skills to secure employment that will enable the family to be self-suffi- Human relations impact the future of family and commu- cient; and nity well-being. Success of individuals, families and communities depends on the type of human relations • Aid should be given to homeless families in securing that are built. It is essential for PTA at every level to low-cost housing in the community and in keeping the commit its efforts toward building an infrastructure that family intact. supports positive human relations in the healthy devel- opment of all children. PTAs should encourage city councils, county boards of supervisors, city and county housing authorities, local †See related position statement: Character Education (4.5.7). schools, county offices of education and other local agencies to cooperate in: † • Ensuring that all children have the opportunity to 4.5.42 Inclusiveness and diversity attend school; Adopted April 1991 – Revised April 2008 • Developing and implementing programs and shelters Programs and Member Services Commission for the homeless; The National Congress of Mothers, irrespective of creed, • Helping families to secure affordable housing; and color or condition, stands for all parenthood, childhood, homehood. • Offering educational and retraining programs for homeless parents. Alice McLellan Birney, 1898 Cofounder of National PTA Those words, true in 1898, are even truer today. PTAs 4.5.41 human Relations† everywhere must understand and embrace the unique- ness of all individuals, appreciating that each contributes Adopted November 1968 – Revised March 2004 a diversity of views, experiences, cultural heritage/tradi- Community Concerns Commission tions, skills/abilities, values and preferences. When PTAs respect differences yet acknowledge shared commonali- The California State PTA believes that good human rela- ties uniting their communities, and then develop mean- tions must be an important force in working toward the ingful priorities based upon their knowledge, they gen- prevention and solution of problems in communities. A uinely represent their communities. When PTAs repre- high value must be placed on positive, interpersonal sent their communities, they gain strength and effective- communication in which each person is treated with ness through increased volunteer and resource support. respect and appreciation, regardless of individual differ- ences.

Advocacy California State PTA Toolkit – 2011 155 Conversely, PTAs must recognize that prejudice exists • Students must be provided with a broad selection of based upon socio-economic status, race, ethnicity, lan- instructional materials in each subject area that are guage ability, gender identity, sexual orientation, reli- based on local school district curriculum and student gious beliefs, and physical abilities. Such discrimination needs; is hurtful, unfair, hostile and unwelcoming. When PTAs tolerate these acts, they repel members, lack represen- • All materials provided should be in usable condition, in tative leadership, and fail to serve all. Prejudice dimin- sufficient quantities, available at the beginning of each ishes a PTA’s ability to advocate effectively for all chil- course of study, and at no cost to students or teachers; dren, youth and families. • The governing body of the local school district is Therefore the California State PTA believes that PTAs at legally responsible for the selection of instructional every level must: materials; • Openly assess beliefs and practices to assure inclu- • Local school districts must have adequate annual siveness and guard against discrimination; resources to meet the costs of textbooks and other instructional materials for California students; • Make every effort to create a PTA board and member- ship that is inclusive and reflective of its community; • Local boards of education should adopt policies that encourage the participation of parents/guardians, • Encourage that all PTA activities at the school be teachers and members of the community on commit- planned by a committee which is representative of the tees formed for the review and selection of instruc- population; tional materials; • Foster programs and practices that eliminate bias, • Local boards of education should establish a policy to prejudice and misunderstanding within their communi- address challenges to instructional materials including ties; the establishment of a broad-based diverse communi- • Become acquainted with the leaders of the many ty advisory committee to review challenged materials; diverse groups in the community and collaborate with and them to increase parent, family and community • State Board of Education approval or adoption of K-8 involvement; instructional materials must follow a schedule that • Educate its leaders and members to the needs, cul- allows local school districts adequate time to make tural beliefs, traditions and family structures of the choices of adopted or approved materials, have population they serve; and reviews by the public, and have timely distribution of materials to schools. • Propose change wherever discriminatory practices are perceived. The California State PTA values and appreciates diversi- 4.5.44 Juvenile Offenders in the Justice ty, which enriches and strengthens the structure of our System society within our state and nation. Adopted March 1987 – Revised March 2001 †This position statement should be used in its entirety with no portion quoted out of context. Community Concerns Commission The California State PTA supports a juvenile justice sys- tem which emphasizes rehabilitation of juveniles and 4.5.43 Instructional Materials holds offenders accountable and responsible for their actions. Juvenile court jurisdiction over youth up to age Adopted May 1972 – Revised January 2009 18 should be retained in any efforts to reform the juve- Education Commission nile justice system. The California State PTA believes instructional materials Juvenile court judges should retain and exercise their are fundamental to the educational program provided for discretionary power to refer to adult court those youthful California’s youth. All students must have access to offenders charged with violent crimes as defined in high-quality, standards-based “instructional materials” California State Welfare and Institutions Code, Section that complement curriculum implementation. The 707 (covers the fitness of juveniles to be referred to California Education Code Section 60010(h) defines adult court). instructional materials as “all materials that are designed for use by pupils and their teachers as a learning The California State PTA believes that parents may be resource and help students acquire facts, skills, or opin- held financially responsible for the actions of their children. ions or develop cognitive processes. Instructional mate- rials may be printed or nonprinted, and may include text- The juvenile justice system should provide for: books, technology-based materials, other educational • Legal protections and safeguards for all juveniles materials, and tests.” This includes Web-based and alleged to have committed an offense, ensuring that electronic textbooks. the rights of crime victims and all interested parties The California State PTA believes are recognized and enforced;

156 California State PTA Toolkit – 2011 Advocacy Where We Stand: Position Statements

• Equal treatment of all juveniles without regard to eth- The California State PTA recognizes: nicity or economic status; • Lead poisoning is a pervasive illness affecting all seg- • Anonymity of all juveniles alleged to have committed ments of society; an offense and who remain under the jurisdiction of the juvenile court; • Children exposed to lead can have impaired intellec- tual development; • Confidentiality of court proceedings and records with the stipulation that appropriate juvenile justice officials • The highest risk age for lead poisoning is between be required to disclose to law enforcement agencies one and six years; and school districts the name of any juvenile criminal • Most children with lead poisoning do not look or act 14 years or older and who is convicted of a serious or sick; violent crime; • The effects of lead in the blood stream are subtle and • A program of rehabilitation which includes education, are often mistaken for some other health or learning career training, employability and counseling with a problems; and component on victim/offender reconciliation; • Expectant mothers exposed to lead can miscarry or • Involvement of victims in all aspects of the judicial and they may have babies with low birthweight and retard- correctional system, including appearance at hearings, ed growth and development. notification, allocation (right to speak) and restitution; The major sources of lead exposure in children are: • A restitution system for victims; • Peeling or chipping paint and deteriorating lead paint • Alternatives to placement in correctional facilities; particles in household dust, • Community-based education and treatment programs • Lead contaminated soil, (except for the serious, habitual or violent offenders) to ensure successful re-entry into the community; • Some home-remedy† medicines, • Confinement of juveniles committing offenses as • Contact with skin or clothing of parents in lead-related described in section 602 of the California Welfare and occupations or hobbies, Institutions Code when • Lead content in some imported food cans, cookware, – Necessary to protect the offender or the person or and tableware, and property of another; • Tap water, usually from older plumbing with lead-con- – Necessary to ensure that the offender does not flee taining connectors. the jurisdiction of the court; or The California State PTA urges parents and others – The offender violates a specific condition of home responsible for the health and safety of children to: release or parole; and • Educate themselves about measures they can employ • Separation of status offenders (juveniles described in to prevent lead poisoning section 601 of the California Welfare and Institutions Code), and juvenile offenders (juveniles described in – See that children have a well-balanced diet which section 602 of the California Welfare and Institutions includes iron and calcium; Code) from adult inmates when confinement is neces- – Wash children’s hands often; especially after con- sary. tact with anything suspected of containing lead; and – Keep areas around suspected lead contamination 4.5.45 Lead Poisoning clean. • Encourage schools and school districts to comply with Adopted May 1993 – Revised January 2005 the recommendations identified in the California Health Commission Department of Health Services 1998 report, “Lead The California State PTA believes that early screening, Hazards in California Public Elementary Schools and identification, treatment, and prevention efforts are Child Care Facilities,” including essential to protect all children from lead poisoning. – Compliance with state and federal mandates; Children between the ages of six months and six years should be screened using a blood lead test. – Evaluation of the lead content of school drinking water at the outlet; According to the U.S. Department of Health and Human Services Centers for Disease Control and Prevention, – Fencing off or covering bare soils adjacent to paint- childhood lead poisoning is a major, preventable pedi- ed exterior walls of buildings constructed prior to atric health problem today, and it is entirely preventable. 1940;

Advocacy California State PTA Toolkit – 2011 157 – Prioritization of deferred maintenance activities to Community (Public) Libraries classrooms that house the most vulnerable children; The California State PTA acknowledges the important – Utilization of the expertise of Department of Health role of community libraries. Community libraries supple- Services certified lead-related construction person- ment school library/media centers by providing broader nel; and services for students and by providing expanded oppor- tunities for all children and adults to develop skills for – Adoption of and support for the voluntary Lead-safe life-long learning. PTAs should work to encourage every Schools Program. community to provide the necessary public and private † e.g., Azarcon, Greta, Pay-loo-ah, Alkohl or Kohl. funds for a total library service that will meet the needs of its population. The California State PTA believes that to provide the 4.5.46 Library Services highest quality services for all, community libraries should: Adopted May 1972 – Reaffirmed April 2010 Education Commission • Identify and make available a broad array of services which will meet the needs of the community and keep The California State PTA recognizes the significant con- the community informed about available services; tribution to educational enrichment that is provided by both school library/media centers and community (pub- • Maintain and update print and non-print collections lic) libraries. Both serve as centers for teaching many that meet community needs; types of research skills as well as recreational purposes for children and adults. • Provide access to information through the use of vari- ous technologies; School Library/Media Centers • Identify and meet special needs within the community School library/media centers implement and enhance by providing qualified staff and selected resources the core curriculum and instructional program adopted that address these needs; by the school and, at the same time, provide for student enrichment and enjoyment. PTAs should work with • Provide programs to eliminate adult illiteracy; and schools/school districts to ensure that funding school • Ensure equal access to all services of the library such library/media centers is given the priority necessary to as special programs for young readers and services maintain the level of services essential to each student’s for the physically disabled.† educational experience. † PTA is sensitive to the serious handicap to the person and family when The California State PTA believes that every school an individual is unable to read. PTA actively supports school, commu- library/media center should: nity and library-based programs to eliminate adult illiteracy. • Be staffed by qualified credentialed personnel who – Select appropriate materials and provide activities 4.5.47 Lottery Revenue and Public School that support the instructional program; Funding – Assist students and staff to become effective users Adopted January 2009 of ideas and information; and Education Commission – Work closely with staff, students and the parent The California State PTA neither supports nor opposes community; the use of gambling or gaming to raise funds for the state's public schools. PTA does recognize that promot- • Meet the needs of all students by teaching the ers of gaming programs capitalize on the market advan- research skills necessary to obtain specific informa- tages of linking their gaming enterprises with public edu- tion; and cation. PTA also recognizes that revenue from the • Maintain and update print and non-print collections California State Lottery, enacted by a voter-approved ini- and/or have access to existing information through the tiative in 1984, reinforces a misconception among a sig- use of various technologies. nificant portion of the voting public that education is “fully-funded” or “taken care of” by the State Lottery, The California State PTA believes that school although the Lottery has never contributed more than library/media centers are important to student learning. two percent of California's statewide funding for educa- When budget cuts cause the elimination of full-time cre- tion. Further, PTA acknowledges that public schools dentialed librarian positions, PTAs are encouraged to have come to rely on revenue generated by the State make every effort to work with their school districts to Lottery, but believes lottery funds allocated to public seek alternative solutions to keep library/media centers schools must be used to supplement, never to supplant, open for students’ use. the state's financial obligation to education. Lottery funds should never be used for ongoing expenditures and should always be treated as an annual infusion of one-time only funds.

158 California State PTA Toolkit – 2011 Advocacy Where We Stand: Position Statements

PTA believes any effort to reform or modify the State The California State PTA encourages parents to: Lottery should be guided by the principle of protecting education funding and holding it harmless. Any effort to • Guide their children in the choice of media products modify the Lottery as part of a State Budget reform when selecting material for viewing, listening, reading, should be rational, transparent, and guided by the prin- or entertainment; ciple of fiscal responsibility. • Teach their children how to evaluate what they see PTA opposes efforts to: and hear; • Mandate the purpose for which lottery funds may be • Be aware there are federal, state and local laws pro- spent, other than those purposes contained in the hibiting the sale and distribution of obscene and/or original voter-approved ballot measure, or approved pornographic materials to minors, and to inform the by the State Legislature in conformity with provisions proper authorities when it appears these laws are of the ballot measure; being violated; and • Divert lottery revenues to any purpose other than pub- • Be knowledgeable about the availability of, and have lic education without identifying another source of rev- the skills to use, tools to restrict access to media they enue for schools to replace lost lottery funds; find inappropriate for their children. • Change the formula for determining the percentage of The California State PTA believes parents and the mass lottery revenues allocated to school districts if the media each have a responsibility to provide positive change would mean a lower percentage of revenues experiences which enrich the lives of children and youth. allocated to public schools; or

• Change the method of allocating lottery revenues 4.5.49 Minor Consent for health Care other than directly from the State Controller's Office to local school districts. Adopted January 2011 – Health Commission Finally, the California State PTA believes that funding The California State PTA believes that providing for the public education is an important and noble goal, and a physical and mental well-being of the family unit is shared public responsibility best accomplished by non- important to quality of life. The California State PTA fur- regressive tax policies that include concepts that would ther believes that everyone is entitled to appropriate, provide sufficient revenues to fund quality education confidential, and timely health care and has the right to programs. make decisions regarding treatment based on medical advice and in accordance with personal beliefs. The California State PTA believes that it is usually in the 4.5.48 Mass Media and the Family best interest of children and their families for parents to Adopted May 1974 – Revised May 2006 be involved in the health care decisions of their adoles- Communications Commission cent children. The California PTA also believes, howev- er, that under certain circumstances, adolescents must The California State PTA recognizes that the mass be allowed to consent for their own health care in order media exert a powerful influence on American life and to protect public health and/or the health and welfare of make a major impact on the education of children and the minor. The California State PTA supports exceptions youth in our culture. Mass media includes but is not lim- provided by state statutes that allow minors to consent ited to motion pictures, radio, television, digital video for their own care.† discs, video and audio cassette tapes, compact discs † Examples of exceptions include: CA Health & Safety Code §§ 121020, and records, computer/computer disc software, internet 123110(a); CA Family Code §§ 6922-6929, CA Health & Safety Code websites, video games, books, newspapers, magazines, §§ 123450 and other printed matter. PTA respects the rights of adults to choose their own entertainment and educational fare. However, since 4.5.50 Missing and Exploited Children young minds are easily influenced, PTA believes that Adopted March 1986 – Revised January 2011 producers of mass media have a responsibility to con- Community Concerns Commission sider how media messages, images and experiences affect children and youth. PTA encourages such respon- The California State PTA believes PTA, as an advocate sibility among producers of mass media and advocates for children, has the responsibility to work with schools for technological tools and other options for parents to as well as social and government agencies to support: use to control their children's exposure to material par- ents may find inappropriate for their children. • The ongoing operation of a state clearinghouse to serve as a missing children information center that The California State PTA believes parents and the mass would tie into the National Crime Information Center; media each have a responsibility to provide positive experiences that enrich the lives of children and youth. • The maintenance of the California Violent Crime Information Center to assist in the identification and

Advocacy California State PTA Toolkit – 2011 159 the apprehension of persons responsible for the dis- California State PTA therefore believes all individuals appearance and exploitation of children, plus an auto- should have access to information regarding adequate mated computer system for response to reports of nutrition. missing children; Nutrition education is critical to the school curriculum as • Requiring local law enforcement agencies to make noted by the increasing problem of obesity in our chil- immediate assessment of steps needed to locate dren. The California State PTA believes it is important to minors and, within 24 hours, file report(s) with clear- promote healthy lifestyles and positive changes in atti- inghouses and other agencies as may be appropriate; tude for future generations. • Establishment of a statewide computer system to pro- It is important that children be taught the relationship vide multi-jurisdictional coordination; between good nutrition and good personal health so that they learn to choose foods that foster a lifetime of • Programs to assist runaway and homeless youth and healthful eating habits. It is equally important that par- their families, including programs to temporarily pro- ents and children have access to the most up-to-date, vide safe shelters while families and/or appropriate scientifically-based nutrition information available. agencies are contacted; The California State PTA believes that students, staff, • Legislation that would provide stringent punishment parents, and the community can benefit from an under- for murderers of children and for perpetrators of seri- standing of the importance of good nutrition education ous and repeated physical, mental and sexual abuse by encouraging and supporting: crimes against children; • Teacher training on comprehensive nutrition education; • Adequate funding for missing children programs and national missing and exploited children centers/clear- • Comprehensive nutrition education curriculum that inghouses; provides students with the knowledge, skills, and motivation to make wise food choices throughout their • Legislation to require that the school records of miss- lives; ing children who had been attending school are appropriately marked in case another school requests • Programs that provide nutrition education for parents that child’s cumulative folder; and the community; • Establishment of uniform school district policies • The recommended daily nutritional guidelines of the statewide that would require appropriate school per- United States Department of Agriculture (USDA); sonnel to immediately contact law enforcement when they believe a child to be missing and report any sus- • School districts to make maximum use of state and pected missing child in attendance at school to law federal funds available for food service programs so enforcement as is required in cases of suspected that all children may have access to nutritious meals; child abuse; and • Encouraging elementary schools to offer age-appro- • Collaborative efforts to support nutrition education. priate child abduction prevention curriculum to chil- dren and to their parents; 4.5.52 Parent Involvement: Building Bridges • The display of posters or pictures of currently missing and Eliminating Barriers children in an area accessible to school personnel only within each school; Adopted April 2011 Parent Involvement Commission • Ensuring the reintegration of long-term missing chil- dren who have been located back into the school sys- The California State PTA believes that a successful tem; and future for all children can be ensured only by families, schools, local and state agencies working in partnership • Legislation to secure the safety of the school facility. with one another. It is in the best interests of children and their educational success that families, organiza- tions and government entities seek ways to reduce or 4.5.51 nutrition Education eliminate barriers to parent involvement. Adopted May 1974 – Reaffirmed October 2010 School practices that promote involvement through out- Health Commission reach, programs/operations, engagement, community building, and support services have a statistically signifi- The California State PTA recognizes that adequate nutri- cant and direct influence on student success. PTA can tion is a key component necessary for the optimum help schools build bridges that eliminate barriers to physical, behavioral, and intellectual development of effective parent and community involvement. each individual. Healthy eating habits and an active lifestyle increase resistance to communicable disease There are also circumstantial barriers to effective and reduce the risk of chronic disease, developmental involvement. Circumstantial barriers refer to conditions disabilities, eating disorders, and infant mortality. The and situations that distress the family, which may tem-

160 California State PTA Toolkit – 2011 Advocacy Where We Stand: Position Statements porarily or chronically inhibit or impede their ability to has shown that greater parental involvement in chil- perform their engagement roles and responsibilities in dren’s education results in higher levels of student the learning, development, and well-being of their chil- achievement. The State of California has a parent dren, thereby reducing benefits children might otherwise involvement policy that states “Schools that undertake receive. and support strong comprehensive parent involvement efforts are more likely to produce students who perform Barriers to involvement in the area of basic functioning better than identical schools that do not involve par- may include, but are not limited to: ents.” • Childcare issues • Illiteracy/language skills 4.5.53 Parenting Education and Skills • Time demands/stress (i.e., work schedules, appoint- development ments, etc., e.g., single parent families, etc.) • Crisis (i.e., death, job loss, divorce/separation, acci- Adopted May 1987 – Revised October 2008 dent, homelessness, Parent Involvement Commission • Lack of financial resources (poverty) (e.g., inability to Extensive research shows that parent/family involve- pay for services, supplies, clothing, alarm clock, etc.) ment in the lives of children has a substantial impact on • Lack of transportation/mobility their lifelong success. PTA and schools should help make parents aware of the implications of this research • Transient in station (i.e., migrant worker, military, etc.) and help build parents' confidence in their parenting Barriers to involvement in the area of health (e.g., heath ability. and development issues of the child or any immediate The California State PTA believes: family member, diagnosed or undiagnosed, chronic or otherwise) include, but are not limited to: • The family is the basic unit of society and recognizes that there are many different family compositions and • Illness life styles; • Disability/special needs • Parenting is one of the most challenging tasks and • Lack of proper nutrition one for which there is often little or no preparation; • Lack of hygiene • Parents and all other adults responsible for the nurtur- • Lack of access to regular preventative healthcare ing of children should be prepared to constructively • Developmental issues influence the development of children in their care; • Depression • Children do best when both parents are fully involved • Psychological issues/mental illness in parenting; Barriers to involvement in the area of community con- • Appropriate education and ongoing training in parent- cerns include, but are not limited to: ing skills for middle and high school students should be offered through parent education programs and • Lack of community safety (i.e., traffic concerns, preda- other resources in the community. tors, gangs, etc., e.g., dangerous to walk to or from school) Parenting education should include: • Litigation/lack of access to legal services • Current knowledge about the physical, intellectual, • Substance abuse/addiction and emotional aspects of child development from birth • Violence in the home through adolescence; • Child abuse and neglect (child endangerment) • Current knowledge about recognizing, diagnosing and • Incarceration/court ordered restrictions treating special needs, including physical disabilities, learning disabilities, and how to collaboratively sup- • Children in dependency or family court system port special needs children; Since 1897, the PTA has been the voice of those fami- • Training in life skills: goal setting, decision-making, lies who felt disenfranchised. PTA must continue to be responsibility, assertiveness, and recognizing the con- the voice for these families and reach out and under- sequences of choices; stand the barriers that get in the way of families becom- ing involved. The National Standards for Family-School • Roles and responsibilities necessary for a well-func- Partnership Implementation Guide provides the frame- tioning family; work of how families, schools and communities should work together to support student success. • Strategies for enhancing each family member’s self- esteem; The California State PTA believes that parents are a child’s first teachers and parent involvement is essential throughout a child’s educational experience. Research

Advocacy California State PTA Toolkit – 2011 161 • An understanding of parents' rights and responsibili- Parents and teachers should educate children and youth ties in their role as advocates for children in schools to prepare them to participate throughout life in appro- and society; priate physical activities. • Current information about the changing family. PTA believes that: PTA has a responsibility to: • Good health is basic to education and physical educa- tion is basic to good health; • Offer parenting education programs/information to its members and the community at large; • A certified teacher, trained and educated in physical education, should be the educator at all school sites; • Help educators understand and appreciate the value of parent involvement; • The goal of physical education should be to promote lifelong fitness habits in all students; and • Encourage schools to provide parenting skills educa- tion to students; • All students must be treated equally in an integrated physical education class, as required by state law. • Promote parent participation in the planning and eval- uation of parenting skills education; The California State PTA believes a good physical edu- cation program promotes self-discipline by teaching chil- • Support teacher training programs in parenting skills dren to take control of their lives and to be responsible education; for their own health and fitness. • Collaborate with other state and local parenting pro- grams to make parenting resources available to the maximum number of families. 4.5.55 Prevention and Intervention Programs

Schools have a responsibility to: Adopted January 1995 – Revised October 2010 Health, Community Concerns and • Implement research-based best practices in the area Parent Involvement Commissions of parent involvement; The California State PTA believes in the importance of • Share information with parents on important topics preventing and eliminating factors that may be detrimen- such as programs, classroom practices, parental tal to the health, safety and well-being of all children, rights and responsibilities, mandated state testing, families and youth. and school rules; Recognizing that any circumstance that interferes with a • Engage parents as partners in the learning process child’s potential to become a healthy, educated, produc- through regular communication about their students' tive citizen places that child at risk, the California State performance, academic growth, assignments, expec- PTA believes prevention and intervention programs are tations, and any areas of concern; vital. Early intervention programs are needed to end the • Provide workshops and programs that help parents escalating patterns of alienation, which often lead to build parenting skills and participate as advocates in anti-social and criminal behavior. Prevention and inter- the learning process; vention programs must include the areas of physical health, mental health and be designed to enable chil- • Build civic participation in school activities, functions, dren and youth to become productive citizens in their school committees and through community volunteer communities. efforts; The California State PTA further believes that collabora- • Develop parental leadership in support of student tion must occur between the school, health, social ser- achievement and success; vices, and other community agencies to design and pro- vide intervention and prevention/support programs for • Provide additional support to parents and families in youth. Such programs may include strategies that will: case of need. • Enhance self-esteem and self-confidence; • Emphasize disease prevention, immunization, visual 4.5.54 Physical Education (k-12) screening, auditory testing and dental care; Adopted May 1993 – Reaffirmed January 2009 • Educate youth on proper nutrition, appropriate prena- Health Commission tal care, and the dangers of drug, tobacco, and alco- The California State PTA believes a quality physical hol use; education program that operates cooperatively within a • Provide counseling, and where appropriate, mentoring; school’s comprehensive health program is essential to the well-being of the youth of California. • Strengthen and expand alternative education pro- grams;

162 California State PTA Toolkit – 2011 Advocacy Where We Stand: Position Statements

• Provide life skills education including parenting and 4.5.57 Public Involvement in School vocational training; and Governance

• Provide positive age appropriate recreational, social, Adopted January 2003 – Revised January 2009 and cultural activities in the community before and Legislation Commission after school hours and on weekends. The California State PTA believes in democratic princi- The California State PTA believes that children and ples of government and that, as part of the established youth must be given every opportunity to reach their full democratic process, any governance system must potential. The California State PTA further believes that include checks and balances between the executive, concerned individuals, agencies, and organizations must legislative and judicial systems. Citizens must maintain join together to address the needs of all children and and exercise the right to vote for those who govern youth. Together, families, schools, and communities can them. The officials they elect should be directly respon- effectively strengthen and enhance the maturation of our sible and accountable to their constituents. Every citizen children, resulting in emotionally secure, healthy, and should be encouraged to give input to their elected offi- socially responsible adults. cials, state agencies, and local governing boards for the improvement of services. The California State PTA believes these principles of governance are essential to 4.5.56 Prevention of Teen Pregnancy a well functioning and effective public education system so vital to a thriving democracy. Adopted January 1998 – Revised January 2007 Health Commission The California State Constitution, Article IX, sets forth the framework for California’s public education system, The California State PTA believes parents/guardians including the election of a state superintendent of public should take primary responsibility for teaching life skills instruction. Clear definition of responsibilities for each that contribute to adolescent well-being: goal setting, part of the school governance system is necessary for decision-making, responsibility, assertiveness and rec- this structure to function smoothly. ognizing the consequences of choices. The California State PTA believes that the roles and The California State PTA supports Comprehensive responsibilities of each component in the state’s educa- School Health Programs that address the needs of tion governance structure must be clearly defined, com- young people in a systematic, integrated way. patible, and not overlapping or contradictory. Appropriate and adequate Comprehensive School Health Programs include abstinence and pregnancy/dis- • The elected Governor is responsible for producing the ease prevention, education related to information about total State Budget, including education. emotional and physical development, family life educa- • The elected Superintendent must have authority for tion and communication, critical thinking, and decision- the fiscal and programmatic implementation of the making skills. education program. To assign this authority outside Studies show that parenthood during adolescence usu- the Office of the Superintendent is to disenfranchise ally results in interrupted education, inadequate job the public from the policy making process. skills, limited employment opportunities, and inadequate • The State Board of Education is appointed by the parenting skills. Further research has proven that ado- Governor and confirmed by the state Senate. The lescents who receive an appropriate and adequate fami- California State PTA believes the role of the Board of ly life education become sexually active at later ages Education should be to advise the Superintendent of than those who are deprived of this curriculum. Public Instruction and to serve as a conduit for public The California State PTA urges its units, councils and input to education matters at the state level. PTA also districts to work for developmentally appropriate family believes the members of the State Board of Education life education within the context of a comprehensive must reflect the demographics of the State and health education curriculum which shall include but is include representation of stakeholders, including par- not limited to: ents. • Components on sexual abstinence, pregnancy pre- The California State PTA believes that input from mem- vention and personal responsibility; bers of the public is essential in education policy making at all levels of governance—state, county, and local • The risks and consequences associated with sexual school district. activity; and The California State PTA believes in local control of edu- • The increased health and emotional risks of adoles- cational decisions when it is in the best interests of stu- cent pregnancy for mothers, fathers and babies. dents to make these decisions locally. Local school dis- tricts should have the flexibility to meet the needs of their student populations. Local governing boards should focus on policies and planning and should allow superintendents full authority to manage the schools in their districts.

Advocacy California State PTA Toolkit – 2011 163 The California State PTA further believes that County should be discussed at a public hearing before the Offices of Education, as established in the California final vote of the school board. State Constitution, have an important role in providing services and oversight for local school districts, and in The California State PTA supports: some instances direct control of local schools. The roles • The adoption of policies by local school boards that and responsibilities of members of County Boards of provide full opportunity for the public to express its Education, whether elected or appointed, must also be views on the issues to be negotiated; and clearly defined as programmatic and fiscal implementa- tion, or advisory. • The right of school employees, through their organiza- tions, to meet and negotiate in good faith with public Appointed members of the State Board of Education school employers to reach written agreement on must be qualified by either experience or training for those matters within the scope of bargaining† accord- their roles and be required to participate in ongoing pro- ing to state law. (Included in scope is the requirement fessional development. that the local district peer assistance review process The California State PTA strongly believes it is the will be negotiated in the contract according to AB 2X, responsibility of parents and community members to Statutes of 1999.) provide necessary input for effective decision-making at The PTA has a responsibility to: the local and state levels. The public is responsible for electing local school board members, for monitoring • Study and become informed early in the process actions of the State Board of Education, and for holding about the proposed contracts and the fiscal implica- both elected and appointed officials accountable for the tions and to analyze the effect on the students and decisions they make while fulfilling their established the programs in the district; roles and responsibilities. • Inform all parties if any issue being negotiated either is consistent with or differs with adopted California State PTA position statements; 4.5.58 Public School Employer-Employee negotiations • Encourage all parties to work cooperatively to develop procedures to ensure that classrooms and students Adopted March 1974 – Reaffirmed April 2010 are not used for propaganda purposes; Education Commission • Remain neutral in the event of a dispute††; The California State PTA recognizes that public school employer-employee collective bargaining is mandated • Continue with normal PTA activities in the event of a by law and that negotiations greatly influence education. dispute; and As mandated by law, the bargaining parties are required • Inform parents and community members about pro- to make public their positions. These details must be posed contracts and encourage other school-based provided to the public at the beginning of the process. and community organizations to study proposed con- PTA has the responsibility to become knowledgeable tracts. and to inform the public about the proposed contract and any proposed changes through the negotiations. As (The above statement is a policy of the PTA as an orga- PTA is an organization whose membership is composed nization, and is in no way intended as an infringement of parents, teachers, students, school district employ- on the activities of its members acting as individuals.) ees, school board members and concerned community members. PTA must remain neutral in a dispute arising † Scope of bargaining - The law defines “scope,” as a broad range of issues and subjects that either party may or may not introduce for from school employer-employee negotiations. negotiation. Scope is a crucial, dynamic, and frequently litigated area.

The California State PTA believes: †† Dispute - a verbal controversy, a controversy, a debate, or quarrel on any issue under discussion. • All school employees are entitled to the benefits of fair employment practices including due process, optimum working conditions and adequate salaries and bene- 4.5.58a COLLECTIVE BARGAInInG fits; The following “walks” PTA leadership through the collec- • Locally-elected school boards, as representatives of tive bargaining process and further provides a step-by- the people, have legal responsibility for decision-mak- step guide for appropriate PTA activities. ing; 4.5.58b A ChECkLIST FOR PAREnTS On ThE ROLE OF • Local school boards and school employee organiza- COLLECTIVE BARGAInInG In PuBLIC EduCATIOn tions should be accountable to the public for the terms of the contract and the fiscal impact on the instruction- What role can your PTA/PTSA assume when your local al program; and school board and teachers begin to negotiate a con- tract? • Full disclosure of the final contract should be made available to the public and fiscal impact of the contract

164 California State PTA Toolkit – 2011 Advocacy Where We Stand: Position Statements

The most important thing your unit, council or district Guidelines for Class Size PTA can do is advocate for all children. The members Does the contract allow can do this by: - adequate student/teacher ratio for individual instruc- tion? • Studying the contract proposals and analyzing the - adjustments to meet unanticipated needs? effect on the students in the district. - flexibility for needed curriculum adjustments or • Asking the local school board and the local bargaining needed education innovations? units: “What effect will this proposed contract have on Maintenance of Standards all children?” Does the contract allow • Working with all education stakeholders to secure - new programs and changes in scheduling and adequate school funding. curriculum offerings to occur during the contract period? The PTA does not advocate the inclusion or exclusion of certain items in the proposed contract. However, PTA Workday and Workload members should be knowledgeable and aware of the Does the contract make provisions for effects of the proposed contract provisions on students. - assistance to students before and after classroom hours? Some questions PTA members should ask include - staff development and orientation opportunities? - staff attendance at evening meetings and student • Are the implications of the provisions upon the bud- activities? get/financial resources of the school district under- - lesson preparation time for appropriate personnel? stood by all negotiators and the community? - flexibility to allow for creative and innovative strate- • If a contract dispute should arise, would an arbitrator’s gies in the classroom? interpretation of a provision have an adverse effect on - a definition of professional duties? the best interests of students? Conference Time • How will this proposed contract affect other school Does the contract permit and encourage district employees? - reasonable periods of time for teachers and admin- istrators to confer with parents and students at • If the language of a provision is unclear, what is its hours convenient for working parents? history? Ask questions from both sides. - reasonable periods of time for meetings among school staff to promote collegiality and better under- PTA unit/council/district PTAs should be aware of the standing of students’ needs? progress of the negotiations, should publicize proposed changes as they are announced, and should give input Extracurricular Activities appropriately to ensure all contract provisions place the Does the contract provide interests of the students first. - stipends or incentives for supervision of students participating in extracurricular activities such as A check list of items all parents should keep in mind sport, drama, music, school newspapers, etc.? when studying the contract proposals:

Employer-Employee Relations Act Article 8. Public notice 3547. Public meetings; public records (a) All initial proposals of exclusive representatives and of public school employers, which relate to matters within the scope of representation, shall be presented at a public meeting of the public school employer and thereafter shall be public records. (b) Meeting and negotiating shall not take place on any proposal until a reasonable time has elapsed after the submission of the proposal to enable the public to become informed and the public has the opportunity to express itself regarding the pro- posal at a meeting of the public school employer. (c) After the public has had the opportunity to express itself, the public school employer shall, at a meeting which is open to the public, adopt its initial proposal. (d) New subjects of meeting and negotiating arising after the presentation of initial proposals shall be made public within 24 hours. If a vote is taken on such subject by the public school employer, the vote thereon by each member shall also be made public within 24 hours. (e) The board may adopt regulations for the purpose of implementing this section, which are consistent with the intent of the section; namely that the public be informed of the issues that are being negotiated upon and have full opportunity to express their views on the issues to the public school employer, and to know of the positions of their elected representatives. California Government Code (as of January 1990)

Advocacy California State PTA Toolkit – 2011 165 Release Time for Teachers bers in a clearly understandable format. (See Does the contract provide Resource List, EdSource.) - unpaid leave for teachers who wish to improve their teaching skills? (2) THE CURRENT CONTRACT — Almost all - adequate classroom supervision by certificated per- school districts have an existing contract with sonnel when the regularly scheduled teacher is each employee bargaining unit. While it may absent from the classroom? seem to be a complex task, it is important that time be allowed for the committee to become 4.5.58c GuIdELInES FOR PTAS REGARdInG PuBLIC SChOOL familiar with and knowledgeable about the current EMPLOYER-EMPLOYEE nEGOTIATIOnS contract language. Particular attention should be paid to the interests of parents and students in The California State PTA strongly urges all unit, council the current contract. and district PTAs to closely monitor their respective school boards’ compliance with the Public Notice sec- (3) INITIAL CONTRACT PROPOSALS — When tion of the Employer-Employee Relations Act. Unless a each bargaining unit’s new contract is to be nego- PTA does so, it will jeopardize its ability to make mean- tiated, the initial proposals should be obtained ingful, timely comments about the initial and subsequent from the employee group and the school district. proposals under negotiation. Representatives from management and the employee groups should be invited to give their Contract Study Committee interpretations of the proposals. The language should be clear in its intent and the committee PTA has a responsibility to become knowledgeable and should ask, “WHAT WILL BE THE EFFECT ON to inform the public about proposed contracts. To fulfill ALL CHILDREN?” this responsibility, the following steps should be taken: The school board must allow time for the commu- 1. Form a PTA study committee including representation nity to study and then comment on the board’s ini- from all PTA units within the school district. School tial proposals before adopting them as the board’s district employees should not serve on this study negotiating position. The PTA should find out what committee because they have the opportunity to the school board’s time frame is for this process. express their views through their respective bargain- ing units. (4) SUBSEQUENT PROPOSALS — The study com- mittee should continue to monitor the negotiating Please Note: Where a council or district PTA relates process for the introduction of new subjects aris- directly to a school district, the said council or district ing after the presentation of initial proposals. PTA should appoint the study committee. Where a These subsequent proposals must be made pub- group of units or councils relates to a school district, lic within 24 hours after their introduction. the units or councils should appoint members to serve on a study committee. 5. If any questions or concerns arise from the study of the initial or subsequent proposals, those questions or 2. The PTA criterion for any study, including collective concerns should be communicated to the group that bargaining issues, must be, “WHAT WILL BE THE originated those proposals. EFFECT ON ALL CHILDREN?” 6. Report results of the study with any recommended 3. Encourage other school-based and community organi- action(s) to the PTA membership. Recommendations zations to make their own studies of the proposed might include comments to be made to the school contract(s). board and/or comments to be made to the bargaining 4. Study the current contract, the school district budget, unit. Such comments must be made within the frame- initial contract proposals and subsequent proposals work of California State PTA policies and positions. from the school board and employees’ organization. 7. Follow the reporting and communicating procedures a. Adequate lead time is essential for any group through the negotiations process. beginning to study collective bargaining proposals 8. Study information published by your local media. since several key documents should be reviewed first. The committee must react to contract issues 4.5.58d ThE COLLECTIVE BARGAInInG AGREEMEnT from a position of knowledge about the current fis- cal condition of the school district, and how the cur- Current law requires the following: rent agreement affects the education of students. Before a public school employer enters into a written b. Documents to be studied: agreement with an exclusive representative covering matters within the scope of representation, the major (1) THE BUDGET — A thorough briefing on the cur- provisions of the agreement, including, but not limited rent year’s budget is essential to understand a to, the costs that would be incurred by the public school district’s financial condition and how funds school employer under the agreement for the current are being allocated. This information should be and subsequent fiscal years, shall be disclosed at a presented by school district financial staff mem- public meeting of the public school employer in a for-

166 California State PTA Toolkit – 2011 Advocacy Where We Stand: Position Statements

mat established for this purpose by the Superintendent If you have any questions, I'd be happy to discuss our position of of Public Instruction. neutrality or any of the above-mentioned matters with you. California Government Code Section 3547.5 Sincerely, One of the recommendations from the State ______Superintendent of Public Instruction to school boards for PTA President (Council or District PTA) implementation of this law is that the board: Make available to the public a copy of the proposed agreement prior to the day of the public meeting; the 4.5.58f PuBLIC InVOLVEMEnT In COLLECTIVE BARGAInInG number of days the agreement should be made avail- PROCESS able to the public is determined locally. When local school boards and employee groups meet at The California State PTA strongly recommends that unit, the negotiating table, the decisions made are of great council and district PTAs request their respective school importance to the quality of education provided for stu- boards to adopt a policy that includes a minimum of ten dents. Parents and concerned community members days as the “number of days the agreement should be have realized that negotiations by school employee made available to the public. . . .” The policy also should groups such as those representing teachers, school require the board to set time aside for public comment office personnel, aides, custodians and cafeteria person- before entering into the written agreement. nel greatly influence events in the classroom and have an impact on the overall cost of education. The California State PTA urges unit, council and district PTAs to study the proposed agreement and make It is essential that public input into this process be appropriate comments. Such comments must be made based on knowledge of the operations of the local within the framework of California State PTA policies school district. It is only in this way the public can and positions. become a valid part of the process and present view- points pertinent to the current contract or proposals, 4.5.58e SAMPLE LETTER TO ThE SChOOL BOARd, while consistently advocating positions that support a SuPERInTEndEnT And BARGAInInG unIT PRESIdEnT high standard of education for students in the classroom. The California State PTA has prepared this paper to assist its membership to better understand the dynamic ORGANIZATION TITLE AND ADDRESS role collective bargaining plays in education. (May be home address of PTA president) I. What Is Collective Bargaining?* Date Collective bargaining is a labor relations process TO: ______, President, developed in the private sector which recognizes the Board of Trustees historical conflict between management interests such ______School District as profits and the interests of workers such as salaries ______President, ______Association and working conditions. In the collective bargaining FROM: ______PTA (Council or District PTA) President process, the representatives of labor and manage- ment present each other with demands—proposals— SUBJECT: Negotiation and proceed to compromise their divergent view- points—negotiate—until a written settlement—con- The ______PTA has carefully reviewed the California State tract—is reached. Traditionally, private sector negotia- Toolkit PTA's information on negotiations. ______PTA will follow tions are conducted in private meetings of the two these guidelines. Accordingly, we shall remain neutral during parties and often lead to an adversarial relationship. negotiations. We recognize that at times negotiations can be very difficult and time consuming for the school district and the II. Why Is There Collective Bargaining In Public employee association. We know you can appreciate the awkward Education? situation labor negotiations can create for PTA president and PTA executive board members. To ensure compliance with the The momentum for collective bargaining in public edu- California State PTA policy of neutrality, PTA members will not cation increased during the late 1960s as teachers attend separate meetings with either school district or employee and other school employees felt they could not association representatives. It would be appropriate for PTA to achieve desired economic benefits and acceptable invite the school district superintendent or representative, a rep- working conditions as long as school boards, repre- resentative of the district employee association to discuss negoti- sented by superintendents, retained unilateral deci- ations at a PTA board association meeting, but both sides must sion-making authority on these issues. More than 40 be represented at that time. PTA will not distribute information states now have collective bargaining laws. provided by either side, but may choose to distribute information III. What Is The Education Employment Relations Act? PTA has prepared. The ______PTA will continue its regularly scheduled meeting on the school or district sites, and its regular The EDUCATION EMPLOYMENT RELATIONS ACT schedule of volunteer programs. (EERA) provides that negotiations “shall” occur between school boards and their employee groups

Advocacy California State PTA Toolkit – 2011 167 and negotiations “shall” be limited in scope to matters it mandates that all initial proposals of any contract relating to wages, hours of employment, and other negotiations between the employee group and the terms and conditions of employment. The process for school district shall be presented at a public meeting establishing collective bargaining was initially spelled of the board of education and that a "reasonable" time out in Senate Bill 160, the Educational Employment shall elapse to allow for public input before negotia- Relations Act of 1976 authored by Senator Al Rodda. tions start. Since PERB has mandated all boards of education adopt a public notice policy, PTA members *Refer to 4.5.58g Contents of a Typical Teachers Contract and 4.5.58h GLOSSARY on collective bargaining terminology. should become knowledgeable about their school dis- trict public notice policy and ensure that it specifies: There are also subjects upon which the employer is only required to consult with the employee organiza- 1. How the district will make the public aware of the tion, e.g., definition of educational objectives, determi- issues; nation of course content and curriculum, and selection 2. When the public can speak to each set of proposals; of textbooks. The school board may expand these topics as it wishes although none of the items for con- 3. How the public may speak to the issues. sultation has to be included in the contract. VII. How Does the Public Speak to the Issues? In reality, however, the exact definition of scope is unclear and is one of the most controversial areas in According to EERA, any person or representative negotiations. A regulatory body established by group may comment on the issues to be negotiated or EERA—the Public Employment Relations Board on the contract itself at any meeting of the board of (PERB)—is constantly called upon to settle disputes education. The PTA does not advocate the inclusion dealing with scope as well as carry out the many or exclusion of certain clauses in the contract. PTA other duties with which the PERB has been charged. members should ask, however, that each clause be analyzed to determine "WHAT EFFECT THIS WILL IV. How Does Collective Bargaining Affect Education? HAVE ON ALL CHILDREN." The negotiated contract becomes the instrument for When feasible, PTA involvement in the collective bar- school district governance on each provision that has gaining process should be through a Public Notice been negotiated into the signed contract. Therefore, Sunshine Committee. This approach will allow the the contract has potential implications for everything PTA organization to maintain its neutral position which occurs in the classrooms of that school district regarding any dispute(s) that may arise, and will pre- since issues dealing with class size, hours of employ- clude offending any one segment of PTA membership. ment, teacher transfer policies, procedures for employee evaluation as well as wages and fringe 4.5.58g COnTEnTS OF A TYPICAL TEAChERS COnTRACT benefits all have an impact on the quality of educa- (EdSource, March 1999) tion. Compensation: cost-of-living adjustment, salary sched- V.Why Should The Public Be Involved? ule, pay for specific duties (department chair, coach), minimum teacher salaries; expenses, travel reimburse- The community has a high stake in its public educa- ment, tuition reimbursement; mentor teacher selection tion system and, therefore, should be equally con- process cerned about the negotiations which result in the final contract. While negotiations are usually conducted in Benefits: health and welfare premiums, specific plans private meetings between representatives of the offered, retiree benefits school district and the employee group, the public Hours: length of work day, school year, student year, must study the issues, evaluate their impact on the calendar (holidays, vacations), minimum days, prepara- educational system, and know how the collective bar- tion periods, lunch gaining process works and how the public can fit into the process. Leaves: bereavement, pregnancy, child rearing, reli- gious, sick leave, disability, sabbatical, personal If a representative system of government such as need/necessity, jury duty, military, industrial accident/ill- ours—one in which school boards are elected to rep- ness, catastrophic illness resent the public viewpoint—is to work, people must Retirement: early retirement, benefits have the ability to: Nondiscrimination Job Assignment: assignment, pro- 1. Elect their representatives; motion, transfer, reassignment 2. Influence those they elect; Class size and case loads: pupils per teacher, stu- dents per counselor, number of teaching periods, 3. Hold those officials accountable. instructional aides VI. How is the Public Provided For in EERA? Safety Conditions When EERA was passed, it included a very important Evaluation: procedures and remediation section which provides for public access to the collec- tive bargaining process. Called the "sunshine" clause,

168 California State PTA Toolkit – 2011 Advocacy Where We Stand: Position Statements

Grievance: procedures, appeal process, mediation, * EDUCATIONAL EMPLOYMENT RELATIONS ACT arbitration (EERA) – The process for establishing collective bar- gaining. Enacted in 1975 as Senate Bill 160 (Rodda), Discipline: procedures and criteria Chapter 961, Laws of 1975 and subsequent amend- Layoff and Reemployment ments. Organizational Security: payroll deduction of union * FACT-FINDING – The method of impasse resolution, dues (“agency fee”), maintenance of membership, fair usually advisory, that involves investigation of a bargain- share fees, union rights ing dispute by a neutral third party, or tripartite panel Work Stoppage: “no-strikes” clause that reports the results to the parties, usually with rec- ommendations for settling the dispute. Under EERA, the Contract: duration, reopeners parties may request that their dispute be submitted to Savings Clause: contract in effect if portion invalidat- fact-finding (under specified procedures) if a mediator is ed by court, Legislature unable to settle the controversy within 15 days and the mediator declares that fact-finding is appropriate. Management Rights Consultation: topics, procedures * GOOD FAITH BARGAINING – Broadly defined as the duty of the parties to meet and negotiate at reasonable 4.5.58h GLOSSARY times with willingness to reach agreement on matters * AGENCY SHOP – A requirement, usually contained in within the scope of representation; however, neither a negotiated agreement, that all employees in a bar- party is required to make a concession or agree to any gaining entity pay a fee, (often called a “fair share” or proposal. “service” fee) covering the cost of representation to the ** GRIEVANCE – A means of settling disputes which employee organization which is the exclusive represen- arise from the interpretation or application of the existing tative of the entity. contract. When disagreements cannot be settled at one * AGREEMENT – A written negotiated contract between of the lower levels of the grievance procedure the exclu- the employer and the recognized exclusive representa- sive bargaining agent may take the disagreement to tive of employees in a bargaining entity that sets out arbitration. Arbitration can be binding or advisory conditions of employment (wages, hours, fringe benefits, depending on the wording of the contract. etc.) for a stated period of time. Often contains a proce- ** IMPASSE – A deadlock or stalemate in bargaining dure for settling grievances over interpretation or appli- declared by one or both parties. Declaration of impasse cation of the agreement and may include terms govern- usually begins the implementation of impasse proce- ing the parties’ relationship. Under EERA, an agree- dures (mediation or fact finding), and once these proce- ment, which may be for a period of no more than three dures have been exhausted can allow for unilateral years, becomes binding when accepted by both parties. action by the employer. PERB has no authority to enforce agreements. ** INITIAL PROPOSAL – A written offer for consideration * ARBITRATION – A method of resolving disputes made by the exclusive representative or the school dis- between an employer and employee organization by trict as part of the bargaining process for the next agree- submitting the dispute to a neutral third party (or tripar- ment. The EERA lists those items which are within the tite panel) whose decision may be binding or merely scope of representation and are the subject of mandato- advisory. ry bargaining. * CERTIFICATED EMPLOYEE – A school employee *** INTEREST-BASED BARGAINING – A more cooper- who is qualified by a certificate or credential to perform ative method for reaching agreement about the critical a particular educational service, such as classroom aspects of employer-employee relationships. teacher, counselor and psychologist, as defined in Negotiations are based on mutual interests rather than Education Code. on individual positions. *** CFIER – The California Foundation for Improvement * MEDIATION – Also called conciliation. Efforts of a neu- of Employer-Employee Relations. The organization is tral third party to help resolve a dispute (usually involv- committed to “building and maintaining effective labor- ing contract negotiations) between an employer and management relationships of partnerships.” Its activities employee organization. The mediator normally has no include training programs in negotiations and problem- power to impose a settlement. Under EERA, mediation solving, neutral facilitation services, skill-building work- is the first step in the impasse resolution procedure. shops and conferences, consultation, research and development, and long-term support service. * NEGOTIATIONS – The process of the employer and the exclusive representative meeting together and bar- * CLASSIFIED EMPLOYEE – A school employee in a gaining in a good faith effort to reach agreement on mat- position not requiring a certificate or credential, such as ters within the scope of representation and executing, if teachers’ aides or clerical, custodial or food service requested by either party, an agreement incorporating employees. matters agreed on.

Advocacy California State PTA Toolkit – 2011 169 * PERB – The Public Employment Relations Board is * Pocket Guide to the Educational Employment Relations Act, California charged with administering and enforcing EERA. Among Public Employee Relations, September 1997 its many functions are investigating and deciding “unfair ** California Teachers Association Collective Bargaining Handbook practice” charges or other claims that the act has been *** Collective Bargaining, 1999, EdSource, 520 San Antonio Road, Suite violated, establishing or approving bargaining entities, 200, Mountain View, CA 94040-1217; 650.917.9481; www.edsource.org conducting representation elections, and seeking court 4.5.58i RESOuRCES enforcement of its orders and decisions as it deems necessary. California State PTA Vice President for Education – 916.440.1985 ext. 305 ** PUBLIC NOTICE – The public notice section of EERA is intended to give the public an opportunity to present Selected Readings on California School Finance, its views. Initial bargaining proposals of both the exclu- EdSource, 520 San Antonio Road, Suite 200, sive representative and the district must be presented at Mountain View, CA 94040-1217; 650.917.9481; a public meeting of the school board and are public www.edsource.org records. Negotiations will be delayed a reasonable time Pocket Guide To The Employer-Employee Relations for the public to comment. Act (Fifth Edition, September 1997), California Public Employee Relations Program, Institute of Industrial Unless the parties agree otherwise, laws requiring open Relations, University of California, Berkeley, CA meetings do not apply to meetings and discussions 94720-5555; 510.643.7092 between parties; with mediators, arbitrators, or fact-find- ing panels; and executive sessions of the school board County Office of Education (Office of Employee on negotiations. Relations) If both parties agree, any phrase of negotiations may be Public Employment Relations Board (PERB) conducted publicly, or observers may be invited. 916.322.3198 Typically, the school board and union announce their California State PTA Toolkit, position statement, opening positions and then talk privately. Although any “Public School Employer-Employee Negotiations” meeting of three or more school board members must be open to the public, EERA specifically permits private 4.5.58j PTA ACTIVITIES In RELATIOn TO EMPLOYER- meetings between the school board and its negotiator. EMPLOYEE dISPuTES * SCOPE OF BARGAINING – The law defines “scope,” Public school employer-employee negotiations and/or dis- as a broad range of issues and subjects that either party putes and disputes between bargaining units are very much may or may not introduce for negotiation. Scope is a a part of the reality of operating public schools. THE PTA crucial, dynamic, and frequently litigated area. MUST REMAIN NEUTRAL* and MUST refrain from taking * SICKOUT – A job action involving a number of employ- sides in all disputes. It is a PTA responsibility to provide ees failing to report to work on the same day and claim- opportunities for public understanding of disputed issues ing to be sick. through sponsoring public meetings where all sides may pre- ** SLOWDOWN – A job action involving a number of sent their views. employees working at less than normal efficiency. PTA speaks as an advocate for children and youth. It is a PTA * STRIKE – A work stoppage. Employees acting togeth- responsibility to urge school board members, school district er in refusing to work in order to gain a bargaining con- employees and negotiators on all sides to make the welfare cession or to persuade the employer to take certain of the students the first and ultimate consideration in all nego- action. Usually occurs when negotiations on a new tiations. PTAs must do this within the framework of California agreement reach impasse and lasts until settlement on State PTA policies. a new agreement is reached, but may be called for a shorter period as a pressure tactic or to protest employ- (These two paragraphs must be used together at all times, er actions. Usually conducted under leadership of the neither may be used without the other.) employee organization, following a vote among mem- bers. A “wildcat” strike is a walkout by employees with- *“Not taking part with or assisting either of two or more contending out authorization of the organization. A “rolling” or “yo- parties.” Webster’s New International Dictionary, Second Edition, yo” strike involves several intermittent walkouts of short Unabridged. duration interspersed among days when employees report to work. 1. PTA Leaders’ Responsibilities When a Dispute Arises: * SUNSHINE LAW – A requirement that bargaining pro- a. The PTA council/district PTA leadership must posals or other aspects of public employee bargaining consult with the California State PTA leadership be made public. Under EERA, initial proposals as well (through the California State PTA office, as new topics that arise during negotiations must be 916.440.1985). made available to the public. b. The council/district PTA leadership must meet with the leadership of all affected unit PTAs to instruct them in observance of PTA’s neutrality policy.

170 California State PTA Toolkit – 2011 Advocacy Where We Stand: Position Statements

c. The council/district PTA leadership must meet with b. If a PTA leader believes that conscience requires a the school district administration and bargaining statement or action favoring one side or the other, a unit(s) leadership to explain PTA neutrality. public disclaimer* must be written and sent to the school site administration, school district superin- d. The unit PTA leadership must meet with the school tendent, president of the school board, school dis- site administration and school site bargaining lead- trict employee organization and PTA organization ership to explain PTA neutrality. leadership of council and district PTA. e. The unit PTA leadership must communicate PTA’s c. If a PTA leader is a school district employee and position of neutrality to the membership. plans to work during a dispute, a public disclaimer* 2. PTAs MUST Remain Neutral: must be signed. a. PTAs must not recruit substitute teachers or staff *A public disclaimer should include the following information: the classrooms. Classroom instruction is the responsibility of the school district. (See item 4.b.) Although I serve as ______(position)______at the ______PTA, any statement I may make b. PTAs must not recruit substitute classified employ- or action I may take regarding the current employer- ees or staff those positions. employee dispute is an individual statement or action c. PTAs may be on school grounds in general activity and has no connection whatsoever with ______areas if there are concerns about the safety of the PTA, whose position is one of strict neutrality. students. ______Signature d. PTAs must not distribute literature from either side, ______but may choose to distribute information PTA has Date prepared. d. If a PTA president is also a school district employee e. PTAs must not show partiality toward the adminis- with membership in the organization negotiating tration, the non-striking or striking personnel in any with the school district, and a dispute arises, the way (e.g., verbally, by serving refreshments, by president must delegate the responsibilities of the walking the picket line, etc.). presidency to the first vice president during these 3. Remaining Neutral Includes Continuing Normal PTA negotiations. Activities: 5. In the Event of an Unexpected Walkout* the PTA: a. Regular PTA volunteer programs, e.g., volunteers in a. May provide volunteers, if necessary, on the day of the media center, library playground, office, lunch- an unexpected walkout to care for students in gen- room, classrooms, etc. A list of those who volunteer eral activity areas on the school grounds until their regularly must be given to the school site adminis- parents make arrangements to get them home. This trator and school site bargaining unit(s) leadership. activity must not include classroom instruction. b. When PTAs regularly meet in the school facility, b. Must not staff classrooms. Staffing of classrooms such meetings may continue. However, the PTA by noncredentialed personnel is not only inconsis- should make certain that its school facility use per- tent with PTA efforts to have a qualified teacher in mit has not been temporarily suspended by the every classroom, it is illegal and the school district school district. can forfeit its ADA (average daily attendance) fund- c. Scheduled PTA-sponsored programs and projects ing from the state. (Authority: California State may continue. Education Code.) d. If a PTA is licensed by the State of California as a *Job action without prior notification to the employer and with/with- out the approval of the employee organization (e.g., wildcat strike). child care provider, this activity may be continued. Contracts with parents obligate the PTA to continue providing the child care program. A licensed child It Should Be Noted care program usually includes a contract with the school district for use of the facility. If this is the • The school administration is legally responsible for case, the district is obligated to ensure safe use of staffing the school. The PTA, as an organization, can- the facility. not and must not assume this responsibility. 4. PTA Leaders’ Obligations: • When in doubt regarding any activity, consult with California State PTA leaders – office telephone a. There is no intent by the PTA to infringe on the 916.440.1985. rights of its members to act as individuals. However, if an individual is perceived as a PTA leader, he/she is obligated to consider the effect of his/her actions on the PTA organization.

Advocacy California State PTA Toolkit – 2011 171 6. Dealing With the Media: • Flexibility in class structure that may include combina- tion classes (K-1, 1-2, etc.) yet always considering the a. PTA leaders should expect to be contacted by the academic and developmental needs of each student media. Any personal opinion is an inappropriate when making placements; subject for discussion by a PTA spokesperson. • Assignment of teachers who are well trained in teach- b. Consult the California State PTA (through the ing techniques required to teach the early California State PTA office) if advice is needed childhood/primary grade levels; and about how to effectively communicate PTA’s posi- tion of neutrality. • A firm funding commitment to make reduced class size an ongoing priority. c. If caught unprepared, do not attempt to speak “off the cuff” to the caller. State that this is not a conve- The California State PTA recognizes the financial obliga- nient time to talk and you will return the call. tion that reducing class size places on taxpayers of the state of California. The California State PTA strongly d. PTA leaders must not attack other organizations or believes the people of California understand the impor- representatives of other organizations (i.e., employ- tance of investing in children and public education, and ee groups or school board members). therefore will be willing to undertake this obligation. The 4.5.58k AFTER A STRIkE California State PTA further believes that K-3 class size reduction programs should be fully funded by the state. PTA has an opportunity and an obligation to help restore the school environment to one that provides a positive educational experience for all students. 4.5.60 Regulation of Medical Marijuana PTA members must consider what is in the “best inter- Providers near Schools ests of all students” and be a vital part of the healing Adopted October 2010 process between employees, employers and parents. Community Concerns Commission Any planned PTA activity for school district employees “The California State PTA believes in the importance of MUST have the cooperation and support of the school preventing and eliminating factors that may be detrimen- staff and the approval of the principal and the district tal to the health, safety and well-being of all children and superintendent. youth.” (4.5.51 Prevention and Intervention Programs For advice on handling individual situations, contact the Adopted January 1995 – Revised March 2005 (Health, California State PTA vice president for education and/or Community Concerns and Parent Involvement vice president for leadership services through the Commissions) California State PTA office. Moreover, “The California State PTA believes that chil- dren and youth must be given every opportunity to reach their full potential. The California State PTA further believes that concerned individuals, agencies, and orga- nizations must join together to address the needs of all 4.5.59 Reduced Class Size in Grades k-3 children and youth. Together, families, schools, and communities can effectively strengthen and enhance the Adopted July 1996 – Revised March 2008 maturation of our children, resulting in emotionally Education Commission secure, healthy, and socially responsible adults.” (4.5.55 Prevention and Intervention Programs Adopted January The California State PTA recognizes the importance of 1995 – Revised March 2005 Health, Community successful academic and personal development of chil- Concerns and Parent Involvement Commissions) dren in the primary grades. The California State PTA believes there must be no more than twenty children In addition, the California State PTA recognizes existing and a qualified certificated teacher in each kindergarten law - the Compassionate Use Act of 1996 (Health & through 3rd grade classroom throughout all California Safety Code 11362.5), which includes the following pur- public schools but that school districts need flexibility in poses: staffing for this reduced class size. This flexibility should allow a school district to increase class size up to two To ensure that seriously ill Californians have the right to per class as long as the class size average within a obtain and use marijuana for medical purposes where school remains 20 or less. such use is deemed appropriate and has been recom- mended by a physician who has determined that the The California State PTA further believes that to opti- person's health would benefit from the use of marijuana mize the benefits of a twenty student maximum per cer- in the treatment of cancer, anorexia, AIDS, chronic pain, tificated teacher there must be spasticity, glaucoma, arthritis, migraine, or any other ill- ness for which marijuana provides relief. • A separate physical area to accommodate each group of twenty children and the assigned certificated With the passage of the Compassionate Use Act of teacher; 1996, medical marijuana dispensaries have flourished

172 California State PTA Toolkit – 2011 Advocacy Where We Stand: Position Statements throughout California. While these dispensaries are • Be available to all families; and intended to serve the seriously ill, there is a growing concern that minors may also be able to purchase mari- • Include such programs as services to children with juana from the dispensaries. In addition, advertising special needs, family counseling, education for par- fliers are often distributed in the general area of the dis- enthood, parent education, community health services pensaries, encouraging the use of marijuana. Locating and quality child care that reflect and respect the medical marijuana dispensaries “next to a school not uniqueness of each community. only advertises substance abuse, but also glamorizes The California State PTA should encourage: it.” (Regulation of Liquor Licenses Near Schools Resolution, adopted by Convention Delegates May • Schools/school districts to adopt total school effort 1997; Reviewed April 2008) strategies for the maximum inclusion of all parents/guardians; To protect our children and youth from possible easy access to marijuana in a public school zone, the • Passage of legislation on national, state, and local California State PTA supports state legislation that levels that will enable communities to provide services would prohibit operation or establishment of a medical that assist families to fulfill their responsibilities to their marijuana cooperative, collective, dispensary or provider children; within 600 feet of a school. We encourage local authori- ties to adopt ordinances which would place these “clin- • Cooperation with allied agencies that provide pro- ics” further than the aforementioned 600 feet of a grams to strengthen the family unit; school. • School programs and employer incentives that ensure that the needs of working parents/guardians are always considered; and 4.5.61 Responsibility of Society to the Family • Awareness of the Family School Partnership Act of Adopted March 1978 – Revised January 2005 1995 (Labor Code Section 230.8) and the Parent’s Parent Involvement Commission Rights as outlined in chapter 864, statutes of 1998, Education Code Section 51100-51102. The California State PTA believes: • The family is the basic unit of society; 4.5.62 Safe School Environments • The responsibility of rearing children and providing for their well-being belongs primarily to the family; and Adopted March 1991 – Reaffirmed January 2011 Community Concerns Commission • Programs that provide family support services should reinforce the autonomy of the family. The California State PTA believes that every child is entitled to a safe and peaceful school environment that The California State PTA recognizes that: is orderly and empowering. It is a place in which stu- • There is diversity in the size and structure of families dents and staff are free to learn and teach without the and family beliefs; threat of physical and psychological harm. It provides surroundings that are nonviolent, with clear behavioral • Insufficient knowledge about child development and expectations, and disciplinary policies that are consis- the role of the parent/guardian as well as the stress of tently and fairly administered and which confer recogni- child rearing can hinder many parents/guardians from tion for positive behavior. It has established policies for fulfilling the needs of their children; proactive security procedures, emergency response plans and the timely maintenance, cleanliness and • It may be necessary for governmental agencies, pri- attractive appearance of the campus and classrooms. vate agencies and nonprofit organizations to provide Additionally, a safe and peaceful school environment parent education and support services that will rein- has a crisis response plan in place to deal with unfore- force parents’/guardians’ responsibility for their chil- seen emergencies. dren; and The California State PTA believes that the four essential • In some instances, for the welfare of the child, it may components that comprise a safe and peaceful school become necessary to remove the child from the home environment are: the strengths and experiences that environment after evaluation and due process. students, teachers, administrators, and other school per- The California State PTA believes that family support sonnel bring to the school campus; the physical setting services should: and conditions in which education takes place; the orga- nizational and interpersonal processes that occur in and • Include parents/guardians in the planning and evalua- around school; and the general atmosphere or spirit of tion of programs and services; the school. These four components play a major role in the creation of a safe school environment. • Be varied and flexible, encouraging voluntary partici- pation;

Advocacy California State PTA Toolkit – 2011 173 The California State PTA believes that there are certain State School Attendance Review Board, which is the qualities inherent to safe and peaceful schools and body that adopts model standards for school attendance these places are places where: review boards, recognizes local boards that operate model programs, and makes recommendations to the • Students feel respected and know that the learning State Superintendent of Public Instruction on issues community cares about their individual needs and affecting school attendance and truancy. expects them to succeed; Current laws already mandate the following provisions: • Parents and community members are welcomed and encouraged to share ideas, talents and resources for • School attendance compulsory at age 6; improving the school; • Schools are required to take roll every day and every • High standards exist and are communicated on a reg- period for older students; and ular basis; • California school districts monitor truancy and takes • Students and staff know that learning and achieve- action via school attendance review boards and ment are encouraged and highly valued and that posi- school attendance review teams (SARB and SART) tive social behaviors are expected; The California State PTA will support legislative and • There is continued involvement and cooperation of executive efforts that would do the following to address parents, students, teachers, security staff, classified chronic absence and improve school attendance: staff and law enforcement representatives in design- ing and revising of the school’s discipline, disaster, A) Establish reducing chronic absence a policy priority safe school and crisis plans; that is broadly communicated. • Prevention is stressed, and the staff and students are B) Support the development of early warning systems prepared for emergencies and other unforeseen situa- that help school districts to identify and intervene, at tions; the earliest age possible, when young children are at risk of academic failure, based upon data on chronic • Programs are in place to prevent negative behaviors absence, academic achievement and classroom such as gang activity, drug, tobacco and alcohol behavior. abuse, bullying and other socially abusive behavior; C) Ensure absenteeism/attendance (total number of • Regular security checks occur; days absent and total days enrolled over the course of the academic year) is added as a field to state and • There are ongoing training opportunities that allow local longitudinal student databases. students and staff to increase their ability to deal with conflict, anger and other threats to safety. D) For districts that enter attendance by individual stu- dent, create incentives for districts to provide the PTA believes that school personnel, students, parents, data by offering resources (technical assistance and and community members must work together to develop modest grants) to help districts: and implement a safe and peaceful school environment on all school campuses throughout California. 1)Analyze their own attendance data to identify schools and populations where chronic absence is a problem. 4.5.63 School Attendance 2)Assist underperforming schools to longitudinally examine levels of chronic absence for the school, Adopted March 2010 as whole, for each grade, subgroup and student, Community Concerns Commission and develop strategies for how they can address The California State PTA recognizes that there are many the issue in their school improvement plans. factors that affect student achievement, including school 3)Identify common district wide barriers to school attendance and absences. Research has shown that attendance and develop strategies for addressing chronic absenteeism, encompassing both excused and chronic absence in the schools with the highest lev- unexcused absences, correlates highly with lower stu- els of chronic absence through school policies, stu- dent achievement and dropout. dent support services, school-community partner- California’s long-term student data system does not ships or other interventions as needed. include attendance data. Although schools track student E) Provide professional development to teachers, attendance to receive average daily attendance funding school administrators, and school boards to familiar- from the state, there is not data at the state level to ize them with early warning signs of drop-out includ- allow analysis of individual student school attendance. ing chronic absence, grades, behavior, as well as California monitors unexcused absences (truancy) and best practices for intervening at the individual, class- addresses these problems through the School room, school and community level. Attendance Review Board process at the local level. F) Build on SARB process to identify chronically absent, The California State PTA represents parents on the not just truant students, and to examine district-wide

174 California State PTA Toolkit – 2011 Advocacy Where We Stand: Position Statements

chronic absence trends, challenges, and potential PTA recognizes that school based management deci- solutions. sion making must be given time to succeed. School and district leaders must be supportive of the School Based G) Encourage all schools to establish attendance teams Management process, ensure that communication chan- charged with reviewing data regularly and taking nels are kept open and provide all stakeholders with a action and identify community resources to support clear understanding of their roles, responsibilities and attendance, as needed. accountability.

4.5.64 School Based decision Making 4.5.65 School-Based/Linked health Centers

Adopted March 2003 – Revised January 2009 Adopted April 1987 – Revised January 2009 Education Commission Health Commission The California State PTA supports the concept of school The California State PTA supports the concept of based management in the decision-making process. school-based/linked health centers, believing all children While the legal responsibility for school governance and youth are entitled to physical and mental health rests with local Boards of Education, PTA believes that care. PTA believes that the right of the individual to have the decentralization of decision making to school sites access to health care is vital to sound health practices. where service delivery occurs results in greater respon- PTA recognizes that adolescents, as a group, are the siveness to student and societal needs and improves most under served population in terms of health care. the quality of educational opportunity. School-based/linked health centers give young people access they might not otherwise have to health care. PTA believes school based management decision mak- Such health centers should reflect a commitment to ing should give constituents – parents, teachers, admin- address those health problems that limit a student’s abil- istrators, students and other community members – ity to learn. meaningful control over what happens in schools in order to enhance school performance and the quality of PTA believes local community support is the key to the education provided to all students. success of any center. Parent and student involvement should be a major part of the planning for any school- PTA believes that there is a vast potential to close the based/linked health center. PTA further believes that any achievement gap by improving learning, instruction, policy regarding school-based/linked health centers school governance, operations, and outcomes when should be developed and monitored by an advisory representative stakeholder groups receive meaningful board, including broad-based parent and student training, and resources that enables them to participate involvement. in educational decision making. Schools implementing effective school based manage- ment should: 4.5.66 School Bus Safety

• Have an active vision focused on teaching and learn- Adopted March 1986 – Revised October 2006 ing that is coordinated with district and state stan- Community Concerns Commission dards for student performance. The California State PTA recognizes that school buses • Develop knowledge and skills in an ongoing process are a safe mode of transportation for students. PTA oriented toward building school-wide capacity for believes, however, that there is a need for continuing improvement, creating a professional learning com- efforts by school districts, the legislature, and other gov- munity and developing a shared knowledge base. ernment agencies to study, evaluate, and enact legisla- • Understand that with decision making comes account- tion to improve safety in the construction and operation ability for the results of those decisions. of school buses so that they may be safe for all children. • Enlist and empower meaningful participation by all California State PTA believes efforts to improve school stakeholders in the decision-making process and bus safety should include: share leadership responsibilities among all school • Replacement of Type I† school buses built before employees. 1977 with buses that meet Federal Safety School Bus • Have multiple mechanisms for collecting information Regulations; related to school priorities and for communicating • Compliance with existing state and federal school bus school-related information to all constituents and regulations in the operation of all Type I† and Type II†† members of the school community. school buses; • Use various incentives and acknowledge individual • Inclusion of a three (3) point harness restraint per stu- and group progress toward school goals, and dent on every new school bus purchased after January 1, 2002; • Cultivate outside resources through involvement in the community and professional networks.

Advocacy California State PTA Toolkit – 2011 175 • Periodic monitoring of passenger and school bus dri- • Specific efforts to overcome negative attitudes and ver seat belt usage; resistance to change; • Continued school bus safety education programs for • Decisions based on elements that include: location of drivers and passengers including correct restraint students; amount of disruption; enrollment projections usage and periodic school bus evacuation drills; and and housing trends; cultural, socio-economic and eth- • Continued study of additional methods of improving nic balance; safety; transportation; and facilities—size, school bus safety measures for students riding in pre- quality, type, community use, and operating and clos- 2002 school buses, until such time as these buses ing costs; may be eliminated from school districts’ fleets. • Acceptance of the legal authority of the school board California State PTA recognizes that, in view of manda- to make the final decision; tory automobile seat belt/restraint laws, there is a grow- • Inclusion in the school board’s report of its final deci- ing public concern regarding the absence of seat belts sion, the rationale for the assignment of students and on school buses. personnel, and a plan for community involvement to California State PTA encourages further research into all facilitate a smooth transition; safety-related aspects of school bus construction, • A plan assuring community involvement in recom- including the feasibility of additional safety equipment, mending priorities to the school board for future re- especially on pre-2002 vehicles. use, redevelopment or disposition of closed sites; and † Type I – large school bus weighing more than 10,000 pounds GVWR • Acceptance of the ongoing need for long-range plan- (gross vehicle weight rating). Driver seat belt required to meet federal safety standards. ning. †† Type II – school bus designed to carry less than 16 passengers plus Through involvement in the community, unit, council and driver and weighing less than 10,000 pounds GVWR. Driver seat belt and passenger restraining belts required to meet federal safety stan- district PTAs can play an important role in achieving dards. understanding of issues in school closure and in build- ing public acceptance for action taken. PTA can provide leadership by attending meetings of school boards, talk- 4.5.67 School Closure ing with school administrators and parents about the needs of students, and being available to serve on com- Adopted March 1980 – Reaffirmed March 2008 mittees. Education Commission The California State PTA believes that while school clo- sure is often viewed negatively, it can be an opportunity 4.5.68 School desegregation/Integration to improve the quality of education, as well as a neces- sity to decrease school district problems due to declin- Adopted March 1978 – Revised January 2009 ing enrollment and financial restraints. The real accep- Education Commission tance and success of school closure depends upon The California State PTA is committed to integrated pub- demonstrated need, positive attitudes and total involve- lic schools offering quality education† for all children and ment of the community. youth, and believes: In considering school closure, PTA supports: • Equal educational opportunities should be provided • Early and ongoing involvement of all those affected – for all students; parents, students, teachers, administrators, staff, • School districts have the responsibility for providing board of education, and community; an integrated education for all students; • Appointment of a broadly representative committee • Multicultural understanding should be an integral part that is charged with making a study that includes of the education of all students; alternatives and making recommendations within a specific time period; • A desegregated/integrated school must provide oppor- tunity for the development of attitudes and behavior • Making all committee meetings open to the public; based on the value of the individual; • Use of a clear and defined plan of action; • A desegregated/integrated school must encourage all • The concept of a districtwide facilities master plan; students to be fully involved in school activities and to develop to their fullest potential; • Formation of goals and objectives that meet Education Code requirements and student needs, and • Teachers and other staff members should be trained give highest priority to maintenance or improvement to understand the needs of all children and youth, as of a quality program for every student; well as the cultural, racial, ethnic, and economic diver- sity found in California’s society; • Wide use of informational meetings and media cover- age;

176 California State PTA Toolkit – 2011 Advocacy Where We Stand: Position Statements

• The entire school staff must work consistently to cre- • Offer career counseling and guidance in making ate a school climate of respect for the differences as informed educational and occupational choices to well as the similarities of all students; meet individual student needs; • Support and direction for the development, implemen- • Establish a strong link to community colleges, techni- tation and evaluation of desegregation/integration pro- cal schools and four-year colleges/universities via grams require the combined efforts of parents, stu- articulation agreements; dents, the school system, and the entire community; • Have equipment, facilities and supplies that are state- • PTA must serve as a unifying force for integration by of-the-art; involving the parents of all students in its activities†† and encouraging parent participation in school-spon- • Meet health and safety standards; sored activities; special efforts should be made to • Integrate information on workplace health/safety and include parents residing outside the immediate school child labor laws into all work related programs; community. • Establish strong partnerships with business and † See related position statement: Basic Education (4.5.4). †† Refer to Diversity and Inclusion (3.5). industry; • Include measurement of a broad range of education goals related to student achievement and program 4.5.69 School-To-Career Technical Education effectiveness; and

Adopted March 1985 – Reaffirmed April 2010 • Include parents, educators, community and business Education Commission in the development and implementation of the pro- gram. The California State PTA believes in equal access to education that prepares students to meet the needs of a highly skilled, high technology workplace. A broad-based School-to-Career Technical Education program prepares 4.5.70 Services for Children of undocumented all students for lifelong learning and successful transition Immigrants to career and advanced education. Adopted January 1994 – Reaffirmed October 2008 The California State PTA believes students need acade- Community Concerns Commission mically rigorous instructional programs that will enable The California State PTA recognizes that the United them to think critically, to formulate and solve problems, States is a country of immigrants and that the resulting and to work in teams. Students need opportunities to blend of cultures enriches our nation. apply their academic and technical skills to the world of work. School to career instruction should be integrated The California State PTA believes all children who into the curriculum in the elementary grades to provide reside in California, regardless of their parents’ immigra- an awareness of the wide variety of careers available. tion status, have the right of access to a quality public Opportunities for career exploration should expand in education, adequate food and shelter, and basic health the middle grades. In high school, students should have services. PTA also believes the congressional and exec- the opportunity to participate in a rigorous instructional utive branches of the United States Government must program that forms a strong foundation for lifelong bear full responsibility for federal immigration policies learning and advanced education. and the resulting fiscal impact on the states. The California State PTA further believes that School-to- The California State PTA further believes that it is in the Career Technical Education programs should be avail- interest of all Californians to ensure that all children, able to all students to enable them to fulfill their potential including the children of undocumented immigrants, and to make informed career decisions. Therefore, such have the opportunity to reach their full potential and programs should: become productive members of society. • Be broad-based in structure, integrating academic and career coursework for lifelong learning; 4.5.71 Special Education† • Promote mastery of both academic and career perfor- mance standards; Adopted March 1983 – Reaffirmed April 2010 Education Commission • Create a kindergarten-to-career sequence; The California State PTA believes: • Link industry needs with education; • All individuals with exceptional needs should receive a • Provide teachers opportunities through professional free and appropriate public education in the least development to collaborate with each other to develop restrictive environment; this placement will include powerful School-to-Career Technical Education teach- appropriate services ensuring access to the core cur- ing and learning skills; riculum, based on individual needs;

Advocacy California State PTA Toolkit – 2011 177 • Individualized Education Programs (IEP) should be stand the overall tax structure, and how state revenues developed on the basis of the needs of the individual are generated and expended. student. The accurate assessment of each student’s English, native language, and academic skills is nec- The California State PTA believes that the total tax essary to ensure placement in the program that best structure should be strong and broadly based; that gen- meets the educational needs of the students; eration of revenues and distribution of the tax burden should be fair and equitable; and that providing ade- - The goal of the IEP should be to provide each stu- quately for the needs of children and youth should be a dent with the academic, vocational and living skills funding priority. necessary to be a productive and independent adult; The California State PTA believes that tax policies should include concepts that: - The IEP team should determine the appropriate program placement, necessary related services, • Establish and adhere to fiscal responsibility and and which curriculum options to offer; accountability in government, including - The general education teacher should be part of the - Efficient methods of collection, administration and IEP team; disbursement of tax revenues; - The school district or the county office of education - Periodic formal reviews of expenditures and rev- should provide transportation necessary to meet enues; and individual needs as determined in the IEP; - Maximum local control of expenditures for local ser- • Parents have the right, obligation and responsibility to vices when that serves the best interests of children be fully involved prior to and throughout the entire and youth; process; • Provide annually sufficient revenues to fund neces- - Parent permission must be secured before testing sary and desired governmental services, including, and for assessment evaluations or placement but not limited to changes in the student’s program; - Allocations from the State General Fund for the - Parents must be notified in writing of and given every public schools in amounts required to provide quali- opportunity to attend all IEP meetings and reviews, ty education programs; and must receive a copy of the complete IEP; - Allocations in addition to public education sufficient • All teachers and school site personnel should be to meet basic health and safety needs of children, trained and sensitive to the special needs of excep- youth and families, and tional students; - Full funding of mandated services; • Funding for non-educational needs of special educa- • Establish and maintain revenue sources carefully tion students should come from sources other than planned and developed to avoid undue burden on the educational dollars. The California State PTA further people but that ensure fairness, including believes it is essential for the Legislature to appropri- ate adequate resources to fully fund all mandated - Reduction of existing tax inequities and avoidance special programs and services (4.5.36). of new ones; and

† See related position statements: Education: Categorical Programs - New or increased taxes when necessary to meet (4.5.16), Funding of Mandated Programs: Effect on Public Education the needs of the people. (4.5.36). 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; The California State PTA further believes that local con- Physical Education and Sports Programs for Children with trol and responsibility for generating and expending Developmental Disabilities–1990. These are found under the funds for local services should be encouraged, and pro- Citizenship and Equality of Opportunity Section III moted through the democratic process based on a Legislative/Advocacy of the Quick-Reference Guide from National PTA. majority vote of the public on all issues. †† Transition is defined as the acquisition of skills necessary to develop the most independent and productive lifestyle an individual may be capable of achieving. 4.5.73 Status Offenders†

Adopted March 1987 – Reaffirmed January 2011 4.5.72 State Tax Reform Community Concerns Commission

Adopted January 1970 – Reaffirmed January 2009 The California State PTA recognizes the need for com- Legislation Committee munity-based programs to help address the problems of status offenders. Such programs should include: The California State PTA recognizes that to make wise decisions on state tax matters all citizens need to under- • Family involvement in the problem-solving process; • Family mediation in crisis situations;

178 California State PTA Toolkit – 2011 Advocacy Where We Stand: Position Statements

• Counseling, training, work experience, education, and provides real-life connections to classroom civics parent involvement; lessons and allows students to express their beliefs in a positive and meaningful way. Teachers and administra- • Cooperation and coordination with law enforcement tors can enhance student learning by exploring issues agencies, social service agencies, and educational through classroom discussion and after-school forums. institutions; The California State PTA believes a school's environ- • Out-of-home placement when in the best interest of ment must provide a positive learning environment and the youth and/or the family; physical safety for all students. While the California • The provision of safe shelters for temporary place- State PTA supports the rights of students to express ment while families and/or appropriate agencies are their beliefs on campus through organized demonstra- contacted. tions, care must be taken to insure that the orderly oper- ation of the school is not disrupted and the physical The California State PTA strongly supports the use of safety of students is not threatened. Leaving during School Attendance Review Boards and other social school hours to attend an off-campus demonstration agencies in dealing with problems of habitual truancy places the student outside the safety zone of the school and persistent or habitual refusal to obey the reasonable and unnecessarily jeopardizes that school's education and proper orders or directions of school authorities. funding. The California State PTA will support limited secure PTA believes parents and teachers are instrumental in detention of status offenders only under the following helping students develop the skills for being responsible circumstances: and caring citizens, and they should encourage students to find additional advocacy opportunities, including but • Custody shall be separate and apart from alleged or not limited to: adjudicated delinquents and adult inmates; • Participating in peaceful demonstrations when school • Custody shall be for the purpose of is not in session; - Determining whether there are any outstanding • Visiting with legislative representatives; warrants; • Drafting petitions, getting them signed by students, - Locating parent(s)/guardian(s) and arranging for parents and teachers, and delivering them to policy- return to home or to jurisdiction of residence; makers; - Prevention of child endangerment. • Writing articles for school papers; The California State PTA will support court-ordered • Lobbying at school board meetings and asking com- secure detention of status offenders only under the fol- munity, youth advocates and experts to join them; lowing circumstances: • Organizing letter-writing campaigns; • Custody shall be separate and apart from alleged or adjudicated delinquents and adult inmates; • Organizing press conferences and/or writing letters to the editor. • Custody shall be determined by the court and for the least amount of time necessary to resolve the crisis; • Custody shall be for the purpose of enforcing a court 4.5.75 Student Records order and providing services that would not be avail- able in the absence of limited secure detention. Adopted November 1976 – Reaffirmed January 2011 Education Commission † A status offender is any person under the age of 18 years who persis- tently or habitually refuses to obey the reasonable and proper orders Current federal and state law provides privacy protec- or directions of a parent or guardian, is beyond the control of a parent tions for student records and further affords students, or guardian, or who is under the age of 18 years when violating any city/county ordinance or state statute establishing a curfew based parents and guardians the right to obtain access to solely on age. Status offenders are governed by section 601 of the those records and exercise some control over the California Welfare and Institutions Code. release and disclosure of information contained in those records.

4.5.74 Student Participation in Public The California State PTA believes it is important for local school communities to become knowledgeable about demonstrations student record laws and their proper application to Adopted July 2006 – Reaffirmed January 2011 ensure proper protection of student records. PTAs are Community Concerns Commission encouraged to work to expand their knowledge and understanding about the laws that govern student The California State PTA recognizes that organized records. demonstrations can increase public awareness of impor- tant issues and generate public will to bring about change. Student participation in public demonstrations

Advocacy California State PTA Toolkit – 2011 179 The California State PTA encourages school districts to • To be aware of and monitor videos (rented, down- annually carry out the provisions of Education Code loaded, or purchased) that their children are watching; Section 49063, which requires: and • Notification to students, parents and guardians of their • To guide their children in the choice of programming rights regarding access and control over records; and to teach their children how to evaluate what they see, hear, and create; • Notification to students, parents and guardians of the types of records maintained by the school district; and PTA also encourages its members: • Notification to students, parents and guardians of the • To monitor TV programs and video content and to position of the school official responsible for student communicate suggestions and concerns to television records. stations, networks, cable television broadcasters, sponsors and producers; and The California State PTA believes the timely transfer and receipt of student records is vital to the proper • To acknowledge and commend programming accept- placement of transferring students; therefore, it is impor- able for family viewing. tant that schools, both public and private, make every effort to immediately transfer student records upon The California State PTA believes it is necessary to request. develop an aware viewing public of children and adults who will limit their television and video viewing to care- The California State PTA believes that school personnel fully selected programs, and who will be able to under- must provide the utmost care toward the protection of stand the explicit and the implicit messages in TV pro- students and student records by exercising the following grams, commercials and video content. PTA further safeguards: believes that media literacy, including TV and video viewing skills, should be included in K-12 curriculum and • Ensure the confidentiality of all personal student data in PTA parent education programs. that is collected and provide for proper record mainte- nance which includes the destruction of records when their usefulness ceases; and 4.5.77 Television Programming • Require proper identification for any person request- ing access to student records. Adopted November 1978 – Reaffirmed March 2009 Communications Commission The California State PTA encourages all public and pri- vate agencies that collect personal data on students to The California State PTA fully supports the First use the same standard of care in protecting student Amendment and is opposed to and will continue to records as required by public schools. oppose government censorship of the media and will oppose any attempt at censorship by any organization or group. 4.5.76 Television and Video Viewing The California State PTA believes, however, that the First Amendment was not designed to protect the eco- Adopted January 1982 – Revised October 2008 nomic interests of broadcasters and/or advertisers. Communications Commission Because federal communication law requires television The California State PTA recognizes that television and and radio broadcasters to broadcast in the “public inter- video viewing are major influences in the lives of chil- est, convenience and necessity,” and because the dren and youth, providing them with a vast amount of Children’s Television Act of 1990, Public Law 101-437 easily accessible information and vicarious experiences. requires stations to air shows that “serve the education- Videos can be found not only on television sets, but also al and informational needs of children” and puts a limit on mobile phones, video game players, MP3 players, on the number of minutes of ads per hour in children’s and other devices, and can be downloaded and programs, it is the responsibility of station owners/man- watched on the Internet. Children may be not only pas- agement to provide programming meeting that criteria. sive viewers, but also interactive users and creators of Although cable operators and cable programmers (net- online video content. PTA, therefore, will continue to works) are generally less regulated, the California State encourage: PTA supports similar standards for the cable industry to • To be aware of the many different ways children are voluntarily provide responsible programming for chil- accessing video content and, where appropriate, to dren. make use of parental controls; Parents should communicate their concerns about pro- • To make every effort to watch television with their gramming to broadcasters, networks and advertisers, young children and to be aware of what older children and encourage them to provide educational and respon- are viewing; sible programming for children and youth.

180 California State PTA Toolkit – 2011 Advocacy Where We Stand: Position Statements

4.5.78 Toy Look-Alike Guns The California State PTA urges its unit, council and dis- trict PTAs to advocate for safer environments in and Adopted March 1989 – Reaffirmed January 2009 around schools by: Community Concerns Commission • Supporting efforts at the federal, state, and local lev- The California State PTA believes that the safety and els to eliminate the environmental health hazards welfare of our children depend upon securing laws that caused by pesticide use; protect them, whenever possible, from death, serious accidents and injury. • Encouraging governmental bodies to regulate the use of pesticides in order to maximize state and local con- The California State PTA is concerned that toy guns trol; have been manufactured to look like machine guns, semi-automatics and revolvers, and alarmed that deaths • Encouraging long-term solutions for the control of have occurred when toy guns were mistaken for real pests that will significantly lower children’s exposure guns. to harmful chemicals by using the least toxic combina- tion of pest control strategies; and California State PTA supports: • Supporting “right-to-know” legislation and regulations • The current ban on the manufacture and sale of look- in order for parents and the community to be more alike toy guns and urges its members to continue to aware of the environmental health hazards associated be aware of legislation that might repeal or dilute this with the use of pesticides. ban. California State PTA urges: 4.5.80 Year-Round Education • Its unit, council and district PTAs to participate in pub- lic education about this ban and its importance to the Adopted March 1986 – Reaffirmed January 2011 safety of our children; and Education Commission • Its unit, council and district PTAs to monitor their local The California State PTA recognizes that year-round toy stores to determine if they are in compliance with education can provide an opportunity to improve the this ban. quality of education and maximizes the utilization of existing school facilities. The acceptance and success of year-round education is enhanced by involving the par- 4.5.79 use of Pesticides In and Around ents/guardians, students, teachers, and community in a Schools study of year-round education prior to implementation. PTA leaders should attend school board meetings, dis- Adopted October 1998 – Reaffirmed March 2004 cuss students’ needs with administrators, students and Health Commission parents/guardians, and be available to serve on year- round education study committees. The California State PTA believes that pesticides are by nature poisons, and exposure even at low levels may In considering year-round education PTA supports: cause serious adverse health effects. Children, because • Early involvement of parents/guardians, teachers, of their higher metabolism, their developing organs and administrators, staff, students, school board members, life-systems, and their play behavior patterns, are partic- community and youth-serving agencies; ularly vulnerable to the health impact of pesticides. Children are at an increased risk of cancer, neuro- • Adoption of goals and objectives that meet student behavioral impairment, and other health problems as a needs and California Education Code requirements result of exposure to both active and inert ingredients in and give the highest priority to providing a quality pro- pesticides. gram for every student; The California State PTA supports the use of Integrated • Decisions on factors that include the health and wel- Pest Management. This program does not prohibit all fare of students; facilities use; teacher availability; vol- use of pesticides, but rather seeks to: untary versus mandatory desegregation plans; enroll- ment and housing trends; cultural, socioeconomic, • Minimize exposure to pesticides; and ethnic balance; and the commitment of the com- • Emphasize non-chemical pest control methods; munity to coordinate youth services; • Address the causes of pest infestation; • Specific efforts of the study committee to identify and meet actual community needs and, if a decision for • Require that a common-sense, environmentally sensi- year-round education has been made, to overcome tive approach to pest prevention be implemented; and the natural resistance to change; • Implement a basic four-step process of inspection, • Assignment of students within a family to similar or monitoring and recording, determining and document- like tracks whenever feasible; ing treatment, and evaluating results.

Advocacy California State PTA Toolkit – 2011 181 • 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 organiza- tions 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.

4.5.81 Youth Involvement

Adopted March 2005 – Revised October 2010 Student Involvement Committee The California State PTA values the involvement of youth in accomplishing common goals and supporting the California State PTA’s mission. The California State PTA encourages youth to become advocates, communi- ty leaders and responsible adults. Further, it acknowl- edges the insights, perspective and voice youth pro- vides. The California State PTA welcomes student participation on its Board of Managers and includes students on its commissions and committees. The California State PTA believes that student contributions build stronger and healthier communities. The California State PTA encourages PTAs to support efforts to develop youth participation by • Soliciting input from youth about budgetary and policy proposals that affect them; • Linking youth involvement opportunities to existing local governmental, school, and state programs that promote voluntary civic and community service; • Encouraging legislative bodies at all levels of govern- ment to include local youth in their policymaking efforts; • Encouraging schools and community programs to pro- vide meaningful opportunities for youth to participate in planning and implementation; • Instilling in youth a sense of civic responsibility, citi- zenship, and leadership through active participation. The contributions of youth in working with adults will enhance programs that serve youth and will strengthen communities.

182 California State PTA Toolkit – 2011 Advocacy Where We Stand: Issue-Related Guidelines

4.6 Where We Stand: Issue-Related Guidelines

The California State PTA has created a number of guidelines to assist unit, council and district PTAs that are con- sidering taking action on issues. Detailed information on the following topics can be obtained through www.capta.org. Guidelines included in the PTA Toolkit in this section will automatically sunset five years after being approved unless reaffirmed or revised for another five years.

4.6.1 Assessment and Testing • Strategies for providing remedial and other instruc- tional support for those students who fall below school Adopted July 1994 – Revised April 2010 district standards and expectation; Education Commission • Scores provided that are reliable and valid; and The California State PTA believes assessment must be an integral part of the instructional process without dis- • Clear communication to parents/guardians and com- tracting from time allotted for delivery of required cur- munity of an accurate profile of student and school riculum. The overall goal of any student assessment performance. program should be to identify what students know and The California State PTA also believes that at no time how well they can apply that knowledge. A statewide should a single test be considered the sole determinant assessment program linked to established curriculum of a student’s academic or work future. An assessment standards provides information on the effectiveness of system built solely on tests and what can be easily mea- instructional delivery and curriculum support materials. sured has the potential of being misleading. Assessment should be used to increase the opportuni- ties for students, rather than deny opportunities through The California State PTA affirms that assessment and such practices as tracking or discrimination by gender, testing should be used for diagnostic purposes to sup- ethnicity, culture or diversity. Assessment tied to stan- port student achievement and should be linked to a cur- dards can provide important information to students, riculum that engages students’ intellect while providing a families, and communities about how students are pro- safe environment for students to develop problem solv- gressing in their learning and can be used to identify ing, critical thinking, and reasoning skills. and address inequalities in access to learning opportuni- ties. Content and performance standards should be devel- 4.6.2 Background Checks of Mobile Food oped with input from parents/guardians and the commu- Vendors nity. Content standards should reflect knowledge and skills in specific subject areas of the curriculum and be March 1999 – Revised October 2006 subject to periodic review. Community Concerns Components of a sound assessment program should The following guidelines have been developed to assist include: unit, council and district PTAs to ensure the safety of children who patronize mobile food vendors. • Formats that are culturally and racially bias-free and in a language that the student understands; Research current and pending city and county ordi- nances related to background checks and issuance of • Measurements of what has been taught; permits and licenses required of mobile food vendors (i.e., trucks, coaches, bicycle carts, push carts…). • Multiple measures which are performance-based, reflecting the different kinds of knowledge and skills Determine whether your city or county has an ordinance that a student is expected to acquire; regulating the distance mobile food vendors must keep from school sites, school bus stops, and posted regional • Procedures and information that are clear and easy to bus stops per California Penal Code section 626 (c) (2) understand; subsections (a) and (b). • Guidance on how student learning can be increased; Advocate that current city, county and state agencies: • Provisions for maximum local and state control • Prohibit the employment and/or licensing of vendors regarding all aspects of assessment; who have prior criminal records involving moral turpi- • Guidelines for appropriate use of data; tude and/or illegal chemicals; • Strategies for monitoring the outcomes of assess- • Prior to assignment require background checks that ments to ensure beneficial impact on teaching and include fingerprinting; learning; • Mandate that valid photo I.D. be worn visibly;

Advocacy California State PTA Toolkit – 2011 183 • Law enforcement agencies have authority to enforce 4.6.4 dealing with Establishments That Sell current and proposed ordinances. Gasoline and Alcohol Concurrently

Conduct community safety awareness meetings which March 1992 – Revised April 2005 include the ordinances and regulations regarding mobile Community Concerns and Health food vendors. Since 1987, establishments that concurrently sell gaso- Use PTA newsletters to inform the general membership line and alcohol fall under local regulations. The State about the issue. enacted this legislation to ensure that local government should not be preempted in the valid exercise of its land Support legislation to amend the California State Penal use authority (Section 23790.5 of the Business and Code related to background checks to include mobile Professions Code). Such establishments could include food vendors as well as persons who have supervisory bars, restaurants, liquor stores, supermarkets, and or disciplinary power over minors. gasoline mini-marts. The State did define conditions (Section 23790.5 of the 4.6.3 Condom Availability Through the Schools Business and Professions Code) that must be met by the establishments engaging in the concurrent sale of January 1999 – Reaffirmed January 2005 motor vehicle fuel with beer and wine for off-premises Health consumption: The California State PTA is an organization concerned • No beer or wine shall be displayed within five feet of about all aspects of the health and well-being of children the cash register or the front door unless it is in a per- and youth. The PTA recognizes that many students are manently affixed cooler. sexually active and that this may results in pregnancy, sexually transmitted diseases, including HIV infection • No advertisement of alcoholic beverages shall be dis- leading to AIDS. played at motor fuel islands. Some school districts have chosen to address this issue • No sale of alcoholic beverages shall be made from a by making condoms available on school sites. While drive-in window. PTA has no specific position on school districts making • No display or sale of beer or wine shall be made from condoms available to students, if a school district elects an ice tub. to do so, PTA urges that the condoms should be made available only under the following specific conditions: • No beer or wine advertising shall be located on motor fuel islands and no self-illuminated advertising for • That strategies for preventing the spread of HIV/AIDS beer or wine shall be located on buildings or windows. should be taught, including abstinence from sexual relations and intravenous drug use. • Employees on duty between the hours of 10 p.m. and 2 a.m. who sell beer or wine shall be at least 21 years • That the local school board has an existing condom of age. availability policy. Cities, however, can zone specific areas where liquor • That a licensed health professional provide condoms can be sold, keeping it out of residential and school only upon request. areas. • That verbal and written instructions be given in the PTAs may find that some of these establishments are proper use of condoms including information about being placed in locations too close to residential and spermicide(s) approved by the Centers for Disease school areas or that these establishments are not fol- Control and Prevention as well as information on con- lowing conditions mandated by the State or laws estab- dom failure at the time they are given to students. lished by the local government. Dependent upon the sit- • That any parent or guardian who objects to his or her uation, the local unit, council or district PTA must be pre- student receiving a condom may so inform the school pared with accurate data prior to confronting local gov- in writing. (The law requires school districts to notify ernment with their complaints. parents when a condom availability policy is estab- Do Research: lished.) • Contact members of the Board of Supervisors and PTAs should not assume the responsibility for making City Council (or the Planning Department staff) condoms available either with financial support or volun- regarding their policies and/or ordinances regulating teer assistance due to the potential risk of liability. the sale of alcoholic beverages at establishments that If an individual needs further information, refer him or sell gasoline and the licensing fees paid by such her to the California State PTA vice president for health establishments. through the California State PTA office, 916.440.1985 • Check with police, sheriff’s and California highway ext. 306. patrol departments to determine number of teenage

184 California State PTA Toolkit – 2011 Advocacy Where We Stand: Issue-Related Guidelines

deaths and injuries in your community which are relat- mary prevention education programs in the school, and ed to alcohol and driving. developing community programs. • Contact your local government offices regarding their The PTA believes every child has the right to develop to local zoning for off-sale alcoholic beverages. his fullest potential and is firmly committed to helping ensure that development through proactive methods. To • Contact the Alcoholic Beverage Control (ABC) in your fulfill this commitment, the PTA initiates and supports area about the location of a particular establishment drug, alcohol, and tobacco legislation aimed at educa- and its proximity to schools or homes. tion, abuse prevention and control. Share information and express concern with: These guidelines have been developed to facilitate par- • Hours of operations; ent involvement to assist PTAs in addressing the prob- lems of drug, alcohol, and tobacco abuse, and to identi- • Noise and litter control; fy resources for information and further assistance. •Lighting and exterior signs; Education • Architectural design review; The parent, school, and community can heighten aware- ness by learning: • Adequate and functional ingress/egress (entrance/exit) and parking for automobiles; • What is happening regarding new drug look-alikes; • Appropriate set-backs from front, rear and side lot • What changes have been made in laws concerning lines; use and misuse of controlled substances, such as stiffer penalties for use and possession of drugs, alco- • Landscaping; hol, and tobacco on or near school property; •Relations to housing, schools, churches; • About teacher/staff training in effective education and • Proliferation and undue concentration of similar out- primary prevention methods; lets in the area; • About the school policy regarding •Substantial change in mode or character of operation. – Students who use alcohol or take drugs at school Attend public hearings before Planning Commission, – Sale of alcohol or drugs on or near school property City Council and/or Board of Supervisors in your com- munity and express PTA concerns on limiting develop- – Teachers/staff with alcohol or drug problems ment projects that would allow sale of alcoholic bever- ages at establishments that also sell gasoline, even – Teachers/staff involved in sale of alcohol or drugs though it will bring extra revenues by license fees. – Drug, alcohol, and tobacco education curriculum Support local legislation on these issues. (K-12) Refer to the California State PTA resolution “Regulation – Teacher/staff training programs for teaching about of Liquor Licenses Near Schools,” May 1997 for further abuse information. – Other school drug, alcohol, and tobacco prevention programs;

4.6.5 drug, Alcohol and Tobacco Abuse • About mass media influence; Prevention and Awareness • About the relationship between school personnel and law enforcement; January 1999 – Revised March 2005 Health • About the proliferation of mini-marts selling alcohol and tobacco; The National Institute of Drug Abuse has defined “prima- ry prevention” as “a constructive process designed to • Early intervention resources; promote personal growth of the individual toward full human potential and thereby inhibit or reduce physical, • Use of law enforcement as a positive support system mental, emotional or social disorders which result in or for the community. from the abuse of chemical substance.” This definition To set and attain their goals PTAs should: can serve as a measure of effective drug, alcohol, and tobacco abuse education. • Be aware of school and neighborhood drug and alco- hol environments; The PTA believes that prevention effort must involve the home, the school, and the community seeking effective • Observe and talk with parents, children and youth; ways to address the use and abuse of drugs, alcohol, and tobacco. The issues should be faced through • Meet with teachers, counselors, principals, and mem- improving family communication skills, knowledge of pri- bers of the community;

Advocacy California State PTA Toolkit – 2011 185 • Seek data from local law enforcement agencies, as • Support of law enforcement agencies collaborating well as the California Alcohol Beverage Control with merchants and businesses to solve and alleviate Agency, on facts and statistics regarding the issue; problems; • Learn about the school primary prevention education • Seek cooperation of merchants, including agreement plan; to a Merchant’s Pledge not to sell alcohol and tobacco to youth or to adults who buy for youth; • Encourage establishment of a school primary preven- tion plan, if one does not exist; • Certificates of commendation to community members and agencies that give exemplary service in the area • Examine curriculum of county and local school district of awareness and prevention; offices; • School climate assessment programs designed to • Obtain information from school district superintendent change negative school environment and attitudes as or school board to request drug and alcohol, and well as curriculum; tobacco abuse prevention education and its imple- mentation; • Formation of networks within individual PTAs and within council and district PTAs for communication • Support limiting the proliferation and availability of and to work toward a common goal. alcohol vendors accessible to youth; Evaluate the primary program by asking the following • Examine city zoning policies on vendor locations and questions: proximity to schools. • Is it appropriate for the target group? PTAs can learn about parent education resources through: • Are teachers or facilitators trained in the primary pre- vention programs? • The county coordinator of drug, alcohol, and tobacco abuse; • Have students been involved in planning and partici- pating in programs? • Well-established drug, alcohol, and tobacco abuse agencies, many of which have a variety of parent • Do the programs develop strategies specified in the communications and abuse information groups; description of types of primary prevention programs? • Allied agencies providing drug, alcohol, and tobacco • Is the program accountable to some established abuse awareness classes; agency, such as the school district, a governmental agency or a community agency? • District PTA and California State PTA resource people trained in parent education and communication skills. • Have provisions been made for: continuing the pro- gram, evaluation, follow-up? Prevention Criteria for Evaluating Drug and Alcohol There is no single primary prevention program to fit all Education Material needs. Numerous approaches and activities have been developed. A combination of methods may be suitable In evaluating drug and alcohol education material, check for your community. Methods used must be appropriate the following: for their respective target groups: elementary students, secondary students, parents, families, community, and • Background and reputation of those who prepared the school administrators. Successful programs include the material; following components: • Physical appearance of the material; • Accurate information; • Timeliness of material: is it current and up-to-date; • Stress self-esteem, communication skills, decision • Readability: vocabulary, type size, organization, etc.; making, understanding of personal values; • Point of view expressed; • Utilize peer counseling and peer tutoring, including older students working with younger students; • Unique information and quality of material; • Alternatives to the use of drugs, alcohol, and tobacco • Ability to interest reader; that are attuned to community involvement as well as school environment; • No “put on” or “put down” of the reader; • Work experience programs, career education, family • Relation of material to objectives; and parent involvement; • Objective and non-judgmental in tone; • Family programs which offer communication skills, • Sufficient amount of information; problem solving, counseling and support groups; • Bibliography and cross reference index.

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4.6.6 Forming a Committee to Study and/or timely planning and applications for college entrance Implement Year-Round Education and other career options.

January 1999 – Reaffirmed April 2010 • The district plan for providing services to the school Education such as emergency repair and regular maintenance, consideration of possible air-conditioning needs, what The California State PTA acknowledges the concern the plans are for facility utilization in using a multi- parents have when school districts find it necessary to track system, phase-in of schools if several schools or change from the traditional September-to-June school school levels are involved, and involvement in regular year. Whether the decision is for educational reasons or districtwide events and activities. due to severe overcrowding of available facilities, parent and community concerns should be addressed through • Plans for coordinating the various community services the work of a study committee appointed by the local that support families such as before- and after-school school governing board. PTAs in the affected schools child care and preschool child care, the need for should take the lead in ensuring that a representative youth-serving agencies to adapt their programs to study committee is appointed and that the study agenda serve students with varying schedules, coordination includes the potential impact on the total community. If with public and private agencies and religious groups the decision is to change to a year-round calendar, the that provide religious instruction programs, summer implementation task force should structure the agenda camps and recreation programs and the ability of stu- to answer all concerns expressed by students, parents dents to obtain needed employment whenever their and the broader community. vacation schedules permit. I. The Study Committee should include representatives Throughout this discussion the quality of the instruction- from: al program and availability of the total curriculum to all students in the district must be uppermost in the minds • PTA(s) and all other groups with parent members. of everyone involved. (PTA strongly recommends a pub- lic hearing process as part of the study to ensure that all • Students. constituencies in the community are given an opportuni- • Administrative, certificated and classified staff. ty to voice their concerns.) The assurance that qualified teachers and staff will be provided for all students • Youth serving agencies. regardless of calendar decisions and that all in- service/staff development activities undertaken by the • Public service agencies. district will be provided for staff at all the affected • Religious groups because of their religious instruction schools are considerations of prime importance. programs, summer camps and daily recreation pro- The decision to adopt a single- or multi-track calendar grams. should provide an implementation task force and plan • Faith-based groups that offer youth programs. that includes the following: • Business community and youth employment agen- • Recommendations that address the issues identified cies. by the committee in its deliberations, with substantive rationale to support the recommendations. • Child care providers. • Ways to inform everyone who will be affected by the II. The study committee agenda should include, but not new calendar and methods to resolve resistance to be limited to, the following general topics: the decision. • A thorough understanding of the proposed year-round • A commitment for continued involvement of the school plan, whether it is a single- or multi-track plan and community as the plan is implemented and necessary what configuration of days on/days off is being consid- changes are made; and a method for ongoing evalua- ered, the benefits and drawbacks to changing from tion of student success. the traditional calendar, the need for a common calen- dar K-12, etc. 4.6.6a RESOuRCES • Visitations and interviews with current year-round par- “Year-Round Education” ticipants. California State Department of Education 1430 N Street, Sacramento, CA 95814 • The district plan for providing all necessary student www.cde.ca.gov/ls/fa/yr/guide.asp services, such as activities with other schools not on a year-round calendar, the opportunity for students to National Association for Year-Round Education participate in extra-curricular and co-curricular activi- 6401 Linda Vista Road, ties in a multi-track system, counseling and other stu- San Diego, CA 92111 dent support services, particularly when multiple 619.292.3679, Fax 619.571.5754, tracks are involved, student access to both remedial E-mail [email protected]; www.nayre.org and enrichment programs and, at the high school level, access to advanced placement programs (AP),

Advocacy California State PTA Toolkit – 2011 187 4.6.7 Parent Involvement • Clear understanding of the processes to gain access to the appropriate school officials, to participate in March 1992 – Revised January 2005 decisions that are made and to appeal matters per- Parent Involvement taining to the child and the appeal process; Parent Involvement: Individual and Organizational • Promote inclusiveness and sensitivity to language; Rights and Responsibilities in the Development of Children • Expect a sensitivity to language and cultural differ- ences (inclusiveness); National PTA Position Statement (Adopted by the 1991-1993 California State PTA • Be informed of disciplinary or investigative action Board of Managers) regarding their child; Parent involvement is the participation of • Be aware that California Law (Chapter 864, Statutes parents/guardians in every facet of the education and of 1998, gives parents/guardians the legal rights to development of children from birth to adulthood, recog- – Classroom Observing: The time and date of the nizing that parents/guardians are the primary influence visitation must be arranged in advance with the in children’s lives. school. Parent involvement takes many forms, including the par- – Teacher Conferencing: Parents should contact the ents’ shared responsibilities in decisions about children’s school to schedule a date and time convenient for education, health and well-being, as well as the par- all participants. ents’/guardians’ participation in organizations that reflect the community’s collaborative aspirations for all children. – Volunteering: Parents should contact the school to determine the terms and conditions of this service. Parent’s Responsibilities – Student Attendance: Be notified in a timely man- The parent/guardian, as a role model and initial teacher, ner if their child is absent from school without per- has the responsibility to: mission. • Safeguard and nurture the physical, mental, social – Student Testing: Be notified of their child’s perfor- and spiritual education of the child; mance on standardized and statewide tests, and • Provide opportunities for interaction with other chil- the school’s ranking on these tests. dren and adults; – School Selection: To request that their child be • Lay the foundation for character development and enrolled in any school in the district. The district is responsible behavior; not compelled to grant the request. • Lay the foundation for responsible citizenship, by – Safe School Environment: Parents are entitled to instilling a knowledge of and respect for our nation’s the assurance of a safe and supportive learning diverse cultural heritage; environment for their child. • Provide a home environment that encourages and – Curriculum Materials: Examine the curriculum sets an example for the child’s commitment to learn- materials of the class or classes in which their child ing; is enroll. • Know, help and work as partners with teachers and – Student Academic Progress: Be informed of their school support staff, administrators, and special child’s academic progress in school and of persons teachers; to contact if they wish more information or assis- tance with their child. • Communicate with, serve on, and participate in the selection/election of school officials (e.g., school – Student Records: Access to their child’s records board members, superintendents, school councils); and to question anything they feel is inaccurate or misleading, or an invasion of privacy. • Develop, through observation, a knowledge of how the child functions in the school environment. – Standards: Receive information regarding the aca- demic standards their child is expected to meet. Parent’s Rights – School Rules: Receive written notification of A parent/guardian has a right to: school rules, attendance policies, dress codes, and procedures for school visitations. • Clear, timely, and concise two way communication and information between home and school; – Psychological Testing: Receive information on all psychological testing recommended for their child. • Clear and concise information about the school and the child’s grade level and developmental progress; – Councils and Committees: Participate as a mem- ber of a parent advisory committee, school-site • Confidentiality of information about the child; council, or site-based management leadership team

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in accordance with established rules and regula- 4.6.8 Studying the Impact of Video Games tions for membership. January 1993 – Revised January 2005 – Policy development: Have the opportunity to work Community Concerns in a mutually supportive and respectful partnership with the school to help their child succeed. PTA’s concerns regarding the impact of video games include: the location of these machines, number of – Beyond high School: Be informed of college machines permitted at any given location, impact on entrance requirements. street and sidewalk congestion where machines are concentrated, accessibility to the machines by students Organizational Responsibilities during school hours where little or no supervision exists, In order to protect the education, health and well-being occurrence of public disturbances and petty crimes in of the whole child, the membership of the PTA has the the vicinity of these games. responsibility to: The California State PTA encourages its unit, council • Ensure access to an equitable and quality education and district PTAs to be aware of and to educate their for all children equally; membership and the community regarding activities of young people at business establishments having video • Advocate that all children have the support necessary game machines and the impact these activities have on in the home, school and in the community; school attendance, alcohol and drug activity, gambling and gang involvement. • Seek information on policies, curriculum and laws that affect all children and youth; A unit, council or district PTA undertaking an educational action program should consider the following general • Share accurate information about the school—(e.g., recommendations: its goals, programs and policies)—with the member- ship and school community; A. Establish a study committee to: • Help and interact with students, teachers, administra- 1. Explore the number and location of establishments tors and community; which operate video game machines; • Promote inclusiveness and sensitivity to language and 2. Explore the types of video games sold by retailers cultural differences of the community; for home game systems as well as personal com- puters; • Ensure an active PTA; 3. Research existence of any city or county ordi- • Work within the PTA, school, and community in a con- nances, police permit regulations and other regula- structive and respectful manner of procedures and a tions relating to video game sites; diversity of opinion; 4. Consult with school district personnel, law enforce- • Work in partnership with school professionals and ment agencies, city or county officials and other parent advisory groups to determine appropriate lev- concerned community groups to determine the els of programs and services; effect of existing video game machines or arcades • Participate in decisions affecting policies, rules and on the schools and the community; regulations; 5. Consult with or include in the study existing video • Provide educational resources and increase opportu- game machine operators in order to encourage vol- nities for the development of parenting skills. untary cooperation with the study group’s recom- mendations; Organizational Rights 6. Work with the community to determine a mutually A PTA organization has the right to: acceptable program to reduce or prevent any exist- ing or future negative impact video game sites may • Function as an independent, nonpartisan child advo- have on the schools and communities. cacy group; B. Many communities have found the following objec- • Meet with appropriate school officials to discuss mat- tives to be effective in reducing potentially detrimental ters of mutual concern affecting all children and youth; effects of video game machines: • Participate, within state law and school board policy, 1. Regulations which restrict the location of video in the setting of the school goals and assist in the game sites to areas of the community that are review of teaching materials and curriculum; some distance from schools; • Seek enactment and participate in decisions affecting 2. Restrictions on the number of video game policies, rules and regulations relating to all children machines permitted to one location; and youth. 3. Charges for licenses to operate such machines or arcades to show reflected costs of added communi-

Advocacy California State PTA Toolkit – 2011 189 ty services required by the installation of such sites, Suicide is the third leading cause of death among 15 to e.g., trash pickup, police protection; 24-year-olds. More people survive suicide attempts than actually die. However, they are often seriously injured 4. Regulations governing the hours of operation of and need medical care. Our goal, then, is to stop sui- video game machines that include restriction of cide attempts. access by minors during normal school hours; (The citation for the statistics referenced above is: 5. Requirements that there be adequate supervision of Centers for disease Control and Prevention national video game sites to insure safety and school atten- Center for Injury Prevention and Control dance; http://www.cdc.gov/violenceprevention/pdf/Suicide_ 6. Requirements that zoning ordinances be reviewed DataSheet-a.pdf) to insure video game machines/arcades are located The California Department of Education’s Health in areas where their presence will not disrupt or vio- Framework for California Public Schools, adopted in late community planning requirements; 2002, outlines a course of study with two factors central 7. Requirements that where video game machines are to its new approach to health education; emphasis already in place, steps for review of the permits placed on developing lifelong, positive health-related and/or licenses issued for such operations be attitudes and behaviors and health education supported adapted to provide for evaluation and review of by a comprehensive schoolwide system to promote chil- such licenses with appropriate school and commu- dren’s health, developed and sustained through collabo- nity input. rative efforts of school personnel, parents, school board members, community leaders, and health and social 8. Requirements that retailers who sell video games services agencies and providers. for home game systems, or personal computers should label and separate games that portray vio- The Health Framework for California Public Schools rec- lent or graphic material from those that are not vio- ognizes that an important element of mental and emo- lent or graphic. tional health is a positive view of one’s self and a sense of a relationship to others. The Framework encourages students: 4.6.9 Suicide Prevention Education and • To take pride in their personal identity, Awareness • To view self-esteem as being based not only on January 1999 – Revised November 2010 one’s accomplishments, but also on personal val- Health, Parent Involvement and Community Concerns ues and ethical considerations, PTA members’ long standing concern about suicide pre- • To make healthy decisions, and vention was formalized by the adoption of the 1983 con- • To refuse to take part in negative behaviors without vention resolution “Suicide Prevention Education and the fear of rejection. Awareness.” These guidelines are to assist unit, council and district PTAs in the implementation of the resolution. In order for parents to engage in efforts to prevent sui- cide attempts, it is useful to become familiar with some The purpose of this guideline is to provide a roadmap of the characteristics associated with suicide, which may for PTA members toward resources that can assist them or may not be direct causes. in the development and implementation of activities and programs concerning suicide prevention focusing in the Risk Factors: home, school, and community. • Family history of suicide PTA’s focus is on youth and statistics showed nationally that in 2009: • Family history of child maltreatment • 13.8% of students in grades 9-12 seriously consid- • Previous suicide attempt(s) ered suicide in the previous 12 months (17.4% of • History of mental disorders, particularly clinical females and 10.5% of males). depression • 6.3% of students reported making at least one suicide • History of alcohol and substance abuse attempt in the previous 12 months (8.1% of females and 4.6% of males). • Feelings of hopelessness • 1.9% of students had made a suicide attempt that • Impulsive or aggressive tendencies resulted in an injury, poisoning, or an overdose that required medical attention (2.3% of females and 1.6% • Cultural and religious beliefs (e.g., belief that sui- of males). cide is noble resolution of a personal dilemma)

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• Local epidemics of suicide Suicide prevention plans at public schools can involve the support of families, schools, and communities work- • Isolation, a feeling of being cut off from other peo- ing together as part of a comprehensive Coordinated ple School Health system that considers resiliency, and • Barriers to accessing mental health treatment youth development assets in pursuit of the goal of pre- venting suicide attempts. • Loss (relational, social, work or financial) Exemplary school-based prevention programs take the • Physical illness following steps: • Easy access to lethal methods • Enlist the support of administration. • Unwillingness to seek help because of the stigma • Advocate for a school district wide suicide-preven- attached to mental health and substance abuse dis- tion policy. orders or to suicidal thoughts • Institute training for faculty and all school staff, Protective factors buffer individuals from risks such as which includes intervention and aftermath suicidal thoughts and behavior: approaches. • Effective clinical care for mental, physical, and sub- • Institute a school crisis response team. stance abuse disorders • Institute parent/guardian education regarding youth • Easy access to a variety of clinical interventions suicide and support for help seeking • Institute community “gatekeeper” training. • Family and community support (Connectedness) • Implement skills training and social support pro- • Support from ongoing medical and mental health grams for students. care relationships • Implement school activities that increase students’ • Skills in problem solving, conflict resolutions, and connection to the school. nonviolent ways of handling disputes. (Youth Development and Resiliency) • Develop supportive school-community partnerships • Cultural and religious beliefs that discourage sui- A coordinated school health system includes health edu- cide and support instincts for self-preservation cation, physical education, health services, nutrition ser- vices, psychological and counseling services, a safe and Youth Development is the name of an approach that healthy school environment, health promotion for staff, focuses on building youths’ assets rather than repairing and parent and community involvement. The system is their deficits. Youth development strategies help most designed to protect and promote the health and well young people, including those challenged by multiple being of students and staff. One way parents can get risks and adversities, to grow into thriving adults. involved is by serving on School Health/Wellness Councils. School connectedness means that students have a sense of belonging at school and perceive that teachers 4.6.9a RESOuRCE are fair and care about them. A study of 20,000 students in grades 7-12 found that school connectedness was Health Framework for California Public Schools, the only school-related factor that consistently protected adopted by the California Board of Education 2002; students from engaging in unhealthy behaviors. http://www.cdc.gov/violenceprevention/suicide Developmental assets include those relating to the indi- Centers for Disease Control and Prevention. Youth vidual and those relating to his or her environment. A Risk Behavior Surveillance—United States, 2009. study involving more than 99,000 students in grades 6- Surveillance Summaries, June 4. MMWR 2010; 59 12 investigated the role of 40 developmental assets in (No. SS-5); protecting adolescents from a variety of health-compro- http://www.cdc.gov/mmwr/pdf/ss/ss5905.pdf mising behaviors. U.S. Public Health Service. The surgeon general’s call Research on resilience identifies caring relationships, to action to prevent suicide. Washington (DC): US messages of high expectations, and opportunities for Department of Health and Human Services; 1999; participation and contribution as factors supporting posi- http://www.surgeongeneral.gov/library/calltoaction/ tive youth development. The presence of a committed calltoaction.pdf caregiver, a broad community support system, and American Association of Suicidology. Youth Suicide engaging social skills were the three most powerful pre- Fact Sheet; http://www.suicidology.org/web/guest/ dictors that children at risk would grow up to be healthy, stats-and-tools/fact-sheets functioning adults. Search Institute, The Banks Building 615 First Avenue NE, Suite 125 Minneapolis, MN 55413; www.search-institute.org

Advocacy California State PTA Toolkit – 2011 191 Getting Results: Developing Safe and Healthy Kids; www.gettingresults.org California State PTA Convention Resolution – Student Substance Abuse: Alternatives to zero Tolerance – 2003 Youth Suicide-Prevention Guidelines for California Schools – 2005; http://www.cde.ca.gov/ls/cg/mh/ documents/suicideprev.doc Health Framework for California Public Schools – Kindergarten Through Grade Twelve; http://www.cde.ca.gov/ci/cr/cf/documents/healthfw.pdf What is Coordinated School Health? – California Department of Education; http://www.cde.ca.gov/ls/he/cs/csh.asp A Guide to Community School Health Councils – American Cancer Society; http://www.cancer.org/Healthy/MoreWaysACSHelps YouStayWell/SchoolHealth/SchoolHealthCouncils/ guide-to-community-school-health-councils-pdf U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration; http://www.samhsa.gov

192 California State PTA Toolkit – 2011 Advocacy FinanceFinance

The California State PTA recommends this entire Finance Section be copied for all financial officers/chairmen. Insert the Insurance and Loss Prevention Guide at the end of this section.

Table of Contents

5.0 Fiduciary Responsibilities ...... 197 5.1 Policies and Procedures ...... 197 5.1.1 Signs of Good Financial Health 197 5.1.2 Sample Financial Calendar of Activities 179 5.1.3 Records Retention Schedule and Destruction Policy 198 5.1.4 Commingling of Funds 199 5.1.5 Fiduciary Agreements and Gifts to Schools 199 5.1.6 Contracts 200 5.1.7 Hold Harmless Agreement 200 5.1.8 Bonding and Insurance 201 5.1.8a Comprehensive General Liability 5.1.8b Directors and Officers Liability 5.1.8c Bonding Insurance 5.1.8d Workers’ Compensation Insurance 5.1.9 Insurance and Loss Prevention Guide 202 5.2 Financial Officers ...... 202 5.2.1 Treasurer Duties 202 5.2.2 Financial Secretary Duties 203 5.2.3 Auditor Duties 203 5.2.4 President Financial Duties 204 5.2.5 Secretary Financial Duties 204 5.2.6 Vice President/Chairman Financial Duties 204 5.2.7 Financial Officer Transition 204 5.3 Financial Records, Reports and Forms ...... 204 5.3.1 Contents of the Treasurer’s Records 204 5.3.2 Computer-Generated Financial Records 205 5.3.2a Guidelines for Computer Use 5.3.3 Financial Officers’ Reports and Forms 206 5.3.3a Budget 5.3.3b Treasurer’s Report 5.3.3c Financial Secretary’s Report 5.3.3d Auditor’s Report 5.3.3e Annual Financial Report 5.3.3f Unit Remittance Form 5.3.3g Cash Verification Form 5.3.3h Payment Authorization/Request for Reimbursement Form 5.3.3i Workers’ Compensation Annual Payroll Report 5.4 Banking ...... 218 5.4.1 Bank Statements 218 5.4.1a Outstanding Checks 5.4.1b Deposits 5.4.2 Bank Cards/ATM and Credit Cards 219 5.4.3 Petty Cash 219 5.4.4 Savings Account 219

193 5.5 Budgeting and Fundraising ...... 219 5.5.1 Developing the Budget 219 5.5.2 Recommended Budget Line Items 220 5.5.3 Funds Not Belonging to the Unit 221 5.5.4 Approving the Budget 221 5.5.5 Amending the Budget 221 5.5.6 Protecting PTA Tax Exemption 221 5.5.7 Local Requirements for Fundraising 221 5.5.8 Standards for PTA Fundraising 221 5.5.8a Fundraising Committee Responsibilities 5.5.8b Committee Procedures 5.5.8c Fundraising Inventory Management 5.5.9 Noncommercial Policy 222 5.5.9a Sponsorship versus Endorsement 5.5.10 Selecting Appropriate Fundraising Activities 223 5.5.10a Safeguards for Conducting Fundraising Projects 5.5.10b Alcohol and PTA Events 5.5.10c Choosing a Fundraising Company 5.5.10d Operation of Bingo Games and Poker Nights for Charitable Purposes 5.5.10e Legal Raffles for PTAs 5.5.10f Paper Scrip Programs 5.5.11 Obtaining Grants 226 5.5.11a Grant Writing 5.5.11b Grant Request Process 5.5.11c Proposals 5.6 Income ...... 227 5.6.1 Handling PTA Funds 227 5.6.2 Providing Documentation to Donors 227 5.6.3 Returned Not-Sufficient-Funds Checks 228 5.6.3a Bookkeeping Procedures 5.6.4 Non-Dues Revenue 228 5.6.5 Financial Procedures for the Internet 229 5.7 Expenditures ...... 229 5.7.1 Check Request System: Payment Authorization/Request for Reimbursement 229 5.7.2 Authorization Procedure – Funds Budgeted But Not Authorized 229 5.7.3 Unbudgeted Expenditures 230 5.7.4 Financial Procedures for the Internet 230 5.7.5 Request for Advance 230 5.7.6 Stale Dated Checks 231 5.8 The PTA Audit ...... 231 5.8.1 Audit Schedule 231 5.8.2 Purpose of an Audit 231 5.8.3 Preparation for an Audit 231 5.8.4 Audit Procedure and Recommendations 232 5.8.5 Audit Report 233 5.9 Financing Programs at the School ...... 233 5.9.1 PTA Funds versus School Funds 233 5.9.1a Field Trips 5.9.1b School Staff Positions 5.9.1c Computers, Technology and Other Major Purchases 5.9.1d Academic Enrichment Programs 5.9.2 Personal Gifts 235 5.9.3 Hospitality 235 5.9.3a Staff Appreciation 5.9.3b Volunteer Appreciation 5.9.4 PTA and Education Foundations 236 194 5.10 Tax Requirements ...... 236 5.10.1 Employer Identification Number (EIN) 236 5.10.2 Tax-Exempt Status and Letters of Determination 236 5.10.3 Sales Tax 236 5.10.4 Federal Taxes 237 5.10.5 State Taxes and Government Forms 237 5.10.6 Gross Receipts 238 5.10.7 Unrelated Business Income Tax 238 5.10.8 Filing Due Dates 238 5.10.9 Officer Responsibilities for Filing 238 5.10.10 Resources 239 5.10.11 Internal Revenue Service (IRS) Audit 239 5.11 PTA as an Employer ...... 239 5.11.1 Employee versus Independent Contractor 239 5.11.2 Approving Projects That Require Employees 239 5.11.2a Planning 5.11.2b Hiring Requirements 5.11.3 Comprehensive General Liability Insurance for Independent Contractors 240 5.11.4 Workers’ Compensation Insurance 240 5.11.4a In Case of Employee Injury 5.11.5 Workers’ Compensation Annual Payroll Report 240 5.11.6 Employer Tax and Withholding Requirements 241 5.11.7 Filing Requirements for Employers 241 5.11.8 Penalties 241 5.11.9 Filing Requirements for Independent Contractors 242 5.12 Miscellaneous Operating Information ...... 242 5.12.1 Special Request for Professional Opinion 242 5.12.2 PTA-Provided Baby-Sitting Services 242 5.12.2a Insurance Requirements 5.12.3 Handling Requests for Relief Assistance 243 5.12.4 School Bond and Other Ballot Measure Campaigns 243 5.13 Insurance Claims ...... 243 5.13.1 Mismanagement of Funds/Embezzlement 243 5.13.2 Accidents or Incidents 243 5.14 Glossary ...... 244

Figures 5-1 Budget (Sample) ...... 208 5-2 Treasurer’s Report (Sample) ...... 209 5-3 Financial Secretary’s Report (Sample) ...... 210 5-4 Audit Report Form ...... 211 5-5 Audit Checklist Form ...... 212 5-6 Annual Financial Report (Sample)...... 213 5-7 Unit Remittance Form ...... 214 5-8 Cash Verification Form ...... 215 5-9 Payment Authorization/Request for Reimbursement Form ...... 216 5-10 Workers’ Compensation Annual Payroll Report Form ...... 217

195 196 Policies and Procedures

5.0 Fiduciary Responsibilities  Ensures budget is approved by association and expenditures are authorized prior to spending funds. The responsibilities of financial officers are specified in the association bylaws and are also established in  Only pays bills which have been authorized by the California State PTA policies and procedures. Additional executive board or association. information can be found in the Finance and Job  Has the bank statements reviewed monthly by a non- Descriptions chapters of the Toolkit. The Toolkit can be check signer; may be the auditor. found on the PTA website, www.capta.org.  Conducts at least two audits per year, in accordance The treasurer, financial secretary and auditor are gener- with the bylaws. ally considered the financial officers. The president, sec- retary and vice presidents/chairmen also have specific  Files the appropriate IRS Form 990 annually and any financial responsibilities. Every PTA board member has state forms required by due date a fiduciary responsibility to:  Conducts a membership campaign throughout the  Protect the assets of the organization. These assets year and remits membership funds not belonging to include cash, assets, volunteers and the PTA’s reputa- the association monthly. tion.  Remits California State PTA insurance premium in  Ensure compliance with all laws. These include feder- accordance with council/district due date. District al and state laws as well as the policies and proce- PTAs must remit to California State PTA office before dures of the PTA. December 20th. Remits Workers’ Compensation Annual Payroll Report Form and any additional premi-  Ensure the assets are used to meet the needs of the um through channels no later than January 31st. children and members served by the PTA.  Ensures all monies are counted by two PTA members,  Ensure continuity of the association by preserving one of whom must be an officer or chairman. Cash assets for the future and not encumbering future verification forms are signed by everyone who counts boards. monies. A signed copy of the verification form is given  Ensure the association remains transparent – all the to each person who participates in the count. members are given the opportunity to participate in  Issues a receipt for donations (see Providing decision making and to view financial reports. Documentation to Donors 5.6.2 and Donation Receipt,  Ensure the association is carrying out the purposes of Forms, Chapter 9). PTA. These include increasing parent involvement,  Ensures checks and transfers between bank accounts advocacy and increasing communications between are signed by two authorized check signers. home and school. Fundraising is not a purpose of PTA, but PTAs may fundraise to provide PTA pro-  Ensures officers receive training at convention, state, grams. Councils and districts have an additional pur- district or council PTA workshops. pose, which is to train and support local associations and their officers. 5.1.2 Sample Financial Calendar of Activities (Year-round PTAs adapt accordingly) PTA officers/chairmen need to understand why they are doing the things they are doing and be committed to UPON ELECTION/MARCH/APRIL doing them correctly and completely President-elect appoints the budget committee to devel- op the budget based on proposed PTA programs for the upcoming year. 5.1 Policies and Procedures Treasurer-elect chairs budget committee. 5.1.1 Signs of Good Financial Health Board-elect adopts preliminary budget. A financially healthy PTA MAY/JUNE  Ensures that only authorized check signers (as speci- Present proposed budget for adoption to the current fied in the bylaws) are on the bank signature card. executive board and the membership at the last PTA Removes previously authorized signers from the sig- meeting of the year. nature card whenever a resignation occurs or a new term begins. Association approves and releases any funds required prior to the next association meeting in the fall. This  Prepares and presents monthly treasurer reports, allows the board-elect the ability to cover routine sum- budget-to-actual comparative reports, financial secre- mer expenses as outlined in the bylaws. tary reports, committee reports and semiannual audit reports at board and association meetings.

Finance California State PTA Toolkit – 2011 197 AUGUST/SEPTEMBER APRIL Re-present budget to association for adoption at its first Issue convention checks for authorized expenditures for meeting. Release any funds required prior to the next elected delegates. association meeting. Begin transitioning with newly elected financial officers. Send approved audit and year-end financial report and current year budget to council or district as directed. MAY/JUNE Send the first remittance of per capita dues through Attend workshops for financial officers, when offered. PTA channels. Send dues as received and at least Submit books and financial records to outgoing auditor monthly thereafter. for end-of-term audit, as stipulated in the bylaws (after close of fiscal year). through channels: The route of formal communications through the PTA. Typically from unit to council, council to Give financial records and materials to the incoming district PTA, district PTA to California State PTA. financial officer (except those in audit). Obtain new bank account signature cards to assist OCTOBER incoming officers. The treasurer-elect should contact the bank to determine the requirements for changing autho- Prepare tax forms and file as required. Forward copies rized signers. of tax returns to council or district as directed (Tax Requirements 5.10). Prepare Annual Financial Report that reflects the fiscal year and term of office, if different. Prepare and file tax Send checks for insurance premiums through channels. returns (end of fiscal year). The fiscal year is listed in Send checks directly to the council or, if out of council, the bylaws or on previous tax returns. The recommend- to the district, by the appropriate council or district dead- ed fiscal year is July 1 to June 30. line. The premium must be forwarded through PTA channels to be received in the California State PTA Ensure all per capita dues have been forwarded through office by December 20, or a late fee of $25 will be channels so that there are no audit exceptions. assessed by the California State PTA. Other pertinent dates should be added (or adjusted) to the cal- NOVEMBER/DECEMBER endar to meet time frames specific to each PTA and fiscal year. Send per capita dues through channels. Send dues as 5.1.3 Records Retention Schedule and received and at least monthly thereafter. Destruction Policy Balance membership totals with council and district It is very important that certain records be retained. The membership reports. current IRS letter of determination, the current bylaws and standing rules approved by the state parliamentari- Prepare books and financial records for the midyear an, and articles of incorporation (for incorporated PTAs) audit. must be readily accessible at all times. JANUARY Listed here are items that must be reviewed on a peri- Submit books and financial records for mid-year audit, odic basis and kept in a safe place. Members of the as specified in the bylaws. executive board must properly dispose of records by shredding the document within 30 days of the expiration Present budget versus actual report to the executive of the holding period. board and association and revise budget if necessary. To assist in this process, it is recommended that upon Ensure that Workers’ Compensation form and additional filing records, note on the outside of the box a “Destroy premium, if required, have been forwarded through After” date. channels by the appropriate due dates. PERMANENT STORAGE FEBRUARY All audit reports Send Founders Day freewill offering through channels to district PTA, when collected. The event may be held Articles of Incorporation during a month other than February. Canceled checks for important transactions (e.g., taxes, Register for convention. contracts). Checks should be filed with papers pertain- ing to each transaction. MARCH Corporation exemption documents (if incorporated) Ensure all per capita dues have been forwarded through channels. Corporation reports filed with the Secretary of State Legal correspondence

198 California State PTA Toolkit – 2011 Finance Policies and Procedures

Insurance records: 1 YEAR • Accident reports Bank reconciliations • Claims Certificates of insurance • Employee Acknowledgment Forms Correspondence with vendors if non-contested • Insurance Incident Reports Duplicate deposit slips • Policies Inventories of products and materials, updated yearly Ledgers (bound) Membership envelopes/forms for current membership Minutes of executive board and association (bound) NOTE: Financial officers have a fiduciary responsibility to protect sensitive and confidential information. Copies PTA Charter of deposited checks should be shredded after the audit Tax documents: has been completed. • Exempt status 5.1.4 Commingling of Funds • Group exemption A PTA is a nonprofit, private organization. To comply with all requirements, regulations and laws, a PTA must • Letters assigning federal and state identification handle only those funds over which it has full control. All number (5.10.1 and 5.10.5) PTA monies and other assets are the property of the PTA and shall be administered through its own • State and federal tax forms, as filed accounts. Correspondence with state or federal agencies A PTA shall not Trademark registrations • Deposit funds from other groups or organizations in 10 YEARS the PTA account; Financial statements (year-end) and budgets • Deposit PTA funds in a personal account; or Grant award letters of agreement • Deposit PTA funds in school or school district accounts. 7 YEARS For tax reporting and filing purposes, the IRS considers Bank statements that contain photocopies of canceled all monies deposited to the PTA account as that PTA’s checks gross receipts, excluding funds forwarded through chan- nels (e.g., per capita dues). Cash receipt records 5.1.5 Fiduciary Agreements and Gifts to Checks (other than those listed for permanent retention) Schools Expired contracts and leases PTA programs promoting parent education, home and List of board members and their contact information school cooperation, children’s well-being, community betterment, and funding for education must have first Payment authorization and expense forms (receipts call on PTA funds. However, when a PTA is asked to attached) for payments to vendors or reimbursement to purchase or provide materials for the local school, it is officers necessary to follow certain guidelines so that the gift will Purchase orders be acceptable to both the PTA membership and the school district. Sales records When making gifts, a Fiduciary Agreement should be 3 YEARS completed by the PTA and signed by all involved so that all parties acknowledge and agree to gift restrictions General correspondence (Forms, Chapter 9). If a Fiduciary Agreement is not Employee records (post-termination) completed, gifts to the school that are accepted by the school district become the property of that district and Employment applications can be moved or used at any school within the school district. Membership lists, including names and full contact information Certain gifts, such as funding for field trips, enrichment programs, teacher aides, special instructors, books, classroom supplies, or major equipment purchases, require prior approval from the PTA membership, school principal, and school district. Many school districts have

Finance California State PTA Toolkit – 2011 199 policies and regulations on accepting gifts. Be sure to terms and conditions of the contract. Have the contract check with the school district before purchasing any reviewed by legal counsel if needed. Ensure that the materials or gifting funds to the school. length of the contract is limited to the current member- ship year and does not encumber future boards. PTA members must approve all expenditures of funds, including the amount of monies to be used for gifts to All contracts must be approved by the association prior the school, prior to the expenditure of those funds. This to being signed. approval must come in the form of a motion and vote at a meeting of the membership and must be recorded in When entering into a contract, the president is responsi- the association minutes of the meeting. Since PTA ble for the agreement and should clearly identify that it membership is new each year, funds cannot be commit- is the PTA entering into the contract and not the presi- ted from one year to the next unless funds were raised dent as an individual. The signature on a written con- for a specific purpose and are therefore restricted. One tract should read, “ ABC PTA by Jane Smith , example might be funds raised over three years for a President and (name), officer.” major purchase. If restricted funds are not used for their Signing a contract obligates the PTA to comply with the designated purpose the funds must be returned to the terms and conditions of the contract and to pay the stat- donors or the donors must agree to the new purpose. ed sum. The fact that the activity is not a financial suc- A gift to the school should benefit the largest number of cess or that the PTA has insufficient funds to meet its students possible. Gifts should be in the form of a dona- obligation has no effect on the responsibility assumed. tion, presented and accepted by the school board at a Do not sign a contract that makes the PTA responsible school board meeting and recorded in the school board for injury or damages. minutes. This ensures the school district will assume responsibility for the liability, maintenance and upkeep of Units should check with their local school district before any equipment purchased. Check with the school district hiring any independent contractor or teacher for a class- to determine whether it is better to donate money for room or school site to ensure that school district policies any equipment and have the district purchase the and procedures are followed. Independent contractors item(s) instead of the PTA purchasing the item(s) and must provide current certificates of insurance, then gifting them to the school. which the PTA must retain in its files. Directors, teachers, or instructors hired as independent con- At the first association meeting following the acceptance tractors must carry their own general liability insur- of the gift by the school board, a description of what was ance and Workers’ Compensation Insurance. given to the school district must be noted again, and the date the school board accepted the gift must be record- 5.1.7 Hold Harmless Agreement ed in the PTA association minutes. A Hold Harmless Agreement means that the signer The school district is subject to fiduciary responsibility. If assumes total liability for a facility while the signer is the school district accepts money or equipment that is using it. Many school district Facility Use Permits given subject to a restriction, then the restriction must include a Hold Harmless Agreement which, if signed, be honored or the law will impose personal liability on would mean that the PTA assumes the total liability for the officers or trustees of the school district in their indi- that facility during PTA’s usage, whether the cause of an vidual capacities. It is possible that the law would merely injury or accident is due to anything under the control of require the refund of the gift not used for the restricted the PTA or not. If the school district requires the PTA to purpose. The law does not do that automatically – there sign a Hold Harmless Agreement for use of school must be a complaint filed with the school district by the premises, the PTA should contact the California State donor. PTA insurance broker first. The insurance broker may then direct the signing of a Facilities Use Permit If the school district or any recipient is not willing to Addendum (Forms, Chapter 9). honor the restrictions on use which accompany a chari- table contribution, then the recipient must decline to PTA is required to obtain a Hold Harmless Agreement accept the gift. There is no duty of any recipient of an and Evidence of Insurance from each vendor, conces- offered charitable gift to actually accept the gift if there is sionaire, or service provider who is used. Instead of pro- a restriction attached. viding Evidence of Insurance to each individual unit, the vendor, concessionaire, or service provider may file an 5.1.6 Contracts annual copy of coverage with the California State PTA A contract is a legally enforceable agreement between insurance broker. two or more persons or organizations. All contracts must A list of vendors, concessionaires, or service providers be approved in advance by the PTA membership and who have Evidence of Insurance on file with the signed by two elected officers, one of whom must be California State PTA insurance broker is available on the the president. insurance broker’s website. (See Insurance and Loss The appropriate officer/chairman must have authoriza- Prevention Guide for website information.) These ven- tion from the executive board before negotiating a con- dors, concessionaires, and service providers do not tract. Receive the contract in writing. Understand the need to sign the Hold Harmless Agreement or provide a copy of their insurance if the policy has not expired. If

200 California State PTA Toolkit – 2011 Finance Policies and Procedures the date on the list has expired, call the California State failure or alleged failure of a member to live up to the PTA insurance broker. responsibilities and duties assumed as a member of the PTA. In a Hold Harmless Agreement, the signing party assumes responsibility for all acts and all liability for any 5.1.8c BONDING INSURANCE injuries that occur related to an event (Hold Harmless Agreement, Forms, Chapter 9). Bonding insurance covers all unit, council and district PTAs and all persons handling funds and PTA assets. 5.1.8 Bonding and Insurance The basic bond provides $15,000 Employee/Volunteer Theft; $15,000 Forgery; and $15,000 Theft, As a protection for all unit, council and district PTAs, the Disappearance and Destruction of money or scrip. California State PTA has contracted for General Liability, There is no coverage under the bond for wire transfers. Directors and Officers Liability, Bonding, and Workers’ There is a $500 deductible. Compensation insurance coverage. Certain activities and events are prohibited, either because they are Higher insurance limits can be obtained for an additional excluded by the insurance policy or because they are cost directly from the insurance carrier. If the unit wishes dangerous or jeopardize the safety of children and a higher limit, one may complete the form “Excess youth. Crime Bond Application” in the Insurance and Loss Prevention Guide. (Higher limits are recommended for There is no distinction between student and adult units purchasing scrip.) members with the insurance broker. Claims must be reported in a timely manner. As soon as Participation in the California State PTA insurance pro- a bond incident investigation is initiated, it must be gram is required for all unit, council and district PTAs. reported to the district PTA president, who will contact The California State PTA contracts for coverage and dis- the insurance broker. tricts are notified of the cost for insurance each fall. Premium costs vary, depending on statewide losses dur- 5.1.8d WORkERS’ COMPENSATION INSURANCE ing previous years. The California State PTA carries Workers’ Insurance premiums are not refundable. The premium Compensation insurance for all operations of the PTA in must be forwarded through PTA channels to be received order to comply with the State of California Workers’ in the California State PTA office by December 20, or a Compensation Law. The law requires that any organiza- late fee of $25 will be assessed by the California State tion considered to be an employer in the state must pro- PTA. Postmarks will not be accepted. Council and dis- vide protection for its employees (California Labor Code, trict PTAs shall not assess additional fines or fees for para. 3700). Any PTA that pays wages directly to an late submission of insurance, per capita, or reports individual and reports said employment on the Workers’ required by the California State PTA (1.2.3; 1.2.4). Compensation Annual Payroll Report (Fig. 5-10 or Forms, Chapter 9) must comply with this mandate. District PTAs will notify their units annually of the current premium costs and the date premiums are due to dis- The Workers’ Compensation system was designed to trict. Premiums are not to be sent directly to the provide prompt and effective medical care to workers California State PTA. The insurance term of coverage is injured on the job and to provide replacement of a por- one year, from January 5 through January 4. tion of wages lost while a worker is recovering from an injury. Workers’ Compensation insurance protects the Details regarding coverage and required annual payroll employer against losses due to work-related accidents reporting of Workers’ Compensation are furnished to and illness. The California Workers’ Compensation sys- PTAs in service mailings, and other direct mailings from tem is a no-fault system, which means an injured worker councils, districts, and California State PTA. is entitled to benefits without regard to negligence or fault. For procedures when an employee sustains an 5.1.8a COMPREHENSIVE GENERAL LIABILITY injury on the job, see Workers’ Compensation Insurance Coverage with a $1 million limit covers all unit, council (5.11.4; Fig. 5-10 or Forms, Chapter 9). and district PTAs when involved in approved PTA activi- In circumstances where a unit, council or district PTA is ties. It protects all members, in case they are held legal- hiring part-time or full-time employees or independent ly liable for bodily injury or property damage to another contractors and the aggregate total cost of the employ- person that resulted from an allowed event. This is not a ee wages is in excess of $1,000, the California State medical policy, but a policy that pays because an indi- PTA will charge the unit, council or district PTA addition- vidual is held legally liable. If someone is injured but the al monies to help cover the cost of the increased premi- injury is not a result of PTA negligence, the individual ums of Workers’ Compensation Insurance coverage, as should utilize his or her private medical insurance cover- needed. age. Every association is required to submit a Workers’ 5.1.8b DIRECTORS AND OFFICERS LIABILITY Compensation Annual Payroll Report by January 31 Coverage with a $1 million limit covers all unit, council (5.3.3i, 5.11.5). and district PTA officers. It provides defense and protec- tion if a director, officer, or member of PTA is sued for

Finance California State PTA Toolkit – 2011 201 5.1.9 Insurance and Loss Prevention Guide Upon assuming office, the incoming treasurer obtains the following from the outgoing treasurer: all PTA-owned The Insurance and Loss Prevention Guide is designed supplies, ledger, checkbook, tax records, backup copy to help unit, council and district PTAs select fundraising and the master copy of the accounting program if the activities, sponsored programs, and events. It outlines books are maintained on a computer, and all other trea- the risks associated with planned activities. The guide is surer materials including the procedure book from the mailed to unit, council and district PTAs annually in previous office holder. Additional records may be November. obtained from the bank and supplies can be purchased from the California State PTA office. The new treasurer Before planning any PTA activities, consult the must also contact the bank and file new signature cards Insurance and Loss Prevention Guide. for checking and savings accounts. Banks may require The Insurance and Loss Prevention Guide provides minutes of the election meeting recording names of new direction on the programs and events in which a PTA officers. may participate. It is divided into three sections: Green The items listed above are necessary for the financial Light, Yellow Light and Red Light. operation of the association. When a new unit is estab- Green Light includes the approved activities and lished, the treasurer should request assistance from events. council or district PTA in obtaining them. Yellow Light includes the cautioned activities and The outgoing treasurer cannot pay bills after the books events. Participation in these activities may require addi- are closed for audit or after the term has ended. Books tional insurance coverage, waivers of liability, and certifi- being audited may not be available immediately. The cates of insurance. PTA must strictly adhere to PTA California State PTA recommends that if the audit is not guidelines and/or other special arrangements. PTA must completed within two (2) weeks after the end of the term meet all stipulated conditions and must consult the of office, the president may appoint a committee to insurance broker prior to undertaking these activities. immediately audit the books. The same time frame must be followed for the semiannual audit. Upon assuming Red Light includes the prohibited activities and events office, the incoming treasurer may pay authorized bills that are not covered under insurance for the PTA and, if and deposit funds in the PTA bank account before the conducted, are considered to be a violation of California audit is completed. State PTA policies and may result in the withdrawal of a PTA’s charter. If a PTA sponsors or conducts an activity 5.2.1 Treasurer Duties listed in the Red Light Section and someone is injured, the individual PTA officers can be held personally liable. Keep such permanent books of account and records that shall be sufficient to establish the items of gross Child care programs are not covered under the income, receipts and disbursements of the association, California State PTA comprehensive general liability including specifically the number of members, the dues insurance policy. If a PTA sponsors such a program, it collected from the members and amount of dues remit- must purchase separate insurance for the program. ted through channels to the California State PTA. Such Although child care programs are not covered, baby-sit- books of account and records shall at all reasonable ting services during meetings and events when a parent times be open to inspection by an authorized represen- is on the premises are acceptable and encouraged tative of the California State PTA. when following appropriate guidelines (PTA Provided Baby-Sitting Services, 5.12.2). Chair the budget committee and prepare the budget for adoption by the association (Developing the Budget, The California State PTA strongly urges unit, council and 5.5.1). district PTAs to refrain from serving alcoholic beverages at PTA functions. PTAs cannot sell or serve alcoholic Contact the bank to secure signatures of all authorized beverages. See the Insurance and Loss Prevention signers on all checking and savings account signature Guide, Red Light Section. Information about alcohol and cards and file with the bank immediately upon taking PTA events is included in Section 5.5.10b on fundraising office. events. Receive all monies from the financial secretary or from other volunteers counting monies received. Give a receipt. Deposit immediately in the name of the associa- 5.2 Financial Officers tion in a bank approved by the executive board. Financial officers are elected to manage the fiscal oper- Receive and retain a copy of the deposit slip for any ations of the unit, council and district PTA. These offi- deposit made. cers include treasurer (required), financial secretary (optional) and auditor (optional). All unit, council and dis- Pay all bills as authorized by the executive board or the trict PTAs are required to have an auditor who may be association and on receipt of payment authorization elected, appointed, or hired in accordance with bylaws. signed by the recording secretary and the president. Job duties are detailed in the PTA bylaws, standing Secure two signatures on all checks. Including the presi- rules and job descriptions – consult these for further dent and treasurer, any two elected officers are autho- information.

202 California State PTA Toolkit – 2011 Finance Financial Officers rized to sign, with the exception of the secretary and Assist auditor to become familiar with the record-keep- auditor. The authorized signers shall not be related by ing system. blood or marriage or reside in the same household. Refer to bylaws to determine who is authorized within 5.2.2 Financial Secretary Duties the unit, council or district PTA. When there is no financial secretary, these duties may Keep an accurate record of receipts and disbursements be assigned to the treasurer or another officer. in a ledger, which is a permanent record of the PTA Give a receipt for all monies received for the association (Records Retention Schedule, 5.1.3). and remit at once to the treasurer or deposit immediate- Keep the membership informed of expenditures as they ly in a bank approved by the executive board. Give a relate to the budget adopted by the association. copy of the deposit slip to the treasurer. Remit all council, district, State and National portions of Keep an accurate record of all receipts and payment per capita dues monthly to the financial officer of the authorizations for the treasurer’s financial records. council/district (Unit Remittance Form 5.3.3f; Prepare all payment authorizations as approved by the Membership Dues 3.2.2; Fig. 5-7 or Forms, Chapter 9). executive board or the association (if required by the Prepare and present a Treasurer’s Report (Treasurer’s bylaws). Report 5.3.3b; Fig. 5-2 or Forms, Chapter 9) at every Prepare and present a Financial Secretary’s Report meeting of the association and executive board and at (Fig. 5-3 or Forms, Chapter 9) at association and execu- other times when requested by the association. tive board meetings and at other times when requested Be responsible for completing and forwarding all neces- by the association. The report must include an accurate sary report forms required by the California State PTA record of all receipts, deposits and authorizations for for insurance and for filing all tax returns and other payment. forms required by government agencies (Tax Report all funds deposited to the treasurer. These totals Requirements 5.10). shall be included in the Annual Financial Report to the Present an Annual Financial Report (Annual Financial association. Report 5.3.2e; Fig. 5-6 or Forms, Chapter 9) to the Perform such other duties as may be delegated to the association that includes gross receipts and disburse- financial secretary by the president or treasurer. ments for the year. Attend the California State PTA convention finance Prepare a comparative budget versus actual revenues workshops. and expenditures report at least quarterly. Attend council or district PTA workshops and trainings, Maintain continuous and direct communication with the when scheduled. president regarding finances. Advise board members of the status of the treasury and their individual budgets. For more information on Financial Secretary’s Duties, see Budget for proposed programs with information provided Bylaws for Local PTA/PTSA Units Article VI, Section 7. by the program committee chairman. For more information on Auditor's Duties, see Bylaws for Be aware of due dates for all financial transactions. Local PTA/PTSA Units, Article VI, Section 8. Prepare for a midyear and year-end audit in the months stipulated in the bylaws. 5.2.3 Auditor Duties Attend the California State PTA convention finance Audit the books and financial records of the association workshops. semiannually or as additionally specified in the bylaws. Attend council and district PTA workshops and trainings, Prepare a midyear and year-end audit in the months when scheduled. stipulated in the bylaws. If the PTA has a bulk mail permit, verify funds are main- Prepare and present written reports to the executive tained in the account. board in the months stipulated in the bylaws. Prepare and present written reports for adoption by the Use a ledger (Forms, Chapter 9) to track association association in the months stipulated in the bylaws. receipts and disbursements. The outgoing auditor is responsible for conducting the For more information on Treasurer’s Duties, see Bylaws for audit at the end of the term of office. The California Local PTA/PTSA Units Article VI, Section 6. State PTA recommends that if the audit is not completed within two (2) weeks after the completion of the term of Advise all board members of the date the books will close office, the president may appoint a committee to imme- so that they can turn in all outstanding expenses before that diately audit the books. The same time frame must be date. followed for the semiannual audit.

Finance California State PTA Toolkit – 2011 203 Audit the books upon resignation of the treasurer, finan- Work with president to have all contracts and/or legally cial secretary or any check signer, or at any time binding documents approved by the executive board deemed necessary. and the association prior to being signed by the presi- dent and one other elected officer (see Contracts 5.1.6). Review monthly bank statement. (This duty may be assigned to any other non-check signing officer.) Follow all PTA financial procedures (see Dues Collection 3.3.1, Hold Harmless Agreements 5.1.7, Budgeting and Work with the treasurer to understand the record-keep- Fundraising 5.5, Income 5.6, Expenditures 5.7, ing system. Financing Programs at the School 5.9). 5.2.4 President Financial Duties Monitor expenditures to ensure they do not exceed authorized amounts. Sign all authorizations for payment and may sign checks as approved by the executive board or the association. Prepare committee report for each activity that includes income, expenses and volunteer hours. Remind officers of their financial duties as needed. Contact the council (if in council) or district PTA if you 5.2.7 Financial Officer Transition need answers to any questions or whenever you need Financial records should be put in order for the auditing help and when procedures are not being followed. process shortly before the end of the term of office. The Coordinate with the treasurer to get bank signature audit must be completed as quickly as possible. The cards changed as needed. outgoing treasurer cannot pay bills after the books are closed for audit or after the term of office ends. Upon Appoint a budget committee upon election of officers. assuming office, the incoming treasurer may deposit The president should be a member of the budget com- funds in the PTA bank account and pay authorized mittee. requests for reimbursement bills as needed. Give financial officers all materials pertaining to financial The outgoing treasurer is responsible for preparing the procedures and due dates, as received from council (if Annual Financial Report, filing all tax forms, preparing a in council), district, State and National PTAs. Treasurer’s Report from the last association meeting to the end of the term and compiling a list of payments Encourage officers to attend any workshops and/or con- made between January 1 and June 30 that are subject ferences given by the council, district or California State to 1099 and Workers’ Compensation reporting. PTA. Have all contracts and/or legally binding documents approved by the executive board and the association 5.3 Financial Records, Reports and before signing with another elected officer. Forms Notify treasurer of the amount of the insurance premium due and the council/ district due date. 5.3.1 Contents of the Treasurer’s Records Include financial due dates on the association calendar. Complete treasurer’s records should contain the follow- ing: 5.2.5 Secretary Financial Duties • Auditors’ reports, checklists and recommendations for Sign all authorizations for payment. current and one prior year Record financial reports in, and attach to, the minutes. • Budget Record motions to adopt audit reports, budgets, the • Bylaws and standing rules annual financial report, and check ratifications in the minutes. • Certificate of Insurance Record other financial motions such as budget adjust- • Copy of Insurance and Loss Prevention Guide ments, authorizations and releases of funds. • Copy of IRS Letter of Determination for Tax 5.2.6 Vice President/Chairman Financial Duties Exemption • Correspondence Meet with committee to develop plan of work that sup- ports PTA’s goal(s) and nonprofit purposes and meets • District-specific information insurance requirements. • Employee records, current Present committee’s plan of work to the executive board for approval. • Federal Employer Identification Number (EIN) Request release of funds before implementing plans or • Copies of tax filings spending PTA funds.

204 California State PTA Toolkit – 2011 Finance Financial Records, Reports and Forms

• Information sheet listing the name, address and Payment Authorization/Request for Reimbursement phone number of all financial institutions used, along Form: A written request for an expenditure or reim- with any passwords and information pertaining to bursement (Payment Authorization/Request for computerized records. Reimbursement, Fig. 5-9 or Forms, Chapter 9). • Corporate number, if applicable; California State Cash Verification Forms: Used by two PTA members Franchise Tax Board entity number, and Attorney when counting monies to verify cash and checks General Charitable tax number. received. • Annual financial reports 5.3.2 Computer-Generated Financial Records

• Monthly financial reports Financial records may be kept on a computer, or be web-based such as PTAEZ, providing PTA procedures • Remittance forms to council and/or district PTAs are followed and a monthly printed record is kept in a • Workers’ Compensation Annual Payroll Report permanent binder. The supporting documents for com- puter-based accounting systems are the same as for • California State PTA Toolkit, Finance, Chapter 5, and manual systems; only the process for recording transac- Forms, Chapter 9, and Job Descriptions tions is different. Sample financial reports are listed as Figures 5-1 through 5-10 or can be found in the Forms • PTA Money Matters Quick-Reference Guide, (National Chapter of the Toolkit. All of the elements in the sample PTA publication) forms must be reflected in any computer-generated • Recommendations for successor report used by the association. For each bank account, record in a secure location the Before using a computer consider the following: account number, place of deposit, and elected officers • The records must be such that the next financial offi- authorized to sign on the account. If a manual ledger is cer will be able to continue with the record-keeping on used, write inside the front cover of the treasurer’s book. the same computer program, a compatible computer Keep the checkbook in a safe place. Ensure that the program, or by hand. secretary records the elected officers authorized to sign on the account in the minutes of the association election • The PTA must purchase the financial program to be meeting or whenever the executive board fills a vacant used, so future financial officers will have access to position. the program. All supplies listed below are legitimate PTA expenses, • The association must agree on software used. reimbursable upon approval of the executive board. They are available from the bank but may be found • All ledger registers, check registers, cash disburse- elsewhere for a reduced cost. ments, and other yearlong registers need to be bound together for storage. Refer to the records retention Bank Deposit Book schedule. Bank Deposit Slips In 2010, California State PTA launched PTAEZ – an online accounting software program developed specifi- Checks: Imprinted with the legal name of association, cally for PTAs. The features and benefits of this program address, two signature lines, and the following wording: include: “Void if not cashed within 90,” days” and, “Two signa- tures required.” • Web-based application – accessible through all major web browsers. Deposit Stamp: Includes “For Deposit Only,” name of PTA and account number). • Multi-User Access – your PTA can offer “view only” access to your records, while the treasurer controls File or Envelope: Obtain for filing bills and receipts. access to general ledger posting. Locking Money Box or Safe: Obtain for temporary • Form 990 Summary – run tax summary reports that holding of cash. greatly simplify the preparation of required tax forms. Numbered Receipt Book: May be purchased at an • PTA-Specific Reports – monthly reports, audit infor- office supply store. A numbered invoice book may also mation and year-end reports are pre-set and tailored be useful. for specific requirements of California PTAs. Portable File: Obtain to hold treasurer’s current • Low cost – low annual subscription rate based on the records. types of tax reports required by your PTA. Storage Box: Obtain to hold treasurer’s records not in Go to www.PTAEZ.com to view a demo and sign up, or current use. call (877) 944-7798 for more information. Treasurer’s Book (Ledger Book): Used to keep track of all transactions (Ledger Sample, Forms, Chapter 9).

Finance California State PTA Toolkit – 2011 205 5.3.2a GUIDELINES FOR COMPUTER USE 5.3.3b TREASURER’S REPORT Computer-generated financial records must be stored to A monthly report for each bank account must include a backup external storage device (e.g., compact disk (CD), jump drive) whenever updated. • balances at the beginning and end of the period cov- ered; Each report generated must show the title and time peri- od covered. • amounts credited to the general fund and any special funds, separated by income belonging to the associa- PTA financial records must be kept on an external stor- tion and income NOT belonging to the association; age device containing only PTA financial records. • receipts and disbursements with a detailed written If an error is discovered prior to presenting a report, it report, separated by income belonging to the associa- may be corrected at that time. tion and income NOT belonging to the association; If an error is discovered after the report/file has been • The report must be posted and/or distributed. Copies presented, correct it by a journal entry, using the current of the report must be provided to the president and date, adding an explanation. (If printed copies have secretary. Information provided should be included in been distributed, corrected copies with an explanation the minutes or attached to the minutes. must be distributed at the next meeting.) The Treasurer’s Reports are created in two distinct sets A hard copy of the computer register must be printed on – one covering the periods from association meeting to a monthly basis and maintained in a bound book. association meeting, and the other covering the period from executive board meeting to the next executive Maintain a checkbook register with the current balance board meeting. The end date for the report should be at all times. This may be manual or computerized. just before the date of the meeting so that the informa- Electronic payments or wire transfers are not allowed. tion is as accurate and up-to-date as possible. PTA bylaws require two elected officers to sign all checks. The Monthly Treasurer's Report includes: balances at the beginning and end of the period covered; amounts credited In preparing the financial records for audit, the same to the general fund and any special funds; and receipts and procedures are followed as with records kept by hand. disbursements with separate sections for amounts belong- Printed ledgers, reports, deposit slips, bills, minutes, authorizations, and other records are submitted to the ing to the PTA and amounts NOT belonging to the PTA with auditor, establishing a clear “audit trail” of the financial a detailed written report posted and/or distributed. Copies of transactions of the association. the report must be provided to the president and secretary and added to the treasurer’s file. When financial records are kept on a computer, the fol- lowing must be added to the permanent records of the PTA: See Fig. 5-2 Treasurer’s Report (Sample).

• An information sheet listing all financial institution or 5.3.3C FINANCIAL SECRETARY’S REPORT bank account names and numbers; A monthly report must reflect the duties of a financial • An information sheet providing the name and version secretary, as assigned in the bylaws, and must include of the software program and type of computer operat- ing system (Windows or Macintosh); and • itemized listing of receipts; • Backup disk(s) of financial files. • itemized listing of deposits; and 5.3.3 Financial Officers’ Reports and Forms • itemized listing of Authorizations for Payment (if assigned that responsibility). 5.3.3a BUDGET See Fig. 5-3 Financial Secretary’s Report. The budget is a financial representation of the goals, 5.3.3d AUDITOR’S REPORT activities and operations a PTA expects to conduct dur- ing a specified time period. The budget estimates A written Auditor’s Report must be presented semiannu- income and expenses for the year and must be present- ally to the executive board and association after the ed to the association for approval and recorded in the books and financial records of the association have association minutes. The budget must coincide with the been audited. An Audit Checklist is required for each term of office, which is usually also the association’s fis- account. A report detailing findings and recommenda- cal year. (See Budgeting and Fundraising 5.5.) tions makes up the third component of an audit. If all is in order, the auditor or audit committee prepares a See Fig. 5-1 Budget (Sample). report, and the auditor or each member of the commit- tee signs it.

206 California State PTA Toolkit – 2011 Finance Financial Records, Reports and Forms

A report must also be submitted by the auditor or audit 5.3.3i WORkERS’ COMPENSATION ANNUAL PAYROLL REPORT committee in the event that there are not adequate records available to conduct a proper accounting of the All unit, council and district PTAs must file a Workers’ association funds. The audit report must be officially Compensation Annual Payroll Report annually. Reports adopted by the association and forwarded through chan- must be forwarded through channels and received by nels to the next level of PTA (Audit Report 5.8.5). the California State PTA no later than January 31. The report covers payments to workers made from January See Fig. 5-4 Audit Report and Fig. 5.5 Audit Checklist. 5 through January 4. The previous treasurer should have compiled a list of payments made from January to 5.3.3e ANNUAL FINANCIAL REPORT the end of the term for the current treasurer to use in The Annual Financial Report reports gross receipts and preparing this annual report. disbursements for the fiscal year and has separate sec- If no one was employed during the report period, com- tions for amounts belonging to the association and plete the information as requested and write “no pay- amounts NOT belonging to the association. The report ment made” in the area where one would list any is distributed to the executive board, to the membership, employee’s name. and may be required by federal and state tax agencies. Copies of these reports must also be forwarded to the If workers were paid (even for one hour), report the council and district PTAs, as required in the bylaws. name of the worker, specific type of work performed, date worked, amount paid and whether the worker car- If the fiscal year is different from the budget year and ried personal Workers’ Compensation insurance. the term of office, a financial report showing all the gross receipts and disbursements for that annual period • If the PTA does not pay the worker directly but must also be produced. donates the money to the school, do not list the worker. The same format is used when preparing the quarterly budget-versus-actual report. • Individuals paid directly are considered to be hired by the PTA and listed on this form (PTA as an Employer See Fig. 5-6 Annual Financial Report (Sample). 5.11). 5.3.3f UNIT REMITTANCE FORM • If independent contractors have their own insurance The Unit Remittance Form accompanies the per capita they are listed but a copy of their certificate of insur- dues, insurance premiums, freewill offerings and other ance is included with the form. The association will payments submitted through channels. Most of these not be paying any additional premium if independent payments will be remitted by the district PTA to the contractors have their own insurance. California State PTA office. You must be specific about what type of work is per- See Fig. 5-7 Unit Remittance Form. formed (see Sample Workers’ Compensation Annual Payroll Report, Fig. 5-10 or Forms, Chapter 9). Some 5.3.3g CASH VERIFICATION FORM examples: Detailed records of monies received by the association • Baby-sitters must be listed on this form as employees are required. The cash verification form provides written of the PTA (PTA-Provided Baby-Sitting Services proof that association funds were counted by two mem- 5.12.2). bers, one of whom is an officer or the committee chair- man. Copies of the signed forms must be given to all • Off-duty policemen hired by PTA, with payment made counters listed on the form. by the PTA directly to the officer, are considered employees. See Fig. 5-8 Cash Verification Form. • Individuals such as technology aides paid by a school 5.3.3h PAYMENT AUTHORIzATION/REqUEST FOR district or other employer are NOT considered to be REIMBURSEMENT hired by the PTA and are not listed on this form. A written request for payment of an expenditure or reim- • Individuals such as technology aides paid by a PTA bursement is required. The bottom of the form records as independent contractors ARE considered to be the date the expenditure was authorized in the minutes hired by the PTA and are not listed on this form. and is signed by the president and secretary. • Individuals paid by the PTA and the PTA has filed any See Fig. 5-9 Payment Authorization/Request for employment report ARE considered to be hired by the Reimbursement. PTA and are not listed on this form. • Payments to police departments or security agencies for security personnel are not included, if the persons were salaried by the department or agency during the period of service to the PTA. See Fig. 5-10 Workers’ Compensation Annual Payroll Report.

Finance California State PTA Toolkit – 2011 207 BUDGET (SAMPLE) FISCAL YEAR ______

Name of Unit ______IRS EI # ______Council ______District PTA ______Bank Name ______Account # ______Bank Address ______

BALANCE ON HAND from previous year $ ______ESTIMATED RECEIPTS Interest income $ ______Membership dues (unit portion only) $ ______Fundraising (list individually) ______$ ______$ ______TOTAL $ ______RECEIPTS NOT BELONGING TO UNIT Council, district, State and National PTA membership per capita $ ______Founders Day freewill offering $ ______TOTAL $ ______TOTAL RECEIPTS $ ______ESTIMATED DISBURSEMENTS Operating expenses Membership envelopes $ ______Insurance premium $ ______Newsletter and publicity $ ______Council/district PTA leadership workshops $ ______Convention (State/National PTA) $ ______Officers’ and chairmen’s reimbursement $ ______Past president’s pin $ ______Honorary Service Award $ ______Program expenses Programs and assemblies $ ______Reflections Program $ ______Parent Involvement $ ______Emergency preparedness $ ______Hospitality $______Fundraising Carnival $______Book fair $ ______Gift wrap $______Carry-over to next year $ ______Unallocated reserves $ ______TOTAL $ ______DISBURSEMENTS NOT BELONGING TO UNIT Council, district, State and National PTA membership per capita $ ______Founders Day freewill offering $ ______TOTAL $ ______TOTAL DISBURSEMENTS $ ______BALANCE ON HAND $ ______

______Date ______Treasurer’s Signature

Fig. 5-1 Budget (Sample)

208 California State PTA Toolkit – 2011 Finance TREASURER’S REPORT (SAMPLE) ______PTA November 14, 2010 – December 14, 2010 CHECkING ACCOUNT BALANCE ON HAND 11/14/2010 $ 4,250.00

INCOME 11/15 DEP: Carnival $ 1,450.00 11/17 DEP: Membership dues, unit portion (150 @ $5) 750.00 11/22 DEP: Book fair 349.50 12/05 DEP: Gift wrap 5,000.00 12/10 NSF check #1113 – Book Fair purchase (16.50) TOTAL 7,533.00 7,533.00

FUNDS NOT BELONGING TO THE UNIT INCOME 11/17 DEP: Membership, 150 @ $4.00 (council/district/State/National PTA) $600.00 12/10 DEP: Founders Day freewill offering 213.00 TOTAL 813.00 813.00 TOTAL INCOME $12,596.00

EXPENSES Ck # 3150 Cajon Council, insurance premium $ 195.00 Ck # 3151 Mary Smith, Carnival expenses 55.00 12/10 Bank fee, NSF Ck # 1113 10.00 Ck # 3153 Patty Harper, hospitality 7.49 Ck # 3154 Book Fair Company 120.00 Ck # 3155 VOID Ck # 3156 Cajon Council, convention/2 delegates 260.00 Ck # 3157 Susan Bird, office supplies 15.29 Ck # 3158 VOID 0.00 Ck # 3159 Beverly Anderson, postage 3.70 12/13 Transfer to savings 5,000.00 TOTAL 5,666.48 5,666.48

FUNDS NOT BELONGING TO THE UNIT EXPENSES: #3152 Cajon Council, 150 members @ $4.00 (council/district/State/National PTA) $600.00 #3160 Cajon Council, Founders Day Freewill Offering 213.00 813.00 813.00 TOTAL EXPENSES $ 6,479.48

BALANCE ON HAND 12/14/2010 $ 6,116.52 SAVINGS ACCOUNT BALANCE ON HAND 11/14/2010 $ 8,649.55

12/10 DEP: Interest 4.32 12/13 DEP: Transfer from checking 5,000.00

Withdrawals 0.00

BALANCE ON HAND 12/14/2010 $ 13,653.87

Signature ______Date ______

Fig. 5-2 Treasurer’s Report (Sample)

Finance California State PTA Toolkit – 2011 209 FINANCIAL SECRETARY’S REPORT (SAMPLE)

______PTA November 14, 2010 – December 14, 2010

A monthly report must reflect the duties of a financial secretary as assigned in the bylaws and should include:

RECEIPTS (Listing of monies received and given to treasurer to deposit.)

11/13 Carnival $ 1,450.00 11/17 Membership dues (150 @ $9) 1,350.00 11/21 Book fair 349.50 12/05 Gift wrap 5,000.00 12/10 Founders Day freewill offering 213.00 TOTAL $ 8,362.50

DEPOSITS (Listing of monies deposited — a duplicate copy of deposit slip is given to treasurer.) 11/14 Carnival $ 1,450.00 11/18 Membership dues (150 @ $9) 1,350.00 11/22 Book fair 349.50 12/06 Gift wrap 5,000.00 12/11 Founders Day freewill offering 213.00 TOTAL $ 8,362.50

______Financial Secretary Signature Date

Fig. 5-3 Financial Secretary’s Report

210 California State PTA Toolkit – 2011 Finance AUDIT REPORT

Date ______Fiscal Year______Name of Unit ______IRS EI Number ______Council ______District PTA ______Bank Name ______Account # ______Bank Address ______City/Zip ______Dates covered by this audit ______Check numbers reviewed in this audit ______

BALANCE ON HAND at time of last audit ______(date) $ ______RECEIPTS since last audit $ ______TOTAL $ ______DISBURSEMENTS since last audit $ ______BALANCE ON HAND ______(date) $ ______*

BANk RECONCILIATION Last BANk STATEMENT balance ______(date) $ ______DEPOSITS not yet credited (add to balance) $ ______$ ______$ ______$ ______

CHECkS OUTSTANDING (List check number and amount) #______$______#______$______#______$______#______$______#______$______#______$______

TOTAL outstanding checks (subtract from balance) $ ______BALANCE in checking account ______(date) $______* *These lines must balance r I have verified that all tax forms, PTA- and government-required forms have been filed, if required.

The following is all that needs to be read when the auditor’s report is given: I have examined the financial records of the treasurer of ______PTA/PTSA and find them r correct r substantially correct with the following recommendations r partially correct more adequate accounting procedures need to be followed so that a more thorough audit report can be given r incorrect Audit completed ______Auditor’s Signature ______Audit adopted ______

(Copies: unit president, secretary, and treasurer; council treasurer or auditor and district PTA treasurer or auditor as directed by the district PTA. Attach copy of tax form(s) to next level PTA, if required to file.)

Submit separate report of explanation and recommendations to executive board. A separate audit form must be completed for each bank account.

Fig. 5-4 Audit Report

Finance California State PTA Toolkit – 2011 211 AUDIT CHECkLIST Unit Name ______Date ______DESCRIPTION YES NO r Bylaws & Standing Rules r Budget(s) r Last Audit Report r Ledger r Checkbook register r Cancelled checks (including voids) r Authorizations for Payment r Cash Verification Forms r Bank statements, bank books and deposit slips r Receipts/bills r Cash receipts r Executive board minutes r Association minutes r Committee reports r Monthly Treasurer Report r Monthly Financial Secretary Reports r Annual Financial Report r Workers’ Compensation Annual Payroll Report form r IRS Forms 990/990EZ/990N r State Form 199 r State Form RRF-1 If required: r IRS Form 941 r IRS Form 1099 r State Form DE-6 r State Form DE-542 Financial records provided: (Originals) r r Beginning Balance Records 1. Check to see if amount shown on first bank statement (adjusted for outstanding checks and deposits) corresponds to the r r starting balance recorded in checkbook register, ledger, treasurer’s report and ending balance of last audit Bank Reconciliation 1. All bank statements reconciled since last audit by treasurer and reviewed monthly by non-check signer r r 2. Ending balances (checkbook register, ledger and treasurer report) agree with last bank statement r r (adjusted for outstanding checks and deposits not posted to bank statement) 3. Deposits and Checks Written: (signed by two authorized check signers per the bylaws) a) Recorded in checkbook register r r b) Recorded in ledger in proper columns r r c) Agree with treasurer reports r r 4. Bank charges and interest recorded in checkbook register, ledger and treasurer reports r r Membership 1. Amount recorded and deposited equals total number of memberships r r # ______(members) @ $ ______(membership dues listed in bylaws) 2. Amount forwarded to council/district PTA equals total number of memberships r r # ______(members) @ $ ______(amount listed in bylaws) Insurance – premium(s) forwarded to council/district PTA by due date r r Minutes 1. All expenditures approved and recorded in executive board minutes r r (List those expenditures not approved on recommendation report) 2. All expenditures approved/ratified in association minutes r r (List those expenditures not approved on recommendation report) 3. Committee minutes record plans, proposed expenditures, and total of monies earned r r Authorizations for Payment (signed by secretary and president) r r 1. All authorizations written for approved amounts (List missing authorizations on recommendation report) r r 2. All authorizations have receipt/bill attached (List missing receipts/bills on recommendation report) r r 3. Authorizations match checks written r r Income 1. Deposits properly supported r r 2. Cash Verification Forms used with two people counting money r r 3. Income received matches deposits recorded in checkbook register, ledger and treasurer reports r r 4. Designated income spent as specified r r Financial Secretary Reports 1. Filed monthly r r 2. Receipts/Deposits agree with ledger & register r r Treasurer Reports 1. Filed monthly r r 2. Agree with ledger and checkbook register r r 3. Annual Financial Report r r Committee Reports 1. Committee reports for all fundraisers submitted or report in minutes. r r Reporting Forms and Tax Returns 1. Verify on Audit Report that all forms have been filed annually (if required) r r Audit Reports 1. Audit done semiannually r r 2. Prepare and present written report with recommendations to executive board r r 3. Present audit report to association for adoption r r 4. Forward report to the next level PTA (See Bylaws, Duties of Officers, Auditor) r r Audit Recommendations All “No” answers should be included in the report as recommendations to change financial procedures. At the completion of the audit, meet with president and financial officers to discuss recommendations and any corrections as r r needed. When errors have been corrected by a financial officer and accounts are accurate, draw a double line in red ink where the audit concludes on all records. Sign & date the audited materials. Mismanagement – Is mismanagement suspected? (Contact district PTA president immediately for assistance.) r r

Fig. 5-5 Audit Checklist

212 California State PTA Toolkit – 2011 Finance ANNUAL FINANCIAL REPORT (SAMPLE) FISCAL YEAR ______

Name of Unit ______IRS EI # ______Council ______District PTA ______

BALANCE ON HAND from previous year $ ______RECEIPTS Savings account interest $ ______Checking account interest $ ______Membership dues (unit portion only) $ ______Fundraising (list total gross income individually) xxx $ ______xxx $ ______Donations $ ______TOTAL $ ______RECEIPTS NOT BELONGING TO UNIT Council, district, state, and National PTA membership per capita $ ______Founders Day freewill offering $ ______TOTAL $ ______TOTAL RECEIPTS $ ______DISBURSEMENTS (List Budget Categories) Operating expenses Membership envelopes $ ______Insurance premium $ ______Newsletter and publicity $ ______Council/district leadership workshops $ ______Convention (State/National PTA) $ ______Officers’ and chairmen’s reimbursement $ ______Past president’s pin $ ______Honorary Service Award $ ______Program expenses Programs and assemblies $ ______Reflections Program $ ______Parent Involvement $ ______Emergency preparedness $ ______Hospitality $ ______Fundraising Carnival $ ______Book fair $ ______Gift wrap $ ______TOTAL $ ______

DISBURSEMENTS NOT BELONGING TO UNIT Council, district, state, and National PTA membership per capita $ ______Founders Day freewill offering $ ______TOTAL $ ______TOTAL DISBURSEMENTS $ ______BALANCE ON HAND $ ______

Signature ______Date ______

Fig. 5-6 Annual Financial Report (Sample)

Finance California State PTA Toolkit – 2011 213 UNIT REMITTANCE FORM Units must use this sheet when submitting monies to council.

Date ______

Unit Name ______State PTA ID Number _____ Unit Address ______City/Zip______Council ______District PTA ______

Total membership on this report: ______

DESCRIPTION AMOUNT Membership dues: # ______@ $ ______(Council, district, State, National PTA portions) $ Insurance Premium (through channels to State PTA by 12/20) Late Charge Insurance (assessed by State PTA if after 12/20) Workers Compensation Surcharge and form (through channels to State PTA by 1/31) Founders Day Freewill Offering Council Assessments District PTA Assessments Membership Envelopes

CHECk # TOTAL $

Treasurer ______Telephone (______) ______Address ______City/Zip ______E-mail ______

Make check payable to: ______Council. Mail to council treasurer: Name ______Address ______City/Zip ______

All checks must have TWO SIGNATURES.

Make a copy for your records.

The following statement must appear on all local remittance statements in order that the National PTA publication, Our Children may qualify for second-class entry mailing:

“A portion of the total sum sent for the National portion of PTA membership dues is payment for one year’s subscription to Our Children of the National Congress of Parents and Teachers, which will be sent to the president of each local unit.”

Fig. 5-7 Unit Remittance Form

214 California State PTA Toolkit – 2011 Finance CASH VERIFICATION FORM (Membership, Fundraisers, Donations)

UNIT NAME ______

ACTIVITY ______DATE ______

COINS CHECkS Attach adding machine tape of itemized checks. ______x 1¢ = ______#______$______#______$______x 5¢ = ______#______$______#______$______x 10¢ = ______#______$______#______$______x 25¢ = ______#______$______#______$______x 50¢ = ______#______$______#______$______x $1 = ______#______$______#______$______TOTAL $ ______#______$______#______$______#______$______#______$______CURRENCY ______x $ 1 = ______#______$______#______$______x $ 5 = ______#______$______#______$______x $ 10 = ______#______$______#______$______x $ 20 = ______#______$______#______$______x $ 50 = ______#______$______#______$______x $100 = ______#______$______#______$______#______$______#______$______TOTAL $ ______TOTAL $ ______

GRAND TOTAL $ ______

Membership Dues

# ______members @ $ ______(dues) = $ ______+ donations = $ _____ Grand Total $ ______

FOR OFFICIAL USE ONLY

Signature ______Amount Received: $ ______

Signature ______Signature ______

Signature ______Date ______

Fig. 5-8 Cash Verification Form

Finance California State PTA Toolkit – 2011 215 PAYMENT AUTHORIzATION/REqUEST FOR REIMBURSEMENT ATTACH ALL RECEIPTS TO THIS EXPENSE STATEMENT Name______PTA Position ______Address ______City/Zip ______Telephone (______)______E-mail ______

Expenditure was for: ______

List Expenditures: ______$ ______

______$ ______

______$ ______

______$ ______

TOTAL EXPENSE $ ______

Total Amount Claimed From Above $ ______

Minus Advance Received $ ______

Reimbursement Claimed $ ______

Not claimed – donate to PTA $ ______

Refund to PTA (Enclose Check) $ ______

Signature ______Date ______

FOR PTA TREASURER USE: r Membership-approved activity r Funds released by membership r Executive Board-approved expenditure

Check Number Category Amount Advanced Expenses Amount Owed or Due

President’s signature: ______Date: ______

Date approved in minutes:______Secretary’s signature: ______

Fig. 5-9 Payment Authorization/Request for Reimbursement

216 California State PTA Toolkit – 2011 Finance 2327 L Street, Sacramento, CA 95816-5014 916.440.1985 • FAX 916.440.1986 • [email protected] • www.capta.org

EVERY UNIT, COUNCIL AND DISTRICT PTA MUST COMPLETE AND RETURN THIS FORM EVEN IF NO ONE WAS PAID WORkERS’ COMPENSATION ANNUAL PAYROLL REPORT (Attach insurance premium payment to Report and forward to council/district PTA as directed by their due date. Payment must be received from district PTA on or before January 31.)

Name of PTA ______District PTA ______Address ______Council ______City ______Zip ______

Please note: List only those employees that PTA pays directly. Attach copies of all DE-6 and DE-542. Do NOT list when monies are donated to school district for employee salaries. Do NOT list company name, only individual names.

DOES PERSON PAID CARRY HIS/HER OWN WORkERS' DATES WORkED TYPE OF WORk PAYROLL NAME OF WORkER COMPENSATION INSURANCE? BE SPECIFIC AMOUNT PAID JAN 5, ____ TO YES* NO JAN 4, ____ 1 2 3 4 5 6 7 8 9 10 11 12

A Total Payroll for ALL Employees

B Less $1,000 - $1,000.00

C Gross Payroll

D Premium due for additional Workers’ Compensation insurance coverage. ____% of Gross Payroll (Line C)

*If yes, worker must supply the PTA with a Certificate of Insurance from his/her Workers’ Compensation insurance carrier. This report form must be completed and forwarded through channels to reach the California State PTA office no later than January 31. • Unit, council and district PTAs are required to file this form, even if no one was paid. • Report ALL paid workers – attach additional Payroll Report detail pages(s) as necessary. • Attach copies of quarterly employee reporting forms DE-6 and DE-542 for Independent Contractors. • Write “NO ONE PAID” across form if no one was paid. • Signed by treasurer or president. • Forward through channels (unit to council to district). DO NOT send directly to the California State PTA office. • See California State PTA Toolkit, “Workers’ Compensation Annual Report,” 5.3.3i for more information. Date ______Signed ______Telephone (______) ______Position ______

Fig. 5-10 Workers’ Compensation Annual Payroll Report

Finance California State PTA Toolkit – 2011 217 5.4 Banking Most banks will prepare and mail bank statements monthly on the date requested by the PTA. When estab- Each PTA must maintain a checking account in the lishing the statement date, take into consideration the name of the association. Use the PTA permanent timing of executive board and association meetings. address, usually the school. Use checks imprinted with While the bank statement should be used to help create the legal name and address of the association, two lines the Treasurer’s Report, it may be necessary to include for the two authorized signatures, and the statements, on the Treasurer’s Report income received and checks “Void if not cashed within 90 days,” and, “Two signa- written after the most current bank statement date. The tures required.” Bank statements should be mailed to end date for each Treasurer’s Report should be just the legal address of the association. In most cases, this before the date of the meeting so that the information is a school or school district office; it is never the home given to the executive board and/or association is as address of an officer. accurate and up-to-date as possible. At least three elected officers, two of whom must be the Try to use a bank that returns canceled checks or president and the treasurer, shall be approved to sign copies with the bank statements. This will facilitate the checks and have their signatures on file at the bank. audit process. If canceled checks are not returned, the The authorized check signers must not be related by bank must provide photocopies or copies that may be blood or marriage or reside in the same household. printed from online access. If the cost of obtaining a Refer to PTA bylaws for authorized check signers. paper bank statement is cost prohibitive for the PTA, printing the statement from the PTA’s online access is A student may be a signatory on a PTA/PTSA account, appropriate. If electronic statements are available a as long as he/she is an elected officer of the associa- copy should be sent to the elected officer who is review- tion, it has been noted in the minutes of the association, ing the bank statement monthly. Electronic payments and it complies with bank regulations. Contact the bank are not permitted because PTA bylaws require two elect- with questions about this issue. ed officers to sign all checks. Do not sign blank checks. Do not pay bills with cash or Another elected officer who does not sign checks (often ATM cards. the auditor) shall open and review the bank statement Most banks do not verify a second signature received prior to presentation to the treasurer for reconciliation. on PTA checks. A PTA can: Using the treasurer’s financial report, minutes and the bank statement, conduct a five minute audit. • vote to change to a bank that does enforce the multi- signature requirement for all PTA/PTSA checks. Five Minute Audit Procedure • continue banking at the same bank and continue to Step 1: Look at the checks. Verify use two signatures on the checks as outlined in the • Two signatures on every check bylaws and monitor this through semiannual audits and monthly review of the bank statement. • Payee, amount and date match the treasur- er’s report All money must be deposited in accounts at a bank approved by the executive board. The association • Purpose of payment is included in the Employer Identification Number (EIN) must be on all check’s note section accounts. The EIN number can be found in the bylaws. Contact the council, district PTA or California State PTA Step 2: Look at the deposits. Verify for assistance if the PTA’s EIN cannot be located. • Date and amount match the treasurer’s Any bank card issued to the association must be report restricted to deposits only. The ATM card cannot be • Deposits have been timely used for cash withdrawals or other purchases. The executive board must verify that the cards, if issued, Step 3: Assure no online payments or withdrawals are “deposit only” and should control access to the have been made using a debit/ATM card. cards issued. Step 4: Reconcile the bank statement to the treasurer’s The IRS considers all funds in PTA accounts to belong report. to the association regardless of source. A PTA may han- dle only those funds over which it has full control, and Make adjustments for checks that have not the total amount must be declared as gross income to cleared and deposits not shown. the PTA. All funds in the PTA account must have associ- Step 5: Contact the treasurer to determine the source ation approval for disbursement. of the error(s). Corrections, if required, are 5.4.1 Bank Statements included in the next treasurer’s report. Report findings to unit president, treasurer and auditor PTA bank statements should be sent to the PTA’s per- (if the reviewer isn’t the auditor). manent address, usually the school. The treasurer The five minute audit will not reveal that the treasurer should check regularly for the bank statements. allocated income incorrectly, but it will point out that a

218 California State PTA Toolkit – 2011 Finance Budgeting and Fundraising deposit showing on the treasurer’s report didn’t actually have been known to send bank cards to the homes of make it to the bank or that a check cashed by the bank all check signers. If the cards are not resricted to didn’t show up on the treasurer’s report. If this happens, deposit only, the treasurer must collect them all, return ask more questions and investigate further. to the bank and ask that the cards be removed from the PTA account. Verify that all cards have been accounted Reconciling Bank Statements for. Reconcile the monthly bank statement and compare 5.4.3 Petty Cash with the check stub/register balance promptly to ensure that bank and financial records are correct. Identify dif- Units may not have petty cash funds. All expenditures ferences, note outstanding checks and determine the must be by check and signed by two elected officers. adjusted bank balance at the end of the month. This establishes the funds available against which checks Some fundraisers will require some beginning cash on may be written. hand. Issue a check payable to the bank for the cash bank. This can be credited to the account titled “Cash After reconciliation, file all supporting receipts, details of on Hand.” This cash is to be kept in a locked cash box deposits, canceled checks in numerical order and dupli- and used for the fundraiser only. A separate cash verifi- cate deposit slips, with the statement. Make a notation cation and deposit should be used to redeposit the on the check register of the last canceled check beginning cash for an event. returned, indicating that the account was reconciled. Place all items on file for audit. 5.4.4 Savings Account

5.4.1a OUTSTANDING CHECkS A savings account may be opened in the name of the PTA, to earn interest on funds not currently needed, by Watch for checks that do not clear the bank within a vote of the executive board and recorded in the execu- reasonable time (about 30-45 days) and investigate. If tive board minutes. For protection, make a motion to an uncashed check is lost, a stop payment may be deposit or transfer funds from the checking account to placed with the bank and a new check issued. The bank the savings account. may charge a fee for a stop payment. If, after investiga- tion, a check still has not cleared and it is 90 days after The earning of interest does not jeopardize the PTA’s issue, void the uncashed check. (see Stale Dated tax-exempt status. Earned interest becomes part of Checks 5.7.6) gross income. Include the amount of funds in the sav- ings account and any activity for the period in each trea- 5.4.1b DEPOSITS surer’s report. Prepare deposit slips in duplicate, the original for the Invested funds should be in a federally-guaranteed and bank and the duplicate for the treasurer’s records. insured account. Follow the bank’s directions when recording the checks on the deposit slip. Some banks require listing the bank numbers for each check; some accept an adding machine tape of the check amounts. 5.5 Budgeting and Fundraising Checks should be marked “For Deposit Only” with the The budget is a financial representation of the goals, PTA account number. A stamp with this information may activities and operations a PTA expects to conduct dur- be secured at the time the bank account is opened. If ing a specified time period. The budget estimates applicable, record in deposit book. Make duplicate income and expenses for the year and must be present- deposit slip with details such as membership, bake sale, ed to the association for approval and recorded in the gift-wrap sale. Enter amount on check register. Roll association minutes. The budget must coincide with the coins as directed by the bank. Attach a copy of the term of office, which is usually also the association’s fis- deposit slip to the Cash Verification Form (Fig. 5-8 or cal year. Forms, Chapter 9). 5.5.1 Developing the Budget Before depositing checks, make copies to accompany the deposit record and to assist with the collection of The budget committee, which is appointed by the presi- NSF (non-sufficient funds) checks. Remember that dent (or president-elect if the budget is being developed financial officers have a fiduciary responsibility to protect for the new term in advance of taking office), has the sensitive and confidential information. Copies of deposit- responsibility for developing the annual budget. The ed checks should be shredded after the audit has been treasurer (or treasurer-elect if the budget is being devel- completed. oped for the new term in advance of taking office) is designated as the committee chairman. The budget 5.4.2 Bank Cards/ATM and Credit Cards committee may include financial officers, the principal or other designated representative, the president (ex offi- Bank cards may not be used for purchases or with- cio), and others. The committee cannot develop the drawals as it violates the PTA’s two-signature rule. budget until the board-elect has determined the goals Some banks require a card be issued to make deposits. and programs for the upcoming year. The executive Make sure the cards only allow deposits. Some banks

Finance California State PTA Toolkit – 2011 219 board should have surveyed the school community Budget an amount that is similar to the actual expense before developing the goals and programs. from the previous year’s premium. Units are notified of the premium amounts by October 1. The premium must Once the goals and priorities are established, the com- be forwarded through PTA channels to be received in mittee should: the California State PTA office by December 20, or a • Know the goals the association is trying to achieve for late fee of $25 will be assessed by the California State the year and plan finances accordingly. PTA. • Invite board members to submit suggestions. Membership Dues: Each association determines its own membership dues, but a portion of each member- • Review the program(s) proposed by the program ship must be forwarded through channels. The forward- committee, including detailed expense projections. ed funds are listed as “Funds Not Belonging to the Unit.” The budget should only reflect the amount of dues the • Review past budgets, income and expenditures. unit retains as income. • Estimate probable income from all sources. Membership Envelopes: The purchase or printing of • Balance probable income with probable expenses. membership envelopes is listed as an expense. • Determine the amount of carry-over funds to set aside Reimbursable Expenses: PTA should reimburse exec- to begin operations at the beginning of the subse- utive board members for any approved out-of-pocket quent PTA fiscal year, prior to the onset of fundraising expenses. PTA funds may not be used for personal activities. expenses, gifts, personal acknowledgments, or personal use items. Appropriate out-of pocket expenses include • Unallocated Reserve funds represent the amount photocopies, office supplies, etc. Unit, council and dis- remaining after making allocations for budgeted pro- trict PTAs should budget for out-of-pocket expenses and grams and activities and may be used to cover any ensure the budget is shared equitably among unexpected or unplanned expenses in the current fis- officers/chairmen in accordance with job responsibilities. cal year. Members should be reimbursed upon submission of a signed payment authorization/request for reimbursement 5.5.2 Recommended Budget Line Items form. Receipts must be submitted for all reimbursable expenses. Unit, council and district PTAs may not bud- When developing a PTA budget, consider including the get for an officer’s allowance. The IRS considers an following line items: allowance as miscellaneous income that must be Carry-over Funds: Carry-over funds represent the declared by the recipient as such and will be taxed amount which is set aside to begin operations at the accordingly. beginning of the next PTA fiscal year, prior to the onset Staff/Volunteer Appreciation: PTA resources may be of fundraising activities. To calculate the amount of this used for hospitality for staff/volunteer appreciation as reserve, review the prior year’s Annual Financial Report long as it does not represent a significant amount. “Not to determine which operation or program expenses of a significant amount” is defined by the IRS as an require funding during transition, and estimate costs for amount that does not exceed 5 percent of the nonprofit these items in the new fiscal year. organization’s annual budget (see Staff Appreciation Convention: The annual California State PTA conven- 5.9.3a). PTA funds cannot be used to purchase personal tion is usually held at the end of April or the first part of gifts for staff or volunteers, such as gift cards. May. The unit should budget enough money to cover the Training/Workshops: Budget funds to send executive cost of registration, hotel room, transportation and food board members to council, PTA district, and California for the allowed number of delegates based on the unit’s State PTA workshops/meetings. membership (Attending Conventions and Conferences 2.8). Unallocated Reserve: Unallocated reserve funds repre- sent the amount remaining after making allocations for Donations: PTAs may ask community supporters to budgeted programs and activities and may be used to donate funds for a specific program. cover any unexpected or unplanned expenses in the Fundraisers: Fundraising income is the gross income current fiscal year with approval of the association. The from fundraisers. List each fundraiser individually. The budget should be amended to reflect funds transferred expenses for conducting each fundraiser should be list- from Unallocated Reserves to other expense categories. ed under Expenses individually by fundraiser. Restricted Reserve: In planning the budget, it is per- Gross Income: This includes the total amount of missible for PTAs to have a savings account to hold income for the year, excluding council, district, State, funds for more than one year for the following reasons: and National PTA portions of the per capita dues and • Efficient management of restricted funds; freewill offerings. • A PTA program requires large donation to the school Insurance: Participation in the California State PTA and the school district requires advance notice if the insurance program is required of all PTAs in California.

220 California State PTA Toolkit – 2011 Finance Budgeting and Fundraising

PTA cannot continue to fund the activity; i.e., comput- 5.5.6 Protecting PTA Tax Exemption er equipment or teacher aide salary; and PTAs are exempt from taxes under Section 501(c)(3) of • Monies to finance long-term or unexpected but the Internal Revenue Code. To retain the tax-exempt approved projects or programs, i.e., playground pro- status, PTAs must pay attention that fundraising does ject. not become the primary focus. All PTAs function under the exempt status of the California State PTA and the As a guide, the savings account reserve should not National PTA. An individual unit can have an affect on exceed one-half of the association’s budget for an aver- the entire association. Disregarding the prohibition age year. against substantial commercial activities could result in 5.5.3 Funds Not Belonging to the Unit having to pay tax or a tax penalty and/or loss of tax- exempt status by the IRS. Council, district, State, and National PTA portions of membership dues and the Founders Day freewill offer- Most PTA fundraising activities are exempt from federal ing are not a part of the unit’s funds to be used for income taxes, because a majority of the work performed expenses. They should not be included in the annual at the unit level is conducted by volunteers and donated budget as receipts for budget planning purposes. They merchandise is sold. also are not included in the gross receipts when report- 5.5.7 Local Requirements for Fundraising ing to the IRS (Gross Receipts 5.10.6). These funds can be paid without the authorization of the membership. Become familiar with state and local requirements for Such funds should be forwarded through channels fundraising. These include the school district policy for immediately. Council or district PTA remittance forms use of school grounds, equipment, food services; the must be issued to track ensure proper allocation of local permits for solicitation; municipal regulations for funds from the unit. public gatherings – fire, curfew, traffic, food sales, health and safety; and regulations governing tax-reporting All disbursement of funds not belonging to the unit must requirements. be recorded in the next treasurer’s report and payment reported to the association. Council and district PTAs 5.5.8 Standards for PTA Fundraising set their own dates far enough in advance of the California State PTA due dates to have sufficient time Fundraising is the method of raising money to finance for such pass-through funds to be received by the PTA programs and projects. The fundraising project California State PTA office (Budget Sample, Fig. 5-1 or must support the goals of PTA and be related to the Forms, Chapter 9). educational, charitable, and philanthropic purposes as a tax-exempt organization. When planning the year’s 5.5.4 Approving the Budget activities, PTAs should use the 3-to-1 rule: There should be at least three non-fundraising programs aimed at In the spring, the board-elect develops the budget and helping parents or children or advocating for school present the proposed budget for adoption to the current improvements, for every one fundraiser. executive board and the membership at the last PTA meeting of the year. The association approves the It should involve as many members as possible and be release of any funds required prior to the next associa- fun. It should not be a burden to the school staff or par- tion meeting in the fall. This allows the board-elect the ent volunteers, compete with or detract from school ability to cover routine summer expenses as outlined in lunch and nutrition programs, or conflict with other PTA, the bylaws. school, or community events. Children should never be used to sell door-to-door or exploited to raise funds. It The PTA shall not assume any financial obligation in any cannot involve commercial or advertising obligations. one term of office that will be carried over into the suc- See National PTA Quick Reference Guide, Money ceeding term. The proposed budget must be presented Matters, which prescribes the ethics of fundraising. to and voted upon by the executive board and recom- mended for adoption at the first association meeting The fundraising project must have the approval of the each year. After the budget is adopted by the associa- membership in advance of the event, and the vote must tion, it should be followed closely in all financial transac- be recorded in the minutes. Projects must have a specif- tions. Adoption of the budget does not authorize the ic purpose. If the fundraising project is ongoing (e.g. e- expenditure of the funds. scrip), it must be approved each year by the association membership. 5.5.5 Amending the Budget 3-to-1 Rule: There should be at least three non-fundraising If adjustments are needed, the budget can be amended programs aimed at helping parents or children or advocat- by a two-thirds vote of the association. It is recommend- ed that the treasurer provide the executive board with a ing for school improvements for every one fundraiser. budget-to-actual comparison report quarterly, but at least midterm. 5.5.8a FUNDRAISING COMMITTEE RESPONSIBILITIES PTA fundraising activities are carried out by a committee whose chairman is an appointed or elected member of

Finance California State PTA Toolkit – 2011 221 the executive board. The president should not be a Continuing or repeat projects produced in cooperation chairman. All plans must be approved in advance by the with a commercial business may be seen as PTA executive board. endorsement of that business, as may the use of the name of PTA along with the business name in promo- The major responsibility of the fundraising committee is tions. The association or members in their official capac- to raise the amount needed to meet the proposed unit ities shall not be used to endorse or promote a commer- budget and to work cooperatively with the PTA president cial entity or engage in activities not related to the pro- and treasurer in accounting for receipts and disburse- motion of the Purposes of the PTA. ments for the activity. The committee may also plan spe- cific fundraising events and activities. Check the • Do not make a qualitative judgment of the sponsor’s Insurance and Loss Prevention Guide to be sure the products or services; i.e., Joe’s widgets are the best! activity is allowed. • Do not include comparative language or language that 5.5.8b COMMITTEE PROCEDURES implies good quality in the acknowledgment; i.e., Joe’s widgets are so much better than Bob’s widgets! Fundraising events must be approved in advance by the executive board and association. Approval should be • Do not permit the sponsor to write the acknowledg- recorded in the minutes. Recruit enough volunteers to ment of thanks; i.e., Thank you, ABC PTA, for endors- conduct the project. Assign each volunteer specific tasks ing our product! and develop a work schedule. Solicit donated goods and services. Clear the dates with the school and • Do not ask members or the public to buy the products reserve needed facilities and equipment. (See Event or services of the sponsor; i.e., Go to Joe’s for your Planning Worksheet, Forms, Chapter 9; Preliminary widgets! Planning 7.3.1) • Do not advertise a product or service. Make firm arrangements with vendors. Obtain all neces- • Do not endorse a product or service; i.e., Our PTA sary permits. Be sure vendor is fully covered by his own supports Joe’s. liability insurance and Workers’ Compensation insur- ance. Have vendor sign a Hold Harmless Agreement 5.5.9a SPONSORSHIP VERSUS ENDORSEMENT (5.1.7, Forms, Chapter 9) and obtain a copy of the ven- dor’s certificate of insurance. The law permits a nonprofit organization to receive cor- porate sponsorship income tax free if the sponsorship is 5.5.8c FUNDRAISING INVENTORY MANAGEMENT linked to a specific event that is held once per year. It is acceptable for PTA to receive payments structured as Many PTAs fundraise by ordering a product from a spe- royalties which is a percentage of gross sales or to cific vendor. When the product arrives at a school site, enter into sponsorship agreements with businesses, the PTA must maintain product inventory. The PTA exec- including e-commerce businesses. Under new regula- utive board must ensure that inventory records are tions, it is acceptable for PTAs to agree to an exclusive maintained and recorded following all PTA financial pro- sponsorship. An exclusive agreement is one which pro- cedures. PTA membership approval is needed for each hibits competitors of the sponsor from selling at the fundraiser before ordering product. Any agreement event. The portion of the payment which reflects the between the PTA and vendor is a contract that must be exclusion element is taxable. honored. Carefully document items ordered. Treat inventory like cash. Just like a cash verification form, For the payment to qualify, there must be no arrange- have two people count product items upon receipt, rec- ment or expectation that the business will receive any oncile against the order form, packing slip and invoice, substantial return benefit for its payment. The PTA may and sign an inventory summary sheet. If there is a dis- not enter into a partnership with a business. crepancy, contact the vendor immediately. Pay all Partnership implies sharing in the profit and loss of the invoices promptly. Inventory should be stored in a business and would result in unrelated business income secure lockable location. Track all sales in detail. and tax liability. Document when items sold are picked up or delivered to customers. If a customer complains, handle it promptly The PTA should acknowledge publicly the royalties or and refund monies if necessary. Periodically count sponsorship. The acknowledgment of thanks can list the inventory to ensure accuracy. Retain all records for audi- corporate sponsor’s name, logo, address, telephone tor. Write a committee report at the end of the fundraiser number, and products. documenting the details of the fundraiser. Contact the PTA May district PTA immediately if there are any problems. Hang a banner on the school campus with permission of 5.5.9 Noncommercial Policy the school principal per district policy. The noncommercial policy requires that the name “PTA” Hang a banner where an event is being held after a or the names of PTA officers not be used in conjunction Facilities Use Permit (1.3.4a; Forms, Chapter 9) is with the commercial activities of other organizations, approved. including, but not limited to, the promotion of their goods and services. Place an acknowledgement in an event program book.

222 California State PTA Toolkit – 2011 Finance Budgeting and Fundraising

Announce event sponsors to the audience. Businesses Should Acknowledge the sponsorship of a particular event in Understand PTA policies and procedures, especially in the PTA newsletter or school newsletter, if school district relation to noncommercial, nonsectarian, and nonparti- policy permits. san policies; Distribute samples of the sponsor’s products at the Not violate PTA policies, positions and goals; sponsored event (if school district policy permits) or if a Facilities Use Permit (1.3.4a; Forms, Chapter 9) allows Exclude all websites that sell or feature firearms, tobac- sponsored product distribution. co, liquor, or adult content material; The PTA may provide a hypertext link from the PTA’s Have a written policy that supports education opportuni- website to the sponsor’s website. PTA must be cautious ties; in how this link is established. It is possible that the exis- Offer benefits to PTA; tence of a link might cause the sponsorship payment to be considered as unrelated business income, particular- Encourage participation in PTA; ly if the link is in the form of a moving banner. A link would more than likely be seen by the IRS as retaining Protect the privacy and security of users: the passive character associated with corporate spon- • Prohibit framing, the possibility that a third party is sorship, while a moving banner is more likely to be con- monitoring the transaction, when users are interacting sidered advertising. The duration of the link should cor- with merchants; respond to the terms of the contract with the sponsor. • Have privacy seals from the Better Business Bureau If PTA provides a Web link to an e-commerce business, and Trust; and a disclaimer must be included on the PTA website. For example: • Require individuals to provide only minimal informa- tion, such as name and e-mail address; “PTA does not endorse, warrant or recommend any of these products. PTA will receive a small percentage of Not require mandatory registration or membership in every sale. If you decide to purchase any products, we order to participate in the program; thank you.” Ensure that program interface is clear, functional, and An e-commerce business should be seen as a fundrais- easy to use; ing company acting as an intermediary or buffer between retailers and consumers. Structure payments to the PTA as royalties; While the PTA obviously would put some effort into pro- Specifically identify the unit as a separate and distinct moting the use of electronic shopping, in order to do so entity receiving the royalties, rather than just listing the without risk, the following conditions must apply: school site; • Use of the program must be entirely at the discretion Provide a complete accounting for determining the of the user; share of royalties on a monthly basis; • Unit cannot have control over whether or not anyone Require a minimal amount of effort from the PTA in pro- will use the site; motional activities; • Unit cannot have control over whether or not they are Be seen as a fundraising company acting as an interme- entitled to any of the proceeds; and diary between retailers and consumers. • Unit cannot release member information to a third Note: Purchases made through e-commerce generally party. will not result in tax-deductible charitable contributions, unless the purchaser can demonstrate that the amount A variety of e-commerce retailers, also known as charity paid for the item exceeded its fair market value and that malls, are donating a portion of purchases made the excess payment was intended to be a gift to the through their sites in exchange for the goodwill the char- PTA. ity can generate. The charity mall allows customers to use the charity mall’s home page as a portal for shop- 5.5.10 Selecting Appropriate Fundraising ping at any number of participating stores. For each Activities online purchase, the PTA would receive a percentage of When considering and carrying out large fundraisers, the sale. Working with the e-commerce business in this keep the following concerns in mind: way, the PTA is less likely to be characterized as con- ducting a business, and instead, is simply receiving roy- • Is the fundraising project related to PTA’s educational, alties. charitable and philanthropic purposes as a tax-exempt organization? Each fundraising opportunity must be evaluated individ- ually. • Will the proceeds of the fundraiser be designated for specific approved projects that meet the purposes of

Finance California State PTA Toolkit – 2011 223 PTA? Do not hold a fundraiser if the PTA has not priate permits and insurance. When a PTA is planning determined how the funds will be spent. an event that will include alcoholic beverages, the PTA may not collect for the cost of the alcoholic beverages • Does the project violate PTA’s noncommercial policy? through ticket sales. This cost must be paid separately • Does the association have enough volunteers? to the licensed establishment or catering company with the valid permits and insurance. 5.5.10a SAFEGUARDS FOR CONDUCTING FUNDRAISING PROJECTS Under no circumstances may PTA funds be used to pur- chase alcoholic beverages or bottles of alcohol. The fundraising chairman needs to: Remember, the purpose of the PTA is to work on behalf of all children and speak for “every child with one voice.” Present plans to the executive board for approval and to obtain authorization to expend funds. If the unit has any further questions regarding this sub- ject, please do not hesitate to contact the California Read all contracts carefully. State PTA insurance broker, or your district PTA. Ask the membership to approve the contract before California Education Code Chapter 8, Article 2, Section committing to the vendor. Ensure that the contract is 82580: It is unlawful to offer or sell any controlled signed by two elected officers of the PTA, one of whom must be the president, after the membership has voted substance, alcoholic beverage or intoxicant on school to conduct the project. premises. Follow the financial procedures required by the California State PTA. (See 5.6.1 Handling PTA Funds.) 5.5.10c CHOOSING A FUNDRAISING COMPANY Request reimbursement in a timely manner for expendi- Evaluate and research several fundraising companies. tures made on behalf of the association or, if an Determine the best value for the PTA in working with a advance was requested, present the completed specific fundraising company. Invite several companies Payment Authorization/Request for Reimbursement no to give presentations in order to compare several later than 14 days after the event. aspects of each program. Do not select a company based on one criterion, such as percentage of profit. Never pay any vendor with cash collected the day of the event. Pay bills by check after a vote of the association. Determine the quality of the product. Higher quality items will generate more sales and enhance the reputa- Prepare a report detailing the income and expenses of tion of PTA. Determine what services are offered to the event. make the fundraising effort as trouble-free as possible.

5.5.10b ALCOHOL AND PTA EVENTS • Is shipping an additional cost? Selling Alcohol – according to the California Business • Is there a reduced cost based on volume purchased? and Professions Code, Section 25608, “Every person who possesses, consumes, sells, gives, or delivers to • Who is responsible for developing fundraiser fliers? any other person, any alcoholic beverage in or on any • Who is responsible for packaging individual orders? public schoolhouse or any of the grounds thereof, is guilty of a misdemeanor.” PTAs may not sell alcoholic • Are products guaranteed? beverages under any circumstance. • How are order errors handled? In accordance with the California State PTA insurance program, PTAs may not engage in the sale of alcoholic Determine the experience, professionalism, and reputa- beverages. Many PTAs hold annual silent auctions and tion of the company within the community. Ask how long dinners as fundraisers, at which bottles and/or cases of the company has been in business, whether the compa- wine are donated for use as auction items. These donat- ny is a member of the Association of Fundraisers and ed bottles and/or cases of wine may be used as auction Direct Sellers (www.afrds.com), and for two to three ref- items provided the contents are not decanted on the erences. If a company will not provide references, it is school premises. Contact the school district for local an indication not to use its services. When provided, policies regarding auctioning of donated alcoholic bever- contact references and ask about their experiences with ages. PTAs may auction donated alcoholic beverages the company and whether they recommend it. but may not sell alcoholic beverages under any circum- Determine what safety measures or policies the compa- stance. ny offers. Review samples of the company’s letters, Serving of Alcohol at PTA Events – The California videos, fliers, and other promotional materials that indi- State PTA strongly urges its unit, council, and district cate safety is assured. PTAs to refrain from serving alcoholic beverages at PTA Determine the company’s ability to meet the PTA’s functions. If alcoholic beverages are served at a PTA goals. The retail price of the product should represent a function, the PTA may not serve them. Any alcoholic fair market value for its goods and be reasonably priced. beverages must be provided and served by a licensed The PTA should be able to make a fair profit. Ask establishment or catering company that has the appro- whether the company can demonstrate a history of suc-

224 California State PTA Toolkit – 2011 Finance Budgeting and Fundraising cess, placing the burden of proof on the company to 5.5.10e LEGAL RAFFLES FOR PTAS convince the PTA that their goal will be met. Do not pay in full for products until the complete order is delivered. Forms and information on how to conduct a legal raffle If a deposit is requested, it should be a token amount of can be obtained by going to the California Attorney the total order. General’s website. (See www.ag.ca.gov/charities/raf- fles.htm Section 320.5 Gambling: Charitable Raffles.) Verify the company carries liability insurance. The Insurance and Loss Prevention Guide provides a list of A completed registration form and registration fee must Concessionaire/Vendors/Service Providers who have be submitted by September 1 of each year (September filed the appropriate evidence of insurance with the 1 through August 31) during which a raffle is expected to California State PTA Insurance Broker. Because a ven- be conducted. A separate Nonprofit Raffle Report must dor is listed with insurance DOES NOT mean that all be completed for each raffle conducted during a report- activities he/she might offer are approved. The red, yel- ing year (September 1 through August 31). Reports are low and green pages’ guidelines must be observed. due on or before September 1 (California Penal Code Refer to Insurance and Loss Prevention Guide for addi- section 320.5). Once registered, the Attorney General’s tional information. office requires re-registration annually.

5.5.10d OPERATION OF BINGO GAMES AND POkER NIGHTS Raffles may include but are not limited to raffles, dona- FOR CHARITABLE PURPOSES tion drawings, ducky derby and cow chip bingo. Fifty- fifty (50-50) raffles are illegal. Bingo is a game of chance that must comply with regu- lations of all local authorities, including school district 5.5.10f PAPER SCRIP PROGRAMS (SEE 5.6.4 FOR E-SCRIP) and city and local governments. Consult with county Scrip is a coupon that may be redeemed in lieu of using council and/or city attorney to determine local code and cash at the store that issued the scrip. Scrip is pur- ordinances. When authorized, PTA, as an organization chased, usually from grocery stores, in large amounts that falls within §23701d of the Revenue and Taxation for a discount off the face value. The PTA then sells the Code (charitable organization and tax-exempt), may scrip at the full value, raising funds for the unit. When receive a license to operate a bingo game provided that purchased directly, scrip is redeemable by anyone and, all provisions of California State Penal Code §326.5 are therefore, is as subject to loss or theft as cash. met. These laws are updated frequently. Scrip can be purchased by the unit either directly from Certain tax-exempt organizations are authorized by the store or a scrip wholesaler. The basic bonding insur- state law and local ordinance to raise money from ance provided as part of the California State PTA insur- bingo, provided that: (1) the proceeds are used only for ance program may not be sufficient for PTAs that sell charitable purposes; (2) the games are conducted by large amounts of scrip. Higher limits are available for volunteer members of the organizations; (3) no salaries those who have a need. Please refer to the Insurance are paid with bingo proceeds; (4) there is no commin- and Loss Prevention Guide. gling of bingo money with any other funds; and (5) the organization conducting bingo holds a valid license Inform purchasers that scrip is not tax deductible, since issued by the city or county in which bingo is played. the full value is received when paying for items at the issuing store, just as if they paid with cash. Use a stamp On January 1, 2007, a California law (AB 839) was to mark front of checks received in payment for scrip, enacted allowing eligible nonprofit organizations to hold “Scrip Purchase – Not Tax Deductible.” "charity poker night" fundraisers. Nonprofit organizations and suppliers of equipment and/or services for such Ensure the Scrip Committee follows correct financial fundraising events must submit an annual registration procedures. form to the Bureau of Gambling Control for approval. Work directly with the store(s) and purchase scrip with a The organizations must meet all requirements of the PTA check signed by two authorized elected officers. California Attorney General; refer to http://ag.ca.gov/gambling/charitable.php. Keep an accurate record of scrip inventory and all sales. Bingo and charity poker night proceeds are considered Provide a written report to the treasurer with deposit to be part of the gross receipts of the unit (Income 5.6). receipts attached, to be placed on file for audit. They must be accounted for in the semiannual audit, the Make arrangements for safekeeping of scrip between budget and all financial reports to the executive board sales. and association. If someone other than the treasurer is responsible for reporting, a financial report must be Do not keep scrip at a committee member’s private resi- made at each executive board and association meeting. dence or in a car trunk. The bingo proceeds also must be considered when determining the necessity for Federal and Unrelated Renting a safe deposit box at a bank is recommended Business Income Tax reporting. for large amounts of scrip. If unsold scrip or money cannot be deposited in the bank immediately, establish advance arrangements with the principal to use the school safe. It is recommended

Finance California State PTA Toolkit – 2011 225 the PTA purchase a small safe or lockbox to place appointed by the president to look for sources of funding inside the school safe. and to prepare the proposal.

Prior to placing unsold scrip or money in the school 5.5.11b GRANT REqUEST PROCESS safe, two PTA members, one of whom must be a finan- cial officer or chairman, must count it. Document the Contact the grant source in writing with a brief letter of amount and have the documentation signed by the PTA intent explaining the project. members. The principal may require that a school repre- Request the grant specifications from the donor and fol- sentative verify the documentation. low them carefully. Conduct sales of scrip in a safe, protected location. Find out who is responsible for reviewing grants and Provide interested customers with a name and phone send the proposal to that person. number of a person whom they can contact for informa- Follow up with a phone call if the donor has not tion about the sale. responded within six to eight weeks. Never use children as couriers. Seek a personal meeting to explain the PTA’s proposal Maintain control of the program to ensure that all scrip further. Be open to questions. Be succinct. If the propos- sales are accurately reported. al is not funded, ask why. 5.5.11 Obtaining Grants Recommend revisions for future proposals. Accept the final decision graciously. Always properly Grants are specific funds given to an organization to acknowledge the donor’s generosity when the request is perform specific functions. Unit, council and district funded. PTAs may apply for grants in order to fund many of their projects and programs. Businesses, foundations and 5.5.11c PROPOSALS corporations give grants to causes they consider worth- while. When applying for grants, PTAs may want to When writing a proposal, provide detailed information stress the points that public schools produce future about the proposed project. Most grant proposals have employees, and that donations or gifts are tax a distinct format, but the information sought by donors is deductible, as PTA is a 501(c)(3) organization. often the same: Organizations like the American Cancer Society, March • An introduction that describes the PTA association of Dimes, Kiwanis, and Lions Clubs will make funds and its purpose; available for projects that fulfill their goals, such as pro- grams addressing child abuse or substance abuse pre- • An overview of the project and its specific goals; vention. • A statement that defines the problem the project The project for which a PTA is seeking grant funds must seeks to solve; be one that promotes the Purposes of the PTA, is rele- vant to the PTA’s goals, and has been approved by a • Statistics that substantiate problem identification; vote of the membership. PTA members must be commit- • The target population; ted to following through with the stated goals of the pro- gram. The project should be one that will not commit the • The project’s value to PTA and to the school commu- participation of succeeding PTA boards. nity; If the PTA is serious about seeking grants, find someone • The proposed outcomes of the project; with expertise in writing grant proposals. The local school district may have a qualified staff member. Seek • An explanation of the activities the grant will fund; the guidance of people who are knowledgeable about • A timeline for completion of the project; the intricacies of writing proposals. • A description of how the project will be evaluated; and The first step is to gather information about possible sources of funding. These include federal and state gov- • A proposed project budget that includes both expens- ernments, private foundations, community foundations, es and in-kind services. private individuals, and nonprofit organizations such as United Way. Unit, council, and district PTAs may apply The grant writing chairman or committee should main- for grants in order to fund many of their projects and tain a file of completed applications, individuals who are programs. resources, and possible sources of funds to assist future committees. If a grant is awarded, the grant writing 5.5.11a GRANT WRITING chairman is responsible for complying with the donor’s reporting requirements, including providing the unit’s A grant writing chairman can be appointed by the presi- IRS Employer Identification Number (EIN). A PTA may dent to coordinate PTA grant writing efforts. When a furnish a donor with an EIN if requested. PTA is interested in applying for outside funds to help implement a PTA project, a committee should be The treasurer must track all expenditures carefully; this information is a requirement in all grant donor reports.

226 California State PTA Toolkit – 2011 Finance Income

Keep the association aware of the progress of the grant The treasurer or financial secretary shall deposit the application process, and use the reports submitted to money immediately in the bank. If immediate deposit or the donor to inform the association of the project’s night drop is not possible, plan for the safekeeping of implementation progress. money until it is deposited in the bank. For ongoing fundraisers or when money is coming in daily, the All action taken on grant applications or project imple- money must be deposited daily in the PTA’s bank mentation must be recorded in the PTA minutes. account. Never deposit any money in anyone’s personal account or in the school account. Never leave money unattend- 5.6 Income ed, in someone’s home or in the trunk of a car (Deposits The treasurer should ensure that all board members, 5.4.1b). especially the fundraising chairman and membership Simple procedures for counting money can keep the chairman, have a plan to properly control the receipt of PTA safe and ensure accurate reporting of receipts to funds, and count receipts. With all sources of incoming the membership. If money is collected when the banks revenue, PTA members must follow PTA financial proce- are not open, make plans with the bank for a night dures. Establish controls for any fundraiser or member- deposit or with the school principal to use the school ship campaign using the basic principles of proper safe. Be sure that the amount is documented prior to money handling (see Handling PTA Funds 5.6.1). Plan depositing it in the school safe or lockbox. The docu- ahead! mented deposit should be placed in a sealed envelope When a check is received as payment, no pre-num- signed by a school administrator and verified by two bered, multipart copy receipt is needed. A check is con- authorized PTA representatives. Each party handling the sidered appropriate documentation. money should count, sign and receive a copy of the Cash Verification form. When receiving cash, a pre-numbered, multipart receipt book must be used to issue a receipt for: Depending upon the community, a police or sheriff escort to the bank may be provided on request. • Spirit wear sales – issue receipts for cash and checks (receipts help with inventory control) 5.6.2 Providing Documentation to Donors • Scrip PTA members and contributors often assume any pay- ment they make to a PTA in conjunction with a fundrais- • Cash donation – also send a thank you letter (see ing event is tax deductible. However, rules and limita- Providing Documentation to Donors 5.6.2) tions exist for the deductibility of such payments. See PTA Money Matters Quick-Reference Guide. Receipts are not required for the following: State and federal law requires that tax-exempt charita- • Membership table, membership envelope, member- ble organizations provide donor with receipts or other ship form (the membership card is a receipt) forms of documentation of contributions for a cash • Gift-wrap sales donation of any amount. Failure to comply may result in denial of deductions for donors and the imposition of • Carnival ticket sales (member receives a ticket) penalties on the organization. • Raffle ticket sales (member receives a ticket) Recent changes to tax laws require the donor to obtain a receipt for every cash donation regardless of the 5.6.1 Handling PTA Funds amount. A donor must have a canceled check, bank All revenue and receipts must be counted and deposited record or receipt that shows the name of the PTA to in the bank immediately after the completion of an activi- which the contribution was made, the date and the ty. Two PTA members, one of whom should be a finan- amount of the contribution; therefore PTAs must give a cial officer or a chairman, must count the monies receipt for every cash donation. received. The people counting the money shall not be In-kind contributions of $250 or more require written related by blood or marriage, or reside in the same acknowledgment from the PTA that lists the items donat- household. Do not publicize the place where money is ed and includes the PTA’s Employer Identification to be counted. Number. Have all those involved in counting money verify the Upon receiving a quid pro quo contribution of $75 or total and sign the Cash Verification Form. This form is a more, PTAs must provide written acknowledgment that safeguard when volunteers are handling PTA funds quantifies the value of the donation (cash-equivalent) (Cash Verification Form, Forms, Chapter 9). Copies of and documents how the donation was received (cash, cash verification forms or receipts must be given to the goods or services). chairman for documentation in his/her activity report. The totals must match the monies deposited for the In all cases, be sure to thank the donor for her/his gen- activity. erous support (Donation Receipt, Forms 9).

Finance California State PTA Toolkit – 2011 227 Quid Pro Quo Contributions tial matter and should not be discussed outside the executive board meeting. Payments made partly as a contribution and partly for goods and services provided to the donor from the char- The court may require that the PTA provide a copy of a ity are known as quid pro quo contributions. For exam- motion authorizing the filing of the claim and the individ- ple, when a donor pays $100 for a concert ticket that ual authorized to represent the association. would normally be valued at $40, $60 would be tax deductible. The quid pro quo contribution is the total For proper direction, rules, and procedures for filing in amount paid, not the deductible amount. Therefore, in Small Claims Court, check with the clerk of the munici- this case, because the donor paid $100, a disclosure pal court in the unit’s area. It may be necessary to pro- statement must be provided. vide the court clerk with a copy of the minutes that include the motion (resolution) designating certain offi- In the case of a large cash donation or an endowment, cers to act for the association in court. an association should contact district PTA or the State PTA office for guidance. 5.6.3a BOOkkEEPING PROCEDURES 5.6.3 Returned Not-Sufficient-Funds Checks When a check paid to the PTA is returned unpaid by the bank (NSF), note it in the ledger and checkbook register Every PTA must establish procedures for not-sufficient- along with the charges levied by the bank. Treat the funds (NSF) checks. At a minimum, PTAs should require bank charge as a disbursement. Record the check as a that the payee is liable for whatever fee the bank has returned NSF check and enter the amount of the check charged for the transaction. These procedures should into the deposit column and place parentheses around be documented in the standing rules. the amount. This reverses the original transaction. Tips for handling checks received by the PTA in pay- For instance, the original entry was under “Deposit” so ment for goods or services and returned from the bank the returned check should also be under “Deposit.” for not sufficient funds: Check #1234 Brown, 2 memberships $20.00 • Call the writer of the check, explain that the check Check #1234 Brown, Returned for NSF ($20.00) was returned by the bank and provide the reason given by the bank. Remember to state that the writer When funds are recovered, add the amount back into is now liable for whatever fee the bank has charged the checkbook register and the ledger. Treat this as a for the transaction. Document all conversations, deposit. including unsuccessful attempts to contact the check writer. For each returned check, use a separate deposit ticket for redeposit or circle amount of check redeposited, if • If the unit has not received payment within 10 days, included with other checks being deposited. contact the check writer again to discuss the matter. 5.6.4 Non-Dues Revenue • Thirty days from the initial contact, if payment still has not been received, send the writer of the check a cer- PTAs may need non-dues revenue to carry out the pro- tified letter: grams that members want. Programs like e-scrip are popular non-dues revenue sources. They work by con- o State in full why the money is owed to the PTA. tributing a portion of the sale of a product or service to a o Demand payment in cash or bank issued money particular charitable cause. The amount of the contribu- order plus the bank fee. Do not accept another tion is usually governed by the sales or the usage of check. (For cash, issue a written receipt to the product or service. The association must vote each year payer, signed by two individuals.) to be a part of the program. o State in the letter that according to California Civil E-commerce purchases are made through the Internet. Code § 1719, if the unit files with the Small Claims PTAs can enter into agreements with companies where- Court, it will sue for the amount of the check plus by the companies return a percentage of member and three times that amount in damages. nonmember purchases to PTAs as a contribution. PTAs also can be designated as recipients of charitable contri- o Keep a copy of the letter for the files. butions whenever a customer makes a purchase with a local merchant or service provider (i.e., e-scrip). There are some exceptions to the “check plus three times” rule, but the law states that if one follows these Affinity programs, such as PTA-logo credit cards, are rules, one shall receive the triple damages. The judge based on the usage of the card. Each time a holder of has no discretion in this matter. the credit card makes a purchase using the card, a per- centage of the purchase or a set fee may be received The decision to pursue a money matter in the courts by PTA. PTAs may also receive an enrollment fee for should be decided by a vote of the PTA executive board. each card issued. If the unit or council is incorporated, check the Articles of Incorporation to determine who should be involved in When any type of agreement is formulated, a PTA making such a decision. Remember, this is a confiden- should verify that the agreement is structured to protect

228 California State PTA Toolkit – 2011 Finance Expenditures the PTA’s tax-exempt status and does not compromise budget to the executive board for approval. The execu- PTA policies. The agreement can be structured to avoid tive board has the authority to authorize association bills unrelated business income. The money received by within the limits of the budget adopted by the associa- PTAs should be accounted for as contributions on finan- tion. All monies/payments must be within the approved cial statements. budget and either preapproved (funds released) by the association at an association meeting or ratified by the If a PTA has questions or is concerned that a program association at the next association meeting. To release might violate or compromise PTA’s tax exempt status, funds for any activity, a motion must be adopted at an contact the district PTA or the California State PTA. association meeting. “I move to release up to $600 for 5.6.5 Financial Procedures for the Internet the fall festival. Budget category: fall festival.” The trea- surer must report to the executive board monthly on the Fundraising: A fundraiser that uses the Internet for order budget to actual with the variance on all released funds. or sales of product where PTA will receive a percentage After authorization by the executive board or the associ- of the sales needs the same approvals that all fundrais- ation, the presentation of a fully supported Payment ers require. Toolkit Section 5.5.8 Standards for Authorization/Request for Reimbursement Form permits Fundraising must be followed. the treasurer to write checks. If the combined form is not Online payment collection systems (i.e., PayPal, mer- used, a payment authorization, with bill, receipt, invoice, chant account) are an approved method of collecting or expense statement attached, must be prepared for revenue. This account must be limited to the collection each check written (Payment Authorization, Forms, of funds only. No expenses may be paid from this type Chapter 9). An authorization for payment must be of account. A separate bank account must be estab- signed by the president and secretary. It is not neces- lished to restrict Internet access into the general check- sary to wait until the next association meeting to reim- ing account with account signers listed in the minutes. burse monies. An “authorization to transfer funds” form must be used Persons authorized to purchase items for the PTA, for to transfer funds from the Internet account into the gen- which the expense will be reimbursed, may request an eral checking account. All revenue must be accounted advance in an amount not to exceed estimated expens- for and reported in the monthly treasurers reports. This es. The advance must first be approved by the execu- account requires a separate semiannual audit. tive board. (Request for Advance, 5.7.5; Forms, Chapter 9) 5.7 Expenditures 5.7.2 Authorization Procedure – Funds Budgeted But Not Authorized Adoption of the budget does not authorize the expendi- ture of the money. Committee plans must be approved Whenever an authorization vote has not been taken, the by the executive board and funds must be authorized by treasurer must wait for approval prior to reimbursing the the executive board or association before plans are member. The member presents the Payment implemented or any funds are expended. Bills must be Authorization/Request for Reimbursement form to the presented for payment. treasurer with proof of money spent, such as an invoice marked “paid,” a dated cash register receipt, or a signed Neither executive board nor association approval is expense statement with receipts attached. The treasurer required to disburse funds not belonging to a unit presents each bill at a meeting of the executive board or (Funds Not Belonging to the Unit 5.5.3). All these the association, and a motion must be made to pay it. checks must be ratified at the next association meeting. Discussion and vote follow. The action of the executive board must be ratified at the next association meeting. 5.7.1 Check Request System: Payment Authorization/Request for When bills are approved for payment, the secretary Reimbursement records the motion, listing the bills approved (autho- rized) for payment in the minutes. The Payment Authorization/Request for Reimbursement form is a combination of two forms: Payment The secretary signs the Payment Authorization/Request Authorization and Request for Reimbursement. In order for Reimbursement form to denote that the expense has to preserve resources, it is recommended to use one been approved and the motion is included in the min- form instead of two used in the past. The Payment utes. The president signs the Payment Authorization/ Authorization/Request for Reimbursement should Request for Reimbursement Form to denote it is a PTA- include the following information: date, check number, authorized expenditure (Fig. 5-9 or Forms, Chapter 9). payee, amount to be paid, and budget line item(s), with The Payment Authorization/Request for Reimbursement the signatures of the secretary and the president autho- Form is given to the treasurer. rizing the payment, following association approval. Receipts must be attached. The treasurer prepares the check and records the check number on the Payment Authorization/Request for Budget approval is not authority for the expenditure of Reimbursement (Fig. 5-9 or Forms, Chapter 9). funds except as stated in the bylaws. The committee chairman must first present plans that include a detailed

Finance California State PTA Toolkit – 2011 229 The Payment Authorization/Request for Reimbursement 2. Before committing to the purchase, a copy of the Form is filed for review in the audit. order must be printed and attached to the Internet Authorization Form (Forms, Chapter 9) signed (autho- The treasurer obtains the signatures of two authorized rized) by the president and one other executive board signers on the check for the protection of the PTA’s member. The shipping and handling costs and any funds. taxes should be included on this form. If shipping and The treasurer distributes the check. handling and taxes are not indicated, a note should explain their absence and to expect additional cost Follow proper procedures to guard against misappropri- upon final confirmation of the order. ation of funds. The responsibility of establishing and maintaining correct procedures rests with each member 3. Upon verification that the purchase has been properly of the PTA executive board. authorized, the individual requesting the Internet pur- chase may then complete the Internet order. (By 5.7.3 Unbudgeted Expenditures today's standards most online vendors have the capa- bility for users to shop over a period of time before Members must approve all expenditures. If the board committing to the purchase. This will allow for the decides to spend monies on unbudgeted expenditures printing of the order before the order is filled.) and then presents a bill for payment or ratification, the membership may choose not to pay the bill(s). If bills 4. After the order has been committed to the vendor, a are not approved or ratified by the membership, the final copy of the order shall be given to the committee executive board is personally liable for any PTA funds chairman or treasurer. This final copy should be com- owed. If payment for a bill not approved or ratified has pared to the original order submitted for accuracy, and been made from the PTA account, the executive board should include any final shipping and handling and must repay the funds. taxes for which the unit may be liable. All final docu- ments shall be submitted to the treasurer for payment Spending funds on unbudgeted items between meetings when the invoice arrives. of the association is limited by an amount specified in the bylaws. 5. NOTE: Individuals committing to Internet purchases may be held liable for any Internet purchases not Guidelines for the expenditure of unbudgeted funds are appropriately authorized, or in excess of the budgeted as follows: amount. • Eight or more association meetings per year – These guidelines must be followed when making any up to $500. purchase over the Internet when using a personal credit card: • Five to seven association meetings per year – up to $750. 1. The item(s) must be for the purpose of an approved activity, or the items(s) have been individually • Four or fewer association meetings per year – approved by the membership. up to $1,000. 2. A Payment Authorization/Request for Reimbursement Consult the bylaws for the specific amount allowed. The Form (Forms, Chapter 9) with receipt attached shall payment of these bills must be ratified at the next asso- be submitted for processing. ciation meeting and recorded in the association minutes. This procedure is for reimbursement only. Unit and 5.7.4 Financial Procedures for the Internet council PTA credit cards are NOT allowed for any rea- When purchasing goods and material over the Internet, son. PTA members must take care when choosing the 5.7.5 Request for Advance method of payment. Placing an Internet order consti- tutes entering into a contract and obligating the PTA. To receive an advance for an approved expense, a PTAs should only use online vendors who provide the Request for Advance Form (Forms, Chapter 9) must be option of billing the unit directly for the goods. Since completed, approved by the president and returned to PTA units are not allowed to have credit cards, individ- the treasurer. A Payment Authorization/Expense ual members who choose to use their personal credit Reimbursement Form (Forms, Chapter 9) must be filed card should use extreme caution, as they may be held within two weeks after the completion of the activity. All liable for any purchase not appropriately authorized. receipts must be attached to the expense statement. If an advance greater than the expense is received, a These guidelines must be followed for any purchases refund of the difference must accompany the expense over the Internet using vendor optional billing; (Where statement. If expenses exceed the amount of the the vendor bills the PTA directly.) advance but the total does not exceed the approved 1. The item(s) must be for the purpose of an approved amount, reimbursement of the difference can be made. activity, and/or the item(s) have been individually If the total exceeds the approved amount, the excess approved by the membership. Approval must be amount must be approved by the board and ratified by obtained prior to purchase. the association before the additional amount can be reimbursed.

230 California State PTA Toolkit – 2011 Finance The PTA Audit

5.7.6 Stale Dated Checks corrective action, protects the financial officers, verifies that funds were sent through channels as appropriate, When a check has not been cashed after 30 to 45 days, and assures the membership that the association’s contact the payee to determine why. If the check is still resources were managed in a businesslike manner with- outstanding after 90 days, it may be necessary to stop in the regulations established for their use. payment on the check. The bank may charge a fee for a stop payment. The person conducting the audit should always be impartial and not related by blood or marriage nor reside The original entry was recorded under “Disbursements.” in the same household as the president or other finan- Record the uncashed check in the disbursement column cial officers or any chairmen handling funds. again and place parentheses around the amount. Some computer programs allow for a negative or minus sign The auditor is often a member of the budget, programs, instead of parentheses. This reverses the original trans- or fundraising committees, but is never authorized to action and does not add to the gross receipts. Write a sign the PTA’s checks. new check if payment is requested. The auditor may be an elected officer, appointed individ- For example: ual or committee, or a professional hired by the PTA in accordance with the procedures listed in the bylaws. Original entry: 2/07/03 Ck # 1098 The president, treasurer, financial secretary, secretary, Jenny King $30.00 or committee chairmen handling funds may not audit the Enter a 2nd time: 5/04/03 Ck #1098 finances. Jenny King, uncashed check ($30.00) 5.8.3 Preparation for an Audit

“Void” cannot be used in most computer software pro- Collect all financial books, records and reports from the grams because it has the effect of zeroing the check on treasurer, including: the date written which changes all the prior month reports. Record a new transaction with the new date to o A copy of the last audit report; void the check. List the voided check as a negative check on the treasurer report. While no motions are o Current bylaws and standing rules; needed to void a check, motions are needed to reissue, o Originals of checkbook register, whether handwritten especially if the check was issued in a previous term. or computer generated, and canceled checks Some programs, such as PTAEZ, record the “Void” with (including voided checks); the current date. Check the program currently in use to determine how to best void checks. o Originals of bank statements, bank book for each bank or savings account;

o Deposits and supporting documents for the cash 5.8 The PTA Audit receipts;

An audit is a formal examination of the financial books o Authorizations for payment with attached receipts; and records of the financial officers of the PTA. It serves to certify that receipts and expenditures, as authorized o Itemized statements and receipts of bills paid; in the minutes, are in conformity with bylaws, standing o Monthly Treasurer’s Reports; rules, and budget limitations. The PTA audit serves as an official examination of the financial records conduct- o Original treasurer’s books/ledgers including back-up ed by the auditor, appointed audit committee, or paid files (external storage device) if books are kept on a auditor at the times specified in the bylaws and when computer; there is a change in financial officers. o Financial Report by category for the period of the 5.8.1 Audit Schedule audit with or without budget comparison;

All unit, council and district PTAs must conduct audits o Copies of board, executive committee and associa- semiannually or upon resignation of the treasurer, finan- tion minutes, including an adopted budget, any cial secretary, any check signer, or at any time deemed amendments that were approved during the year, necessary by the executive board. approval of expenditures, and ratification of pay- ments; At the beginning of the year, the treasurer should orga- nize the association financial documents in a manner o Committee reports from chairmen (e.g., fundraising, which can easily be audited. The auditor should meet membership, etc.); with the financial officers and explain what is required to conduct an audit. o Any other information requested by the auditor; 5.8.2 Purpose of an Audit o Copy of PTA-required Workers’ Compensation Annual Payroll Report form; An audit determines the accuracy of the books, detects inconsistencies or errors, provides recommendations for

Finance California State PTA Toolkit – 2011 231 o Copies of all required state and federal report forms o Trace each deposit slip to bank statement and if PTA hires employee(s); checkbook entries. Verify deposits are properly sup- ported and that a Cash Verification Form (Forms, o Copies of all required federal report forms if PTA Chapter 9) or equivalent was used for each deposit. hires independent contractor(s); Verify that at least one of the signers of the form was o Copies of the most recently filed IRS Form 990; an officer or committee chairman. Ensure money was deposited promptly. o Copies of the applicable State Form 199 and RRF-1. o Ensure collection process is in place for returned 5.8.4 Audit Procedure and Recommendations checks that includes reimbursement of applicable bank charges. A returned check is treated as reverse The Audit Checklist (Fig. 5-5 or Forms, Chapter 9) income and reimbursed bank charges are treated as should be used, and each box marked in the negative reverse expenses. Verify returned checks have been should result in an audit recommendation. Audit each properly reported. account separately. Check off items in red ink as they are reviewed. Do not correct errors. Ask the responsible o Verify deposits and checks have been properly financial officer to correct errors. After errors have been recorded in the treasurer’s reports. corrected, and the auditor is satisfied that the financial o accounts are correct, the auditor needs to denote the Verify the deposits and checks have been properly posted to the ledger and check register. Note: ending date of the audit. If a manual ledger and check Request computer reports that show all the various register exists, draw a double line across the ledger and accounts affected by the transaction. checkbook register where the audit concludes and sign and date using red ink, “Audited by (name) on (date).” If o Verify that all income and expenditures are allocated a computerized accounting program is used, attach a into budgeted categories. copy of the cash account and the last page of the check register to the audit report filed with the secretary min- o Make certain that council, district, State and National utes, sign and date using red ink, “Audited by (name) on PTA portions of the membership dues have been (date).” kept separate from other receipts. The auditor ensures that the association’s financial o Make certain that the number of memberships transactions have been accurately recorded agrees with membership chairman’s report, and veri- fy that membership monies collected correspond to o Include bank name, bank address, type of account membership monies forwarded. and the account number on each report. o Ensure payment for insurance premiums. o Start audit with records posted after the last audit. Verify the amount shown on the first bank statement o Make certain the money collected for a specific pur- (adjusted for outstanding checks and deposits per pose (special projects, Founders Day, scholarship the prior audit) corresponds to the starting balance funds, council dues, etc.) has been so disbursed. recorded in the checkbook register, ledger, and trea- surer report, and the ending balance of the last o Check event reports to verify receipts and expendi- tures have been properly reflected in the financial audit. records. o Confirm bank statement was reviewed by another non-check signer if the auditor had not been o If an advance has been given, verify that receipts and/reimbursements have been received and prop- assigned that task. erly recorded. If money was returned, verify it has o Verify there have been no ATM transactions. been redeposited into the PTA account.

o Make sure every check issued for the audit period is o Compare figures on monthly treasurer and financial substantiated with an authorization for payment, the reports against ledger for accuracy. reason and budget line item for the disbursement, appropriate payee and a receipt or bill. Each autho- o Ensure proper tax returns have been filed. rization should be signed by the president and the o Verify that the PTA-required Workers’ Compensation secretary. If the check has cleared the bank verify Annual Payroll Report form has been filed through that there are two signatures and that both were PTA channels. from authorized check signers. Verify authorization/ ratification in the minutes. Note: Checks issued for o Verify that all required state and federal report forms pass-through funds do not require pre-authorization have been filed if PTA hires employee(s) or indepen- but should be ratified. dent contractor(s).

o Check that all bank charges and interest earned are recorded in the checkbook register, ledger and trea- surer reports. For more information about PTA audit procedures, refer to Bylaws for Local PTA/PTSA Units, Article VI, Section 8

232 California State PTA Toolkit – 2011 Finance Financing Programs at the School

The auditor should feel free to contact the treasurer if • to be incorrect.” there are questions or issues needing clarification. If an error in recording a transaction is found, the auditor The auditor, or in the case of an audit committee, each needs to recommend the entry be corrected. Any cor- committee member, must sign the report. If there were rections made as a result of the audit need to be listed recommendations, the president should state that the on the next treasurer’s report. treasurer and executive board is or will be addressing the issues. The audit report is adopted by the associa- The auditor should not be punitive in the report/recom- tion with the motion, “I move that the audit report be mendations. Difference of opinion as to process should adopted.” not result in a recommendation if the treasurer’s records are correct. Audit Reports must be forwarded to the next level PTA. (See Bylaws, Duties of Officers, Auditor.) Some examples of recommendations are: Whenever questions are raised by the membership, the • Cash must be counted by two PTA members and president should appoint a committee to look into the each must sign the Cash Verification Form. On xxxx, concerns and report back to the association at the next xxxx, xxxx, and xxxxx there was only one signature. meeting. • Authorization for expenditure must be voted on by the executive board or association before checks are issued. Check numbers xxx, xxx, xxx were issued 5.9 Financing Programs at the School before authorizations were approved. A PTA may elect to organize or support educational pro- • Authorization forms must be signed by the secretary grams, subject to PTA guidelines and insurance limita- and president for check numbers xxxx, xxx and xxxx. tions. Such programs could range from hiring staff by gifting monies to school districts, supporting classroom • Check numbers xxx, xxx and xxx were issued more field trips or supporting an academic enrichment pro- than six months ago. They should be voided, and gram. All projects and programs must be voted on and investigated and reissued if necessary. approved by the current year’s membership before any If assistance is needed, contact the council or district expenditure may be made. PTA. At any time during the process, the California State Staffing, tutoring and enrichment programs must be PTA also may be contacted for information and assis- based on the needs of the school community. Consult tance. with the principal, the faculty, the program director and 5.8.5 Audit Report the parents. The program should have positive benefits for all participants. Prepare an Audit Report (Fig. 5-4 or Forms, Chapter 9), including recommendations, for each bank account or 5.9.1 PTA Funds versus School Funds savings account. The form should list the account bank, Only PTA funds shall be deposited into the PTA treasury. branch address and account number. The report is pre- A PTA shall not act as a depository for funds of other sented as follows: organizations. School funds or funds belonging to out- • Unless mismanagement is uncovered, the audit and side groups shall not be commingled with PTA funds in recommendations are presented to the treasurer and any way. If a PTA sponsors a project or program in president. cooperation with the school, all funds shall be account- ed for and separated prior to the immediate deposit of • The report(s) and recommendations are then present- the PTA portion into the PTA bank account. All funds ed to, and the report adopted by, the executive board. deposited in the PTA account become the property of the PTA, and all expenditures require a vote of the asso- • The report(s) is then presented to the association for ciation. adoption. After the audit report is adopted by the association, the report(s), checklist and recommenda- PTA funds school funds tions are forwarded to the council/district in accor- are private monies; are public dance with the bylaws. monies.

When called upon, at the association meeting read only 5.9.1a FIELD TRIPS the statement “I/The auditing committee has/have exam- ined the records of the treasurer (and financial secre- When funding classroom field trips, funds should be tary) of _____ PTA and find them paid directly to the school district and include a request that they be deposited into the school district general • to be correct, fund for the unit’s school and earmarked for the pay- • to be substantially correct with recommendations, or ment of buses and/or admission fees. PTA members should not assume responsibility for transporting stu- • to be partially correct but more adequate accounting dents, as PTA’s liability insurance does not cover trans- procedures are needed so that a more thorough audit portation in personal vehicles. PTA insurance also does report can be given, or not cover bus transportation.

Finance California State PTA Toolkit – 2011 233 5.9.1b SCHOOL STAFF POSITIONS ters, etc., when not being used in conjunction with the regular school curriculum. When paying the cost of a teacher aide or special instructor, funds should be deposited with the school 5.9.1d ACADEMIC ENRICHMENT PROGRAMS district, so that the employee is covered by school dis- trict insurance (See Fiduciary Agreements and Gifts to A PTA-sponsored Academic Enrichment Program Schools 5.1.5). In addition, the subject matter for the designed as an extension of the school curriculum offers enrichment program must be approved by the school students an opportunity to expand their knowledge and district, and the use of school facilities must be academic experience. approved by the principal and the school district. If the Prior to implementation of any academic enrichment school district insists the program be funded and staff program the Insurance and Loss Prevention Guide must paid directly by the PTA, care must be given (see PTA be consulted to ensure compliance with sanctioned as an Employer 5.11). activities. For insurance purposes, an enrichment pro- 5.9.1c COMPUTERS, TECHNOLOGY AND OTHER MAJOR gram is intermittent in nature and does not continue on PURCHASES a daily basis over the duration of the school year. For any questions regarding general liability insurance, con- Major purchases such as computers, copy machines, air tact the California State PTA insurance broker whose conditioners, and/or audiovisual equipment, as well as number can be obtained from the Insurance and Loss books and classroom and playground equipment, must Prevention Guide. meet school district standards and may be required to be purchased through the school district. If possible, try If a unit, council or district PTA chooses to sponsor to reach an agreement with the school district stating activities that the insurance underwriter has not listed, that the purchase remains at the school site to which it the unit, council or district PTA must contact the was originally donated and that the PTA can use the California State PTA insurance broker and may have to equipment for PTA purposes (See Fiduciary Agreements purchase the necessary additional participant liability and Gifts to Schools 5.1.5). insurance for that activity, and the entire association (the California State PTA and its unit, council and district Technology plays an important role in the future of edu- PTAs) must be named as an additional insured. Please cation. PTAs will likely be asked to help supply techno- contact the California State PTA insurance broker for logical equipment and materials to the schools. The fol- requirements for additional insurance. (Refer to the lowing guidelines are for PTAs’ use when purchasing Insurance and Loss Prevention Guide.) computers and/or other technological equipment: A special enrichment program study committee should All purchases should be made in consultation with the be appointed by the PTA president to determine if a school district. PTAs should study the school district and need for a specific academic program exists and to school site computer plans before purchasing any tech- assess its potential value. A program must be accept- nological equipment. In making equipment (or software) able not only to the PTA association but to the principal purchases, PTAs should determine how the equipment as well; therefore the committee should include the will be used to enhance the instructional program and school principal, a PTA financial officer, a faculty mem- make sure that: ber and other interested persons. Consideration should be given to the feasibility of the local Parks and • There is a comprehensive school district plan for how Recreation Department providing such a program rather equipment will be used in conjunction with school cur- than the PTA. riculum; TOPICS FOR CONSIDERATION • The equipment to be purchased falls within the school district’s overall plan; The program must be academic in content with defined goals. The PTA must monitor and evaluate the program • The staff is trained to use the equipment, and there is to ensure that the goals are being met. an ongoing in-service training program to keep teach- ers current with technology opportunities; and The instructor may be a volunteer or a paid profession- al. Qualification guidelines must be established for the • Adequate school district funds will be allocated for instructor, and PTA may not hire a voting member of the appropriate software purchases. board as an employee for enrichment programs. In order to fulfill PTA’s parent education responsibility, If the instructor is to be paid, the budget must reflect this PTAs are encouraged to secure a commitment from the expenditure. There must be sufficient income from other school principal and the school board that the comput- sources, such as fundraisers or program fees, to meet ers donated may also be used by PTA for parent educa- this expenditure. tion programs, website development and PTA newslet- A fee may be charged. However, fees should be mini- mal. All interested children must be served and no child When a gift to the school is presented and accepted by the may be excluded because of inability to pay any fee. school board, it becomes the property of that district and The PTA treasurer may handle the bookkeeping or there can be moved or used in any school within the district. may be a need for a project financial chairman, who

234 California State PTA Toolkit – 2011 Finance Financing Programs or Purchases provides written reports given at the regular meetings of Insurance and Loss Prevention Guide, Red Light the executive board and the association. Checks can be Section for a full listing of prohibited activities. signed by designated elected officers only. All proce- dures outlined in the Bylaws for Local PTA/PTSA Units, 5.9.2 Personal Gifts Article VI, Section 6, for the expenditure of funds must PTA funds should not be used to purchase personal be followed. gifts, equipment for staff lounges and lunchrooms or for Books must be audited semiannually. The program furnishings for principals’ offices. Personal gifts include should be held at a time when all interested students gift cards and gifts for baby showers, Secretary’s Day, may attend, including those on bus schedules and those bereavements, weddings, or birthdays. If the member- residing outside the school attendance area and those ship determines that such items are necessary, the indi- students “off-track” when the year-round school calendar vidual members can make personal donations to pur- is being followed. chase the designated items. These donations should not be commingled with PTA funds. Consideration must be given to where the program will be held and the site’s accessibility for all students. 5.9.3 Hospitality Compliance with the Americans with Disabilities Act PTAs must maintain their nonprofit status as governed requires that the PTA make reasonable accommoda- by the Internal Revenue Service Code section 501(c)(3). tions necessary to make the class accessible to stu- Within the language of the code, the IRS does permit dents with disabilities. This may include determining that expenses that are not directly related to the primary pur- a private location or specialized medical training is avail- pose of the PTA if the expenses are not of a significant able for the handling of student’s personal needs. amount. "Not of a significant amount" is defined by the IRS as an amount that does not exceed 5 percent of the The PTA must be responsible for defining and imple- nonprofit association’s annual budget. Five percent is menting safety and emergency procedures. the recommended limit to be used as a guideline for PTAs for all hospitality expenses, including staff or vol- When it has been determined that an enrichment pro- unteer appreciation. It is important to budget appropri- gram will benefit all children, the committee shall bring ately when considering all PTA expenditures, and all its recommendations, including how the program will be expenditures must be approved by the membership. operated, to the PTA executive board for approval and recording in the executive board minutes. The PTA may provide hospitality for association, execu- tive board, and committee meetings; staff appreciation; In order to continue the program, it must be approved volunteer appreciation; and other events requiring each year by the association. refreshments, food, paper goods, certificates, or decora- If the program needs approval by the school district tions. The PTA may choose to: administration or the school board, the PTA must pro- • Purchase nonalcoholic drinks and/or snacks ceed accordingly to obtain the appropriate authorization. The committee responsible for coordination of the pro- • Solicit donations from businesses or members, or gram must make a progress report at each executive board meeting and, periodically, to the association. • Store supplies to make coffee and/or punch, etc. Approval dates must be recorded in the association min- The cost of meals or beverages provided for volunteers utes. during the course of their work; e.g., while processing If the program is held before or after school, on or off fundraiser orders or counting money after an evening school grounds, a signed parent consent form must be program, are not considered to be hospitality. Such on file for each student. There must be phone access expenses must be budgeted and approved by the asso- for emergency needs. The instructor must use proce- ciation in advance. The expenditures are accounted for dures established and monitored by the PTA for check- as a cost of doing the program or fundraiser on which ing children in and out of the program. The insurance they are working; e.g., wrapping paper sales or a fall underwriter requires there be at least two unrelated per- festival. sons 18 or over in attendance at all times. 5.9.3a STAFF APPRECIATION It is strongly recommended that PTA fund an academic The California State PTA understands the importance of program by giving the monies to the school district as a staff appreciation in building a stronger home-to-school gift to the school, in accordance with school district poli- connection. PTA resources may be used for this type of cies, instead of the PTA hiring instructors. If PTA votes expense. to hire an instructor, refer to PTA as an Employer 5.11. Acceptable expenditures may include a staff lunch as To reduce risk of exposure and protect the California long as the expenses follow the above guidelines and State PTA, the California State PTA has determined that the expenses are approved by the membership. sponsoring certain programs is not permissible for PTAs and is not to be covered under the California State PTA General Liability Insurance Policy. Refer to the

Finance California State PTA Toolkit – 2011 235 5.9.3b VOLUNTEER APPRECIATION The EIN is listed in the bylaws as well as on the IRS Form 990. If no number can be found, check with the A simple and appropriate way to thank volunteers for council and district PTA treasurer or parliamentarian. their time and effort supporting the PTA is to plan and The district may call the State PTA office to obtain the budget for a volunteer appreciation event near the end number or ask for further assistance. The California of the school year. Invite all volunteers who helped with State PTA will contact the IRS, if necessary, to obtain PTA activities and programs during the year. The PTA the EIN. may present each volunteer with a certificate of recogni- tion. If the PTA wishes to reward volunteers with person- District PTAs, under the authority of the California State al gifts, the association may vote to do so and seek out PTA, are responsible for filing IRS Form SS-4 to obtain donations to cover those items. Alternatively, officers or the EIN for new units. other members may make donations to pay for such items. 5.10.2 Tax-Exempt Status and Letters of Determination The PTA may also wish to consider recognizing volun- teers through the California State PTA Honorary Service PTAs in California generally are not required to pay Award Program (7.6.3). taxes on income earned. California State PTA has secured from the Internal Revenue Service a group (blanket) tax exemption letter under Section 501(c)(3) of Personal gifts or gifts for individuals, such as PTA members the Internal Revenue Code. or school staff, cannot be purchased with PTA funds. Unincorporated PTAs also have received an exemption letter from the California Franchise Tax Board confirming 5.9.4 PTA and Education Foundations PTA’s exemption from state franchise or income tax An education foundation is an organization that adminis- under Section 23701d of the Revenue and Taxation ters funds to finance projects benefiting educational pur- Code. poses. PTA may collaborate with an educational founda- Separately incorporated PTAs must secure their own tion on a specific program or project but must ensure California Franchise Tax Board letter of exemption. that the education foundation’s goals and objectives are consistent with those of PTA, and that its fiscal affairs Both the federal and state exemption letters cover unit, are being managed according to sound business prac- council and district PTAs. The president of the PTA that tices. needs the exemption letters must contact the California State PTA office to request a copy of the PTA’s letter of The California State PTA believes all members of the determination. public, through their taxes, are responsible for ade- quately financing public education. To retain the tax-exempt status, PTAs must be careful that fundraising does not become a primary focus. An PTAs often are asked to contribute funds to a local edu- individual unit can have an effect on the entire associa- cation foundation. When a foundation plans a project tion. Unit, council and district PTAs do not pay tax on outside of a school district budget, a PTA can contribute income from activities that are substantially related to funds. The PTA must have this item in its budget and the purpose for which the PTA was given exempt status. approved by its membership. When the contribution is made to the foundation, the PTA also should send a let- 5.10.3 Sales Tax ter saying these funds are to be used at the contributing school. Education foundation funds should not be fun- When PTAs sell items but use profits exclusively to sup- neled through a PTA treasury. port the purpose of the association, they are considered consumers and not retailers of certain items that they If the foundation is going to raise funds only for the pro- sell (California State Board of Equalization). ject and pass them on to the school district, then the PTA should contribute directly to the school district. The Sales tax is paid at the time of purchase by units. item should be in the PTA’s budget, approved by its Consequently, resale use permits are not required by membership, and when presented to the school district, units to conduct sales of those items. Note carefully that PTA should send a letter saying the funds are to be the condition for this exemption requires that the profits used at the contributing school. from sales must be used exclusively to further the asso- ciation’s purposes. Vendors do not always charge sales tax to units for 5.10 Tax Requirements items purchased for sale at fundraisers. At times, ven- dors have stated that units are never charged sales tax, 5.10.1 Employer Identification Number (EIN) or they have argued that units need a seller's permit, because they are selling merchandise to the consumer. PTAs may not use any individual’s social security num- ber or the Employer Identification Number (EIN) of According to Tax Tips for Nonprofit Organizations (avail- another organization. No other organization or entity able from the California State Board of Equalization may use the PTA’s EIN. website at www.boe.ca.gov), units are excluded from collecting and remitting sales taxes for items sold, and

236 California State PTA Toolkit – 2011 Finance Tax Requirements have been determined to be consumers of the items purchased. The proceeds from items sold, however, Tax Tips Pamphlet No. 18, “Sales and Use Tax Guide for must be used exclusively to further the association’s Volunteer and Nonprofit Fundraising Organizations.” exempt purpose. This means units must pay sales tax to California State Board of Equalization, 1020 N Street, vendors for such items intended for sale when they pur- Sacramento, CA 95814 chase items from vendors. Units are not considered to be sellers of items as a result of this special exclusion PTAs will not provide tax training or offer advice on the and, therefore, do not have to obtain sellers’s permits or preparation or filing of PTA tax returns. It is suggested that file sales returns. PTAs seek the advice of a tax professional knowledgeable about 501(c)(3) returns regarding all tax filings. Units may have to inform vendors of their exclusion sta- tus and insist on paying sales tax to the vendors. Units may need to adjust vendor invoices to include sales tax $200,000 and total assets less than $500,000 must file and pay the adjusted amount. Units may have to consid- Form 990EZ. er using different vendors if they are unable to obtain Unit, council and district PTAs with annual gross cooperation or agreement regarding the payment of receipts of $200,000 or more, or total assets of sales tax to the vendors. $500,000 or more, must file Form 990. If a vendor absolutely refuses to collect sales tax and no Both the Form 990 and 990EZ have supplemental other vendor is available to satisfy the unit’s require- schedules that need to be filed. If the association fails to ment, sales tax for items purchased can and should be file the appropriate schedules, the IRS will not consider remitted by the unit to the Board of Equalization via writ- the return filed. Currently the penalty is $20 per day. ten letter. This is not the usual action, but it is available if other actions as previously described are unsuccess- The forms dated the year the PTA fiscal year begins ful. Board of Equalization local office locations are avail- are the correct forms to use. For example, if the current able from the Board of Equalization website at fiscal year begins July 1, 2010 and ends June 30, 2011, www.boe.ca.gov. forms for the year 2010 should be used. Council and district PTAs do not meet the same criteria 5.10.5 State Taxes and Government Forms as units and, therefore, are required to have resale use permits obtained from the California State Board of PTAs must adhere to state filing requirements. Equalization if they are engaged in fundraising that Regardless of their asset or revenue levels, all PTAs are involves the sale of tangible items. required to file the Registration Renewal Fee Report Because of the great diversity of fundraising activities by (RRF-1) annually with the California Attorney General’s council and district PTAs, consult Tax Tips for Nonprofit Registry of Charitable Trusts. Organizations Publication 18, Sales and Use Tax Guide The state charity registration number (CT#) is assigned for Volunteer and Nonprofit Fundraising Organizations, after an organization is registered. The organization available from the California State Board of Equalization must submit the CT-1 (registration application) and the website at www.boe.ca.gov to determine what may and other documents/supporting materials listed on the CT1. may not be taxable. After the organization is registered, the CT# is assigned If an out-of-state vendor does not have a resale certifi- by the Attorney General’s office. The RRF-1 cannot be cate permitting him/her to do business in the state of processed until an organization is registered and the California, then the unit must secure a one-time-only CT# has been assigned. Resale Use Permit and the forms and instructions nec- Form RRF-1 can be submitted with the CT-1 (registra- essary to maintain records, file returns and pay use tax tion application) or after the organization receives the on gross sales from the State Board of Equalization letter confirming registration which will include the CT#. office; contact via website at www.boe.ca.gov. If Form RRF-1 is sent with the application, the Attorney 5.10.4 Federal Taxes General’s office will place the CT# on the form after the registration is processed and proceed with processing Although PTA is an organization that operates in the the RRF-1. public trust, it must comply with all tax requirements as prescribed for its nonprofit status. As a result, PTAs are Every association must file the California Form 199 required to file federal tax returns depending on their annually. PTAs with annual gross receipts normally gross receipts (see below). more than $25,000.00 are required to file Form 199 with the Franchise Tax Board and pay a filing fee. PTAs with Beginning with the 2010 tax year (2010-2011 fiscal annual gross receipts normally less than $25,000.00 are year), nonprofit tax laws require PTAs with gross required to file Form 199N (electronic form) annually receipts normally less than or equal to $50,000 to file an with the Franchise Tax board. The due date for tax filing annual, 990N information report with the IRS. is the 15th day of the fifth month after the end of the association’s fiscal year. Unit, council and district PTAs with annual gross receipts normally more than $50,000 and less than

Finance California State PTA Toolkit – 2011 237 The CT-1 and RRF-1 forms and instructions are avail- Form 109, and report the income when filing IRS Form able on the Attorney General’s website 990/990EZ. http://ag.ca.gov/charities/ Meet any of these conditions to avoid Unrelated Unit, council and district PTAs having unrelated busi- Business Income Taxation (UBIT): ness income of $1,000 or more are required to file Form 109 with the Franchise Tax Board. 1 Sell donated merchandise. Unit, council and district PTAs that are incorporated 2 Use substantially all donated help. must file a Statement of Information – Nonprofit (Form 3 Make sure the activity is not a "regularly carried on SI-100) with the California Secretary of State. A filing fee trade or business." is required. 4 Make sure it furthers the PTA's exempt purpose. 5.10.6 Gross Receipts 5.10.8 Filing Due Dates Gross receipts are the total amount of income received from all sources during the annual accounting period The California State PTA provides general information before subtracting any costs or expenses, not including about tax filing requirements, including due dates, but funds not belonging to the unit (Funds Not Belonging to will not provide information or guidelines to unit, council the Unit 5.5.3). and district PTAs concerning the completion of tax returns. Council and district PTAs shall not provide infor- The receipts of three immediate preceding years (includ- mation, training or guidelines to constituent PTAs con- ing the year for which the return would be filed) are cerning the completion of tax returns. For PTAs that averaged to determine which tax filing is required. require assistance, it is recommended that an accoun- An organization’s gross receipts normally will not be tant or tax professional specializing in nonprofit more than $25,000 if it has existed for: 501(c)(3) organizations be consulted regarding all tax fil- ings. This is a legitimate PTA expense. o One year or less, and has received (or donors have th pledged to give) gross receipts of $37,500 or less The due date for tax filing is the 15 day of the fifth during the first reporting year (for this purpose, there month after the end of the association’s fiscal year. If the is no requirement to annualize the gross receipts, fiscal year is July 1 through June 30, tax returns must even if the first year is less than 12 months); be postmarked no later than November 15. If an exten- sion is required, instructions regarding extensions of o More than one year, but less than three, and the time to file are included in the filing instructions for each average gross receipts received in the first two form. reporting years are $30,000 or less; or fiscal year: The date set at the time an association is o At least three years, and the average gross receipts chartered to annually open and close its financial books in the immediately preceding three years (including and records. the year the return would be filed) are $25,000 or less. 5.10.9 Officer Responsibilities for Filing Always keep a copy of the signed tax forms for unit records Although the responsibility of filing lies with the treasur- and note the date that the forms were mailed. er, whether or not a tax form is received, it is the execu- tive board’s responsibility to ensure that all forms are All federal tax forms may be downloaded from www.irs.gov filed by the due date. The auditor shall verify on the State tax forms may be downloaded from www.ftb.ca.gov Audit Report Form that all required tax forms have been filed. Form RRF-1 may be downloaded from www.ag.ca.gov/charities Pursuant to IRS Form 990 rules, every board member is Go to www.guidestar.org to see copies of previously filed responsible to complete the Conflict of Interest/ Whistleblower Annual Questionnaire. The treasurer will tax forms. retain the signed Conflict of Interest Form (Conflict of Interest/Whistleblower Form, Forms, Chapter 9) with 5.10.7 Unrelated Business Income Tax other permanent documents.

PTAs may be required to pay tax on other types of Be sure the treasurer is not overwhelmed and under- income, referred to as unrelated business income. Unit, stands the complexities of completing the required council and district PTAs with annual gross receipts forms. A good bookkeeper is not necessarily comfort- associated with unrelated business income of $1,000 or able with completing tax forms. more must file IRS Form 990-T, Franchise Tax Board Consider hiring an outside professional well-versed in nonprofit tax requirements to complete the PTA tax unrelated business income: Income derived from activities forms. Tax filings are complex even for many profession- not directly related to the purpose or function of the PTA. als. No volunteer should feel stressed doing them or

238 California State PTA Toolkit – 2011 Finance PTA as an Employer embarrassed not to do them. The objective is to have (Fiduciary Agreements and Gifts to Schools 5.1.5). A them done properly and on time. financial gift must not be viewed as an ongoing commit- ment, since each PTA association must adopt the annu- Always keep a copy of signed tax forms for the PTA’s al budget. To determine whether a person should be records and note the date that the forms were mailed. considered an employee or an independent contractor, When a PTA is disbanded, IRS regulations require that the IRS has rules that help determine how to classify a final Form 990 and an explanatory statement be filed the people the PTA hires. This affects how much the by the 15th day of the fifth month after the change in sta- PTA pays in taxes, whether the PTA needs to withhold tus. The district PTA is responsible for filing. from workers’ paychecks, and what tax documents the PTA needs to file. Do not forget to sign, date and mail the tax return. Tax forms may be signed by any elected officer. An individual’s desire to be one or the other is not a deciding factor. Serious consequences can occur if a 5.10.10 Resources person who is actually an employee is paid as an inde- pendent contractor. The unit can be held liable for the Federal tax forms can be obtained from local libraries individual’s taxes that should have been withheld, as and post offices; by calling 800.TAX.FORM; or by down- well as any applicable penalties. An employer must gen- loading the forms directly from www.irs.ustreas.gov. erally withhold income taxes, withhold and pay Social Security and Medicare taxes, and pay unemployment State tax forms can be obtained by calling the Franchise taxes on wages paid to an employee. However, an Tax Board at 800.338.0505; writing to the Tax Forms employer generally does not have to withhold or pay Request Unit, P.O. Box 307, Rancho Cordova, CA any taxes on payments made to independent contrac- 95741-0307; or downloading the forms directly from tors. www.ftb.ca.gov. Here are seven things every PTA should know about hir- 5.10.11 Internal Revenue Service (IRS) Audit ing people as independent contractors versus hiring The IRS examines the records of PTAs on a random them as employees. sampling basis. The notification of an IRS audit of the The IRS uses three characteristics to determine the PTA records will include a list of items that must be relationship between an employer and worker: made available. If a PTA letter of determination is required, the state office will furnish a copy upon • Behavioral Control covers facts that show whether the request. PTA has a right to direct or control how the work is done through instructions, training or other means. Do not make any implicit, explicit, oral or written state- ments or accusations. • Financial Control covers facts that show whether the PTA has a right to direct or control the financial and A notification of intention to audit from the IRS should business aspects of the worker's job. not be cause for panic. All PTA financial records should be kept up-to-date so that an audit can be conducted • Type of Relationship factor relates to how the worker without a problem. If contacted for an IRS audit, notify and the PTA perceive their relationship. the district and California State PTA treasurers. After the audit is completed, provide the district and California If the PTA has the right to control or direct not only what State PTA treasurers with the results. is to be done, but also how it is to be done, then the worker is most likely an employee. If the PTA can direct or control only the result of the 5.11 PTA as an Employer work done – and not the means and methods of accom- plishing the result – then the worker is probably an inde- When considering a project requiring paid personnel, pendent contractor. carefully review the following information before making a decision. Becoming an employer is a major, ongoing An employer who misclassifies a worker as independent commitment for a PTA and therefore is discouraged. contractor can end up with substantial tax bills. Each PTA project is unique and the applicable state and Additionally, the employer can face penalties for failing federal regulations change periodically. The PTA may to pay employment taxes and for failing to file required not hire a voting member of its board as an employee or tax forms. independent contractor. This is considered a conflict of interest. (See Conflict of Interest Policy 2.3.2 and Both employer and worker can ask the IRS to make a California State PTA Bylaws Article IV, Section 6.) determination on whether a specific individual is an independent contractor or an employee by filing a Form 5.11.1 Employee versus Independent SS-8, Determination of Worker Status for Purposes of Contractor Federal Employment Taxes and Income Tax Withholding, with the IRS. It is preferable to gift the funds to the school district directly for the services required, since the school dis- trict has experience and expertise as an employer

Finance California State PTA Toolkit – 2011 239 5.11.2 Approving Projects That Require and Illness Prevention Program. Any PTA that pays Employees wages directly to an individual and reports said employ- ment on the Workers’ Compensation Annual Payroll The proposed project must be approved by members at Report (Fig. 5-10 or Forms, Chapter 9) must comply an association meeting. Record the vote in the associa- with this mandate. tion minutes. Ongoing projects must be approved every year. Approval must include authorization for the Those unit, council, and district PTAs maintaining an fundraising activities by which the project will be sup- office or employees performing at a regular place of ported. If the project will make use of school facilities, business must post an Employee Acknowledgment the school principal, the school district superintendent, Form to meet this requirement. The material must be and the school board must approve it. The respective kept current and filed as a part of the permanent record dates of such approval must be recorded in the minutes of the association. Each employee must read and sign of the PTA association with letters of approval attached the Employee Acknowledgment Form in duplicate. The to those minutes. See the Insurance and Loss original must be kept as a permanent record, and the Prevention Guide for program criteria. copy must be sent to the California State PTA office

5.11.2a PLANNING For questions about Workers’ Compensation coverage for Determine whether the project will involve people hired employees, contact the PTA insurance broker for further as employees of the PTA or as independent contractors details and the location of the nearest field office. of the PTA. This status will govern how the project is managed and how money is controlled. It is critical that, before planning any PTA activities, the Insurance and Loss Prevention Guide be consulted. The reporting requirements of the federal and state gov- ernment vary, depending on whether the PTA employs For information on Risk Management, visit persons as employees or independent contractors. www.nonprofitrisk.org for the Non-Profit Risk Management These requirements must be fulfilled, and it is important Center. for the PTA to be sure that it has the means to do so. Information regarding PTA policies and procedures must 5.11.4a IN CASE OF EMPLOYEE INJURY be reviewed before embarking on any program or pro- When an employee sustains an injury on the job that ject, especially those where the PTA employs personnel. requires medical attention, inform the district PTA and 5.11.2b HIRING REqUIREMENTS call the California State PTA office at 916.440.1985 to secure an Employer’s Report of Occupational Injury or Every employee is required to complete IRS Form W-4 Illness. and Form I-9, Employment Eligibility Verification, which may be obtained from the U.S. Department of Justice The completed report must be returned within 24 hours Immigration and Naturalization Services. for processing and referral to the insurance carrier. By law, injuries requiring medical attention must be reported All personnel who work on a school campus, regardless within five working days. of whether they are hired as an employee or an inde- pendent contractor, must be finger-printed and must The employee also must be given an Employee’s Claim undergo a background check. All personnel employed for Workers’ Compensation Benefits to complete within by the PTA must meet school district health screening one working day of the employer’s knowledge of the requirements. All personnel employed by the PTA must injury. If the injury does not require medical attention, comply with school district procedures for detecting and complete the form and keep it on file, should the reporting suspected child abuse, as required by state employee seek medical attention at a later date. law. 5.11.5 Workers’ Compensation Annual Payroll If an employee is under the age of 18, he/she must Report have a Work Permit from his/her local school district. All PTAs must pay the base Workers’ Compensation 5.11.3 Comprehensive General Liability premium, which is part of the California State PTA Insurance for Independent Contractors Insurance Program, whether or not they hire employees.

Independent contractors must provide current certifi- Each unit, council, and district PTA must file a Workers’ cates of insurance, which the PTA must retain in its files. Compensation Annual Payroll Report no later than Directors, teachers, or instructors hired as independent January 31 of each year. This report will cover the peri- contractors must carry their own general liability insur- od of January 5 through January 4 of the preceding ance and Workers’ Compensation Insurance (Bonding year. If no one was hired, complete all the information and Insurance 5.1.8). requested and write, “No one paid,” sign and forward through channels. 5.11.4 Workers’ Compensation Insurance

California law mandates that every employer shall establish, implement, and maintain an effective Injury

240 California State PTA Toolkit – 2011 Finance PTA as an Employer

Any individuals paid directly by PTA are considered SUI (State Unemployment Insurance) and ETT employees of the PTA and must be listed by name of (Employment Training Tax): The PTA must pay state individual worker, type of work performed, dates worked, unemployment insurance and employment training tax. amount paid, and whether this person has his/her own Rates are found in the California Employer’s Tax Guide. Workers’ Compensation insurance on the Workers’ Compensation Annual Payroll Report (Fig. 5-10 or Semiweekly, monthly, or quarterly payment of withhold- Forms, Chapter 9). If the PTA does not pay the worker ing to the IRS and California Employment Development directly but donates the money to the school, do not list Department (EDD) are required. For further information, the worker. consult IRS Publication 15, Circular E, Employer’s Tax Guide, Publication 509, Tax Calendars and the If total payments (gross) for ALL employees are more California Employer’s Tax Guide, Employer’s Guide to than $1,000, a PTA will incur an additional premium. Unemployment Insurance Code of California, available from the California EDD. For example: $2,500 total (gross) payments, less $1,000 = $1,500 x 5% = $75 premium for this PTA. $200 (Base Form W-2: This form must be completed by the employ- Premium) + $75 (5% surcharge) = $275 (Total Premium). er and issued annually to every employee before January 31. The Form W-2 may be downloaded from PTAs can avoid paying this additional premium by not www.irs.gov. Each employee should complete a hiring or making payments to individuals. If the PTA Request for Taxpayer Identification Number Form W-9. membership votes to support a program that requires payments to individuals in any capacity, ask your school 5.11.7 Filing Requirements for Employers district to employ and pay that person, and gift the funds to the school district for the expense. This not only If the PTA is an employer, it must follow rules set up by reduces the cost to support programs, it offers an addi- the IRS, Social Security Administration, and the tional layer of protection against potential liability and California Employment Development Department (EDD). removes the PTA’s responsibility for filing government- Employers must: required employee reporting forms and payroll withhold- ing. If the school district pays the individual with monies o Make timely payroll withholding deposits; gifted from a PTA, the PTA does NOT have to report this activity on the Workers’ Compensation Annual Payroll o Make quarterly federal and state payroll withholding Report. reports within one month of the close of each payroll quarter, using IRS Form 941 and State Form DE-6; For more information on Workers’ Compensation Insurance, please review Bonding and Insurance o Issue IRS Form 1099-MISC to all independent con- (5.1.8d) and the Insurance and Loss Prevention Guide. tractors by January 31, if the PTA pays $600 or more during the calendar year to any unincorporated busi- 5.11.6 Employer Tax and Withholding ness or person for services rendered or in payment Requirements for a grant, award, or scholarship; Form 1099-MISC is not required to be issued to corporations or to If an employer-employee relationship exists, the PTA, as those paid less than $600; employer, must comply with the following: o Issue IRS Form W-2 to payroll employees by FICA: The PTA must withhold from each employee’s January 31 for the previous calendar year; wages the proper Social Security and Medicare amounts, paying to the federal government that sum on o Report IRS Form 1099 and Form W-2 information to behalf of each employee. As employer, PTA is required federal and state agencies as well as the Social to pay a matching sum as well. The amounts that an Security Administration by February 28 for the previ- employer must withhold from each employee and con- ous calendar year, using IRS Form 1096 (Annual tribute are listed in the IRS Publication 15, Circular E, Summary and Transmittal of US Information Employer’s Tax Guide. Returns); and Federal and State Income Tax: The PTA must adminis- o Report individuals who are independent contractors ter, collect, account for, and pay to the federal and state to the California EDD on State Form DE 542, Report governments specified amounts of taxes that must be of Independent Contractor(s) within 20 days of mak- withheld from each employee’s wages. This process ing payments of or entering into a contract for $600 requires PTA to obtain W-4 statements from each or more within any calendar year. employee. (Federal Tax withholding schedules: IRS Publication 15. State Tax withholding schedules: Circular 5.11.8 Penalties E, Employer’s Tax Guide, and California Employer’s Tax Failure by an employer to pay taxes due or to withhold Guide are available from the California Employment required amounts from an employee’s wages can result Development Department.) in substantial penalties to the employer. Refer to the SDI (State Disability Insurance): The PTA must with- current IRS Publication 15, Circular E, Employer’s Tax hold and pay state disability insurance, including Guide and the current California Employer’s Tax Guide California paid Family Leave Program withholding. for detailed information regarding penalties. Rates are found in the California Employer’s Tax Guide.

Finance California State PTA Toolkit – 2011 241 Penalties may apply if the PTA: For questions about PTA’s liability coverage, contact your district PTA. See the Insurance and Loss o Does not make required deposits on time; Prevention Guide for the contact telephone and website o Does not make deposits at an authorized financial address of the insurance broker. The responsibility for institution; or interpretation of the liability policy is assumed by the insurance broker. o Pays with the return (amounts that may be paid with a return are limited). 5.12.2 PTA-Provided Baby-Sitting Services Penalties may apply for each whole or part month if IRS These guidelines shall apply to all baby-sitters, whether Form 941, Employer’s Quarterly Federal Tax Return is paid or volunteer. Baby-sitting services are exempt from not filed when required, disregarding any extensions of licensing by the State Department of Social Services, the filing due date. since such services are defined as being provided when a parent/guardian is on the premises; e.g., children The PTA may make advance Earned Income Credit being tended in the same building as the association (EIC) payments to employees that submit IRS Form meeting being attended by parents. Baby-sitting ser- W-5. If the PTA does not do this, it is subject to a penal- vices must be provided by two unrelated persons 18 or ty equal to the amount of the advance EIC payments over for parents engaged in PTA-sponsored volunteer not made. activities or parents who are attending a PTA meeting. A penalty may be imposed if the PTA fails to file (on All baby-sitters paid by the PTA must be listed on the paper or on electronic media) an Information Return Workers’ Compensation Annual Payroll Report form filed (IRS Forms W-2 and 1099-MISC) or files with incorrect by each PTA and submitted through channels to the information. A PTA that fails to withhold or pay over any California State PTA office no later than January 31 of tax withheld is guilty of a misdemeanor and the respon- each year. Treasurers must ensure that records of such sible party or parties may be imprisoned and/or fined. payments are kept current, both for the PTA’s records and to facilitate completing the required Workers’ 5.11.9 Filing Requirements for Independent Compensation Annual Payroll Report (Fig. 5-10 or Contractors Forms, Chapter 9). Payments of $600 or more during a calendar year made State law mandates that “every employer shall establish, to individuals for services rendered, who are not implement and maintain an effective injury and illness employees, must be reported on the IRS Form 1099- prevention program.” Any PTA that pays wages directly MISC. This report is due to the IRS by February 28, for to an individual must comply with this state law. payments made during the previous calendar year. Refer to Employee versus Independent Contractor If baby-sitters are paid more than $100 in a calendar (5.11.1) for assistance. year, see IRS Publication 937 for further information. The PTA may charge a reasonable fee for baby-sitting PTA must report individuals who are independent con- services. tractors to the California EDD on Form DE 542, Report of Independent Contractor(s), within 20 days of making For more information on the noncommercial policy see payments of, or entering into a contract for $600, or Bylaws for Local PTA/PTSA Units, Article III, a. and b. more within any calendar year. 5.12.2a Insurance Requirements The EDD may assess a penalty for each failure to com- Guidelines for baby-sitters: ply with the required time frames. A penalty per instance may also be assessed for failure to report independent There are at least two unrelated persons 18 or over in contractor information. To obtain Form DE 542 visit EDD attendance at all times. website at www.edd.ca.gov. Children are kept in a safe environment: Each independent contractor should complete a Request for Taxpayer Identification Number Form W-9. • If outdoors – in an enclosed playground. • If indoors – in a room with safe, age-appropriate toys. 5.12 Miscellaneous Operating • Bathroom facilities should be nearby. Information Child:adult ratios are not exceeded: 5.12.1 Special Request for Professional Opinion • 0 to 5 years of age, 10 children to 2 adults; 1 addition- al person, high school age or older, for 11-15 children, In circumstances where professional, expert advice is and so forth. requested due to a unique situation in a unit, council or district PTA, the California State PTA will contact the • 6 to 10 years of age, 14 children to 2 adults; 1 addi- appropriate professional provider, as needed. tional person, high school age or older, for 15-28 chil- Charges/fees incurred will be billed to the appropriate dren, and so forth. PTA benefiting from the advice.

242 California State PTA Toolkit – 2011 Finance Insurance Claims

A baby-sitter shall not change any diapers. A parent A PTA may assist in raising funds or soliciting individual should be called to perform this task. donations for coalitions or election-issue campaign orga- nizations without reporting the amounts as PTA income, 5.12.3 Handling Requests for Relief Assistance provided that all donations are strictly voluntary, and the funds are given directly to the campaign organizations PTAs are often asked to provide assistance with the and not funneled through the PTA. Donations must not coordination of relief activities when a disaster strikes or be made payable to PTA and may not be deposited in personal tragedy occurs in a community. While PTA may any PTA account. appear to be a logical association to provide this coordi- nation, PTAs are prohibited from making personal gifts to a specified family or individual. A PTA may not collect and disburse funds for the benefit of specified families 5.13 Insurance Claims or individuals. A PTA’s EIN may not be used for the establishment or maintenance of any financial account 5.13.1 Mismanagement of Funds/Embezzlement designated for the benefit of specified families or individ- uals. The IRS may impose penalties if these rules are Mismanagement of funds refers to the potential loss or not observed. misuse of PTA funds and raises questions about the integrity of the individual(s) in charge of the PTA funds. Unit, council and district PTAs may participate in com- PTA funds are protected by following correct financial munity relief efforts by making a monetary donation to a procedures. Each member of the PTA executive board relief organization recognized by the IRS as a 501(c)(3) has a fiduciary responsibility (required by the IRS of all organization. Organizations such as the American Red nonprofits) to safeguard the association’s assets and Cross, the Salvation Army, and United Way handle potentially clear the individuals who may be involved. donations for relief efforts under benevolent fund proce- dures, which means that funds are received for dis- There are several signs of possible mismanagement: bursement to a broad class of potential recipients. lack of receipts and/or treasurer’s reports; payments These organizations may not accept funds for a specific made in cash rather than by check; missed meetings by family or individual. financial officers; and unanswered phone calls or mail. However, these are merely signs, not proof of wrongdo- In order for PTA funds to be donated, PTA financial pro- ing, so be discreet. Do not make any implicit, explicit, cedures must be followed. The membership is the only oral or written statements or accusations. Such actions body authorized to approve, or ratify, the donation to could result in a lawsuit for libel or slander. another 501(c)(3) organization. The approval of the donation must appear in the minutes of a meeting of the Notify the district PTA president or California State PTA association. vice president for leadership services and/or state trea- surer. With guidance from one or more of these PTA PTAs may participate in disaster relief efforts by leaders review the information, and determine the appropriate course of action. Specific PTA procedures • Encouraging members to make personal donations to are outlined in the California State PTA Advanced a relief organization of individual choice; Leadership Tools, which is available to council and dis- • Encouraging members to volunteer to assist at a loca- trict PTAs. tion providing services to disaster victims; Possible mismanagement/embezzlement of PTA funds • Providing information on local blood-drive locations; is a PTA responsibility and therefore, PTA policies and procedures must be followed. The principal or other • Providing information about other relief efforts in the school district personnel shall not determine or take any community; other course of action for the PTA. PTAs may participate in personal tragedy relief efforts by Do not make a direct accusation. Do not accept any offer of direct repayment from an individual, unless pay- • Working to locate another agency or organization that ment of the full audited amount is to be made with cash, may handle donated funds to benefit the affected fam- certified check or money order. It is important to report ily or individual; the loss to the district PTA and insurance broker right • Offering to meet with other community leaders to away. arrange with a local bank for the establishment of a Embezzlement, the stealing of money entrusted into special account to handle donated funds (Cannot use one’s care by means of fraud for one’s own use, is con- PTA EIN). sidered to be the same as theft under the law. Theft in 5.12.4 School Bond and Other Ballot Measure any form is a violation of the law and should be handled as a serious offense. If money is stolen from an individ- Campaigns ual’s car or property, a police report should be filed A PTA may spend a portion of its funds on election immediately and contact made with the individual’s issues that have an impact on the education, health, or insurance company to determine coverage. well-being of children and youth (Legal Guidelines for Campaign Activity 4.3.5).

Finance California State PTA Toolkit – 2011 243 5.13.2 Accidents or Incidents • Carry-over Funds – These funds represent the amount which is set aside to begin operations at the The Incident Report Form (Insurance Loss and beginning of the next PTA fiscal year, prior to the Prevention Guide) must be completed for every incident onset of fundraising activities. and accident that occurs. If a very serious incident/acci- dent is being reported, call the California State PTA • Certificate of Insurance – A document issued by the insurance broker. The Incident Report Form must be insurance broker certifying that an insurance policy completed by the PTA president. It is a confidential com- covering general liability is in force. A Certificate of munication between the PTA and the California State Insurance is included in the Insurance and Loss PTA insurance broker, informing the broker of a potential Prevention Guide mailed to all unit, council, and dis- problem. It is not a claim; it is merely notification of an trict PTAs in good standing. A copy may be obtained incident. The Incident Report Form is not to be complet- by contacting the California State PTA insurance bro- ed by the injured party. The PTA president may ask the ker. party questions that will enable completion of the report. • Channels – The formal communication route through It is important to have complete information but one the association to ensure that each level within the must not give the impression that completion of an association is informed. In PTA, the channel is from Incident Report Form means that the PTA is responsible the unit to the council (if in council) or from the unit to and will take care of the injured party. The California the district PTA (when there is no council), from the State PTA broker will file the Incident Report Form with council to the district PTA, and from the district PTA to the insurance carrier who will investigate the incident the California State PTA. and determine responsibility. • Commingled Funds – Funds from two organizations The PTA president should follow up with anyone injured deposited together. Because a unit is a 501(c)(3) non- at a PTA event to express concern for the individual and profit association, it must comply with all Internal inquire about any injuries sustained. Never promise to Revenue Service (IRS) requirements, regulations and compensate a victim for his/her injuries or accept fault. laws. The IRS considers all funds in PTA accounts to Many claims may be averted by demonstrating concern belong to the association regardless of source. A PTA for the individual. must handle only those funds over which it has full control and the total amount must be declared as gross income to the PTA. All funds in the PTA account must have association approval for disbursement. 5.14 Glossary • Contract – A legally enforceable agreement between This section defines or explains terms that financial offi- two or more persons or organizations. Contracts must cers and chairmen may encounter in their PTA work. be approved by the PTA membership before being signed by two elected officers, one of whom must be • Approval by Membership – The requirement that all the president. expenditures, programs and projects, including those specified in the budget, must obtain approval and/or • Contributions – Donations of money, property, or ser- ratification by the membership. All approval of expen- vices received by the PTA from individuals or busi- ditures, programs and projects MUST be recorded in nesses. PTAs must follow Internal Revenue Service the minutes. guidelines for receipts for contributions. • Authorization for Payment – An authorization for pay- • Embezzlement – Stealing of money entrusted into ment documents approval to pay bills for services or one’s care by means of fraud for one’s own use. supplies, or reimbursement to a member for expens- es. After approval by the association, the completed • Facilities Use Permit – A permit required by most authorization for payment permits the treasurer to school districts that when approved authorizes the write checks. All bills, receipts and invoices should be PTA to use school site facilities. attached to approved authorization. • Fiscal Year – The financial accounting period estab- • Bylaws – Specific rules of operation for the orderly lished by the PTA, and identified in the Bylaws for conduct of business adopted by vote of the members. Local PTA/PTSA Units, Article XIV, Section 1, as a All PTA bylaws have certain specified, starred sec- time for the association to close its financial books tions in common which cannot be changed. Any and records for the past 12-month period. The IRS is change in bylaws requires approval of the state parlia- notified of the fiscal year at the time of organization mentarian, a 30-day prior notice and a two-thirds vote when IRS Form SS-4 is submitted. of the membership. • Founders Day Freewill Offering – A freewill offering • Cash Verification Form – A form to document receipt commemorating the founders of PTA. Contributions of coins, currency and checks from membership, are forwarded through channels to the California State fundraisers, and donations, which protects and safe- PTA and set aside in a special fund for leadership ser- guards volunteers’ handling of PTA funds. vices. The contributions are considered as “funds not belonging to the unit, council, or district” and are not included as income in the budget.

244 California State PTA Toolkit – 2011 Finance Glossary

• Gifts to Individuals – A personal gift to a PTA member • Ratification – The approval by the membership of an or school staff. Gifts to individuals cannot be paid for action taken by the PTA executive board as specified with PTA funds. Personal gifts include gift cards, gifts in Bylaws for Local PTA/PTSA Units, Article VIII, for baby showers, secretary’s day, bereavements, Section 2c. weddings, or birthdays. If the unit wishes to recognize an individual, donations must be collected as freewill • Reconciliation of Funds – The process of bringing into offerings and the money maintained separately from agreement the bank balance as shown on the bank PTA funds. statement, the checkbook ledger, and the check regis- ter. The purpose is to ensure that the bank records • Gifts to Schools – Gifts to the school that benefit the and the association’s financial records are correct, to largest number of students possible. Be sure to check identify outstanding checks, and to determine the with the school district before purchasing any materi- actual balance against which future checks may be als for the school. Gifts should be in the form of a drawn. donation, presented and accepted by the school board at a school board meeting, and recorded in the • Reimbursement of Expenses – Allowable out-of-pock- school board minutes. Always use a fiduciary agree- et officers’ expenses shown as a line item on the bud- ment. get adopted by the association are reimbursable. Reimbursement is made upon the submission of an • Good Standing – The term applies to units, councils expense statement and/or receipts. and districts that have met all requirements specified in the bylaws, which includes remittance of insurance • Sales Tax – A tax imposed on the purchase of prod- premiums and membership per capita to the ucts. Units are considered consumers by the California State PTA by the established due dates. California State Board of Equalization and they are not required to charge sales tax on merchandise sold. • Grants – A specific set of dollars given by businesses, Units do pay sales tax on the price of merchandise foundations, and corporations to an organization to purchased for resale or use. perform specific functions. Projects for which PTA is seeking grants must promote the Purposes of the PTA • Scrip – A coupon which may be redeemed in lieu of and be relevant to the goals of PTA. using cash at the store that issued the scrip. Scrip is purchased, usually from grocery stores, in large • Gross Receipts – The total amount of receipts before amounts for a discount off the face value. The PTA any deductions are taken or expenses are paid. For sells the scrip at the full value, raising funds for the the purpose of completing the IRS Form 990, monies unit. Many companies now offer electronic e-scrip. forwarded through channels to the California State PTA office are not considered gross receipts. This • Scholarships – Funds to assist students in furthering includes membership per capita, Founders Day their educational objectives. The scholarship program, freewill offerings, and insurance premiums. including the amount and number of scholarships to be awarded, must be approved by the membership. • Hold Harmless Agreement – An agreement in which the signing party assumes responsibility for all acts • Sponsorship – Financial support received from a busi- and all liability for any injuries that occur related to an ness. The law permits a PTA to receive corporate event. PTA MUST NOT SIGN A HOLD HARMLESS sponsorship income tax free, if the sponsorship is AGREEMENT. California State PTA insurance does linked to a specific event and the event is held once not cover vendors, concessionaires, or service per year. The PTA gives the corporate sponsor an providers; these entities must provide Evidence of acknowledgment of thanks in return for the sponsor- Insurance to each PTA unless annual Evidence of ship. Insurance has been filed with the California State PTA • Unallocated Reserve Funds – The amount remaining Insurance Broker. A Hold Harmless Agreement may after making allocations for budgeted programs and be found in the Insurance and Loss Prevention Guide. activities, and may be used to cover any unexpected • Membership Per Capita – The amount of money that or unplanned expenses in the current fiscal year. The must be forwarded through channels for each mem- association must adopt a budget amendment to trans- bership received in the unit in order to be considered fer funds from Unallocated Reserves to a specific a unit in good standing by the California State PTA. budget category prior to disbursing funds. • Minutes – The permanent legal record of all action taken by the association and the executive board. All financial reports become a part of the minutes. • Noncommercial Policy – A policy requiring that the name PTA, a registered service mark, or the names of PTA officers shall not be used in conjunction with the commercial activities of other organizations including, but not limited to, the promotion of their goods and services.

Finance California State PTA Toolkit – 2011 245 246 California State PTA Toolkit – 2011 Finance CCoommmmuunniiccaattiioonnss

The California State PTA strongly recommends this entire Communications Section be copied for appropriate officers/chairmen.

Table of Contents

6.1 Purposes of PTA Communication ...... 249 6.1.1 Purposes of PTA Communication 249 6.2 Communicating With Confidence ...... 249 6.2.1 Public Speaking 249 6.2.1a Planning Remarks 249 6.2.1b Communications Basics for PTA Leaders 249 6.2.1c Talking Points 249 6.2.2 Representing PTA 250 6.2.3 Resources 250 6.3 Guidelines for Communications Coordinators ...... 250 6.3.1 PTA Publication Types 250 6.3.2 Plan PTA Communications 250 6.3.3 Guidelines for PTA Publications 250 6.3.3a Accepting Advertising 251 6.3.3b Acknowledging Assistance 251 6.3.3c Copyright Laws 251 6.3.3d Suggestions for Improving Content 252 6.3.3e Considerations for Year-Round Schools 252 6.3.3f Translating Materials 252 6.3.3g Publication Preparation 252 6.3.3h Publication Distribution 252 6.3.4 Electronic Communications 253 6.3.4a Website 253 6.3.4b PTA E-Mail Accounts 253 6.3.4c E-Mail Lists 253 6.3.4d E-Newsletters 253 6.3.4e Social Media 253 6.3.5 Print Communications 253 6.3.5a Newsletters 253 6.3.5b Fliers and Brochures 254 6.3.5c Nonprofit Mailing Permits 254 6.4 Publicizing PTA to the Larger Community ...... 254 6.4.1 Promote PTA 254 6.4.2 Newsmakers 254 6.4.3 Generate Publicity 254 6.4.4 Interview Preparation 255 6.4.4a Media Interview Tips 255 6.4.4b Speak In Sound Bites 256

247 6.4.5 Press Releases 256 6.4.5a Press Conference Agendas and Kits 256 6.4.6 Letters to the Editor 256 6.4.7 Opinion Editorials 257 6.4.8 Advertising and Public Service Announcements (PSAs) 257 6.5 Guidelines for Communications Coordinators ...... 257 6.5.1 Basic Guidelines for Communications Coordinators 257 6.5.2 Publications Procedure Books 258 6.5.3 Background Knowledge 258 6.5.4 Publicity Record Book 258 6.6 Multimedia Literacy – Communications ...... 258 6.6.1 Develop Media Literacy and Television Viewing Skills 259 6.6.2 Recommended Actions for Schools and PTAs 259 6.6.3 Recommended Actions at Home 259 6.6.4 Additional Resources 259

Figures 6-1 SAMPLE REquEST FOR uSE OF COPYRIGHTED MATERIAL ...... 260 6-2 SAMPLE E-NEWSLETTER...... 261 6-3 SAMPLE PRESS RELEASE ...... 262

248 Communicating With Confidence

6.1 Purposes of PTA Communications Be flexible. If necessary, adjust remarks to help meet the need at hand. Find out in advance who the audience 6.1.1 Purposes of PTA Communications will be, and why you were selected to speak.

• Encourage family involvement with students in the Cultivate effective listening skills. If you are part of a home and in the school. program, listen to what other participants are saying. If the previous speaker “steals your thunder,” comment on • Inform every family in the school of the aims and sharing similar viewpoints and suggest, “Let’s talk about accomplishments of the PTA. this from another angle.” Then continue with your own remarks. • Promote joining PTA to parents, families, and commu- nity members. Know when to stop. Respect your audience’s time. • Encourage and highlight attendance at PTA meetings, 6.2.1c Talking Points and parent involvement in PTA projects and activities. When talking about PTA to new audiences, it helps to • Foster cooperation with the school in keeping parents give a brief overview to show the scope and strength of informed about school functions, regulations and pro- PTA. The more these messages are said, the more like- cedures on child-related issues. ly it is the messages will be heard and repeated. • Advance the work of PTA in the community. • The PTA is the oldest and largest volunteer associa- tion working on children’s and youth’s issues. In • Maintain contact with local media California alone, we have nearly 1 million PTA mem- bers. 6.2 Communicating With Confidence • PTA volunteers work on behalf of every child in California. We speak for every child, with one voice. 6.2.1 Public Speaking • The PTA is a nonpartisan, nonsectarian and noncom- PTA leadership provides ample opportunities to improve mercial organization that promotes the welfare of chil- communications skills. A PTA leader learns to: dren and youth in home, school, community and place of worship. • Speak in front of groups; and • The PTA encourages communication and cooperation • Respond to the media. between parents, communities and schools to ensure that children and youth receive the best possible 6.2.1a Planning Remarks physical, mental, social and spiritual education. Announce what will be discussed. • The PTA develops educational programs for parents, Capture the attention of the group before delving into teachers, students and the community. the details. • The PTA fosters leadership skills in adult volunteers Become knowledgeable about the organization, its and students. structure and purpose, as well as its positions and pro- Making PTA Talking Points Personal jects. Whether talking to a reporter or a school board member, Refer to your current PTA membership card for access people are interested in having issues expressed in to the National PTA Members Only website at human terms. Personal stories are essential elements in www.pta.org, and visit the state PTA website, producing compelling stories. www.capta.org. These talking points are only intended as guidelines for 6.2.1b Communications Basics for PTA Leaders speaking on behalf of PTA. Make them your own by Keep abreast of current developments. considering: Be comfortable with yourself. If jokes or puns are not • How can my personal PTA experience be part of your strong suit, do not tell them. Success comes from these messages? How do these messages resonate projecting your own personality. with my experience as a teacher, a parent, a student, etc.? Don’t worry about “butterflies.” We all have them – in fact, we need them to keep us from becoming compla- • Why am I so committed to this work? How did I get cent. involved? What needs to be improved at our school(s) or in our community? How can I best share those sto- Do your homework. Few people can “wing it.” The trick ries? is to appear relaxed, and you can be if you are well pre- pared. Prepare a 30 to 60 second “elevator speech” – to make your PTA message concise and compelling.

Communications California State PTA Toolkit – 2011 249 6.2.2 Representing PTA may be very different from the one used to reach par- ents. PTA officers represent their unit, council or district PTA, and are local representatives of the California State PTA Choose the Medium. After the audience has been and the National PTA. We are a diverse organization, identified, consider the best way to reach it. Depending but as PTA leaders we speak with one voice on behalf on the audience and the message, the method could be of all children: anything from creating a website to making a phone call. • Know and reflect the PTA’s official positions. Prepare the Message. Think through the message you want to convey. Whether making a speech to a large • Refrain from committing the association to programs, group or writing an article. Take the time to review and projects or positions the association has not voted to refine the PTA Talking Points (6.2.1c) to concisely con- authorize. vey the message. All the energy should be focused on making that message clear — discard all the rest. • Build credibility as an individual so that your com- ments are of value to the audience. Use the PTA Style Guide. When preparing PTA com- munications, refer to the California State PTA Style • If any personal opinion is given, be sure to identify it Guide brochure (Chapter 9, Forms, Brochures) for capi- as such. talization and spelling styles specific to PTA, and helpful Do not mix personal and PTA opinions while represent- punctuation and writing reminders. ing PTA. Begin and end a conversation or interview as For further information refer to The Associated Press either a PTA representative or as an individual. It is too Stylebook and Briefing on Media Law (Associated difficult for the listener or reporter to remember what Press); The Chicago Manual of Style, 16th Edition was personal and what was PTA. (Chicago: university of Chicago Press, 2010); and 6.2.3 Resources Strunk, William, Jr., and White, E.B. The Elements of Style (New York: Longman Publishing Group, 2000). Resources: Council and district PTA leaders, California State PTA website www.capta.org and Toolkit sections Use the PTA Logo. Visual clues are often the easiest entitled PTA Basics, Advocacy, and Communications, way for people to recognize a product or organization including Brief Statements on Current Issues; National that they trust. Just like a brand logo, an organization’s PTA website www.pta.org. California State PTA Pocket logo catches your eye and in a crowded scene makes Pals: Education, Membership and Parent Involvement; an instant, familiar connection. and numerous PTA brochures. In an effort to create a visual identity for PTAs through- out the country, the National PTA and California PTA use complementary logos and ask that all PTAs and PTSAs 6.3 PTA Publications adopt this style. This PTA logo can be downloaded from the state website, www.capta.org. Customize the PTA 6.3.1 PTA Publication Types logo by printing your unit name above the logo in Arial Black font. PTAs are encouraged to communicate with PTA mem- bers and the school community. Each unit must deter- mine what will best meet the needs of its members and community, and what will fit within its budget. Options include: • Brochures • E-mail messaging systems and lists 6.3.3 Guidelines for PTA Publications • E-newsletters Adhere to PTA noncommercial, nonpartisan and nonsec- • Website tarian policies (Talking Points 6.2.1c and Basic Policies • Social Media for all PTAs 1.3). • Fliers All material (e.g., newsletters, fliers, website postings, social media use, and print or electronic notices) must • Newsletters be cleared with the PTA president and school principal before printing, publishing or posting. The principal is 6.3.2 Plan PTA Communications responsible for the accuracy of school information and Inform the community about PTA activities and school compliance with the State Education Code and school functions. district policy (Article VI, Section 1i, Bylaws for Local PTA/PTSA Units). The PTA president is responsible for Identify the Target Audience. It is important to clarify the accuracy of PTA information and compliance with whom you want to reach. The plan for reaching students PTA policies.

250 California State PTA Toolkit – 2011 Communications PTA Publications

Never present material critical of any individual or group. • Basing the amount of exposure the sponsor’s name To do so may expose the PTA to a libel suit. Positive, and logo receives upon the amount of payment. action-oriented messages are more useful to resolve a problem or refocus a controversy. Avoid exploitation of PTA print or electronic publica- tions by individuals, businesses, and others who would Incorporate the PTA logo in PTA communications. This appeal to the PTA’s commitment to support schools. will show a unity of effort and purpose, as well as demonstrate the unit’s participation in a national organi- For any print or electronic publication containing adver- zation. The PTA and PTSA logos are available on the tising, the California State PTA strongly advises the www.capta.org website. printing of a disclaimer: Publish only a summary of actions taken from PTA The mention of any business or service in this publica- association meeting minutes. Do not publish, without tion does not imply an endorsement by the PTA. written permission, photos or personal information about 6.3.3b Acknowledging Assistance students or adults. Refer to the California State PTA Toolkit, Forms section: Photography Release form avail- The California State PTA strongly recommends finding able in English and Spanish. sponsors rather than accepting advertising. (Review Sponsorship vs. Endorsement 5.5.9a.) Thank funders Date all materials. Make it easy for the reader to identify, and sponsors. One sentence should do it! To preserve find and contact the PTA. List the following items: the PTA’s tax-free income generated from a sponsor- • Name of the unit, council or district PTA; ship, the acknowledgement thanking the organization must not actually promote the sponsor, its product or • Contact information so that a member can be reached services. for more information about the PTA (units should use school address; council and district PTA should use • The Sunshine PTA newsletter (website) is printed office or mailing address); and (posted) courtesy of John Doe Printers. • References to other PTA resources such as council • The Sunshine PTA expresses grateful appreciation to and district PTA, California State PTA and National the following merchants for making this publication PTA publications, websites and social media. possible: 6.3.3a Accepting Advertising • The Sunshine PTA thanks the Burger Place for its work with our students on the Let’s Do It! Recycling Become familiar with the noncommercial policy Program. (Noncommercial Policy 1.3.1; 5.5.9). The noncommer- cial policy should be applied with good judgment, discre- • The Sunshine PTA expresses thanks to Neighborhood tion and common sense. Recognize that it is not meant Bank for the use of its parking lot for the car wash. to prohibit all contact, cooperation, or partnerships with • The Sunshine PTA wishes to thank KXYZ for the PTA commercial businesses. membership promotion ads aired during our member- School districts may have policies that forbid students to ship enrollment. carry home publications containing commercial advertis- • Sunshine PTA thanks Romano Pizza for the generous ing or forbid the electronic posting of commercial adver- offer to donate 10 percent of all sales made on tising on a school website. ______(date). u.S. Postal Service rates for charitable publications with • Sunshine PTA will collect soup labels/cereal labels for advertising differ from those without advertising, and the next semester. Call Jane Doe at 555.555.5555 for postal permits may differ as well. The mailing may be information. rejected if these guidelines are not met. 6.3.3c Copyright Laws All advertising shall be screened to ensure it meets PTA’s high standards and legal obligations. It is illegal to violate federal copyright laws governing printed matter, poetry, art, music and computer software. Political ads risk the appearance of endorsement, and use of computer software by multiple users requires a also are likely to make the PTA publication unsuitable to multiple site license. Only computer “shareware” can be send home with students. shared legally. Advertising may generate taxable unrelated business PTAs that publish newsletters, printed or electronic income. Red flags for this type of income include these materials, and host websites must abide by the copy- situations: right laws and must republish articles and reproduce art, • Providing, or agreeing to provide, excessive visual or photographs and videos in an ethical manner. verbal exposure of the sponsor’s name, logo or corpo- Following are some simple rules regarding the use of rate message could trigger the unrelated Business articles and images that editors should observe: Income Tax (uBIT) (unrelated Business Income Tax 5.10.7). • Permission should be secured to republish anything from another source.

Communications California State PTA Toolkit – 2011 251 • The letter of request (Fig. 6-1) or a record of the tele- home right before track goes off and right after students phone call to the originator should be kept on file. The return. reply or a record of it should be kept on file. Print out a hard copy of any “granted” permission received via 6.3.3f TRAnSLATInG MATeRIALS e-mail. PTAs should work closely with the school to meet the • Only a brief part of a written work may be quoted. language needs of those who receive association publi- This can be quoted only once, unless a new request cations. To translate information and materials, seek is sent. Credit must be given to the source of the help from bilingual parents on the executive board; material. teachers or support personnel in the classrooms or the school district; or the foreign language departments at • Laws are strict in the case of items that are creative in local high schools, community colleges and universities. nature (e.g., art, literature, poetry, cartoons, pho- tographs, videos, electronic media, and comics). Some units present side-by-side translations of articles Secure permission in advance in such cases. on each page, while others print or post a separate issue. Still others offer all information in English with • California State PTA articles and artwork may be used short recaps of major information in languages needed by unit, council and district PTAs without permission. in their school community. Other options are to have a Read National PTA materials carefully to determine bilingual point person to contact or a Web page with when permission to republish is required. Always information available in each target language. Develop credit the source. audio or videotapes of recorded newsletters, notices and parenting tips in different languages to send home • It is most important that anything copyrighted, includ- with students or post on a website. Students might be ing original artwork, not be reproduced on an item to able to do the recording. be sold or to advertise an event. Permission must be secured, or a lawsuit could result. The artist or the For additional guidance refer to 3.5 Expanding syndicating company will generally require a royalty Membership, “How to Provide Translation and on each item sold and a specific number of compli- Interpreters” and “Tips for Working with an Interpreter.” mentary copies of the item. The California State PTA offers grants to unit, council • When permission to republish is required, the sample and district PTAs to fund translation services (Outreach request letter can be used (Sample Request for use Translation Grant for unit, Council and District PTAs of Copyrighted Material Fig. 6-1). 7.17.2). When showing movies during school or at after-school 6.3.3g Publication Preparation events or fundraisers, PTAs must observe movie/video copyright laws, site licensing, and promote the event Efficient and timely distribution is crucial to the publica- only as permitted by the site license. tion process. Set due dates and stick to them. Advise contributors of the due dates frequently. Ask the PTA 6.3.3d Suggestions for Improving Content president to include “publication assignments” and “pub- lication copy due dates” on all meeting agendas. Feedback gives insight on whether a publication is Remember to allow time for review and approval by the achieving its goals. Take an opinion poll at a meeting. PTA president and school principal before printing. Insert a questionnaire in several issues or interactive questions on social media to learn which information is Encourage officers and chairmen to keep the media most helpful to readers. Encourage others to contribute coordinator informed about their projects and urge them to a newsletter, website, and other publications. Writers’ to contribute short articles and reports. Advise all poten- work may be edited for space and clarity. tial contributors that material will be edited for space and form (grammar, punctuation, spelling and accuracy of Be on the alert for coming events that should be publi- information) for all publications. cized. Report the results of events, publicize member- ship campaigns, and announce PTA award recipients. Include the cost of materials, supplies, software and ser- vice provider subscriptions, and equipment in the asso- Remember, people don’t read, they skim. Make sure ciation budget. each message is easy to find. Keep messages brief and to the point. use bullets, quotes, charts and graphics 6.3.3h Publication Distribution strategically so publications are inviting to read. Check graphics and photographs for reproduction quality Send copies of the PTA’s publications to council and dis- before publishing. trict PTA presidents. The California State PTA vice presi- dent for communications would also appreciate receiv- Have two people proofread everything. ing a copy ([email protected]). If the publica- tion is in print form, leave several copies in the school 6.3.3e Considerations for Year-Round Schools office. Develop a plan to reach all members, whether they are use your publications as a PTA marketing tool. on- or off-track. Time newsletters and fliers to be sent Distribute them to school district superintendents and trustees, businesses, chambers of commerce, service

252 California State PTA Toolkit – 2011 Communications PTA Publications groups, city offices, police departments, recreation break your e-mail list into groups of 25. Members may departments, after-school day-care centers, preschools, have to opt-in for some listing services. media outlets, county supervisors, junior colleges, and local state legislators. Honor requests for removal from any mailing list. Delete obsolete addresses. 6.3.4 electronic Communications 6.3.4d e-newsletters 6.3.4a Website An e-newsletter is a time- and cost-effective way to Think strategically about the content and design of the share information with a large number of people. site. Simplicity is the key to user-friendly design. How Typically it is an informational update sent via e-mail to the site is structured will determine whether users can members of an electronic mailing list (Sample e- access the information they need. The quality of each newsletter Fig. 6-2). page is determined by how well it serves its purpose. When sending an e-newsletter, understand that Budget for website development and maintenance. some e-mail users do not receive graphic elements. Determine if the website will be hosted through a county Using a text-only format or including a link to a web- office of education, the school district, or paid for by the posted HTML formatted newsletter are ways to send PTA. Decide whether the website construction will be your e-newsletter to everyone. using an e-mail messag- done commercially, using a three bid process, or by a ing vendor is another option. Obtain three bids. volunteer. Converting your print newsletter to a Portable Document Materials that are for members only must not be posted Format (PDF) is a simple way to send an electronic ver- to the website, e.g., bylaws, minutes and financial sion. Include a link to the Adobe PDF Reader website reports. so members can download the PDF reader. Forward edited copy to the webmaster by the expected Keep the e-newsletter brief; provide short summaries date and keep a copy. Make clear where the copy is to and a link to information available online at the unit’s be posted with post and removal dates. website or other specific pages being discussed. Links to information on the California State PTA and 6.3.4e Social Media National PTA websites are more cost- and time-effective Social media use is constantly changing. Facebook, than repeating the same material. Twitter, and Fotki, popular today, may be quickly Written permission should be obtained prior to posting replaced. any name, photograph, home phone number, or private Guidelines for social media remain the same as for e-mail address on a website. Observe copyright laws every PTA publication. Observe the PTA’s non-partisan, and get permission before linking to outside sites. Refer non-commercial, non-sectarian policies, “do no harm” to to the California State PTA Toolkit, Forms, Chapter 9, an individual or an organization, and be knowledgeable Photography Release form available in English and about PTA’s positions. Spanish. The PTA president and principal must be consulted con- 6.3.4b PTA e-mail Accounts tinually. Because social media is lightning quick, posts Consider establishing PTA e-mail addresses by officer and messaging should be reviewed daily if not more fre- and chairman position titles, eg. ABC-PTA- quently. Several reviewers should be involved. [email protected]. These remain constant year to Brevity is the key, providing sound-bite information and year even as officers change. These e-mails can be creating pictures in readers’ minds, and initiating mem- automatically forwarded to personal e-mails; however, ber action. officers must reply through the e-mail service if they wish to keep their personal e-mails private. Maintain PTA’s high standards of respect and courtesy. An alternative is to have one central e-mail address. A Be sure to understand how to limit the posting of com- volunteer forwards messages to other officers or school ments by others to avoid complications staff. Refer to the California State PTA Toolkit, Forms, 6.3.4c e-mail Lists Chapter 9, Photography Release form available in English and Spanish. E-mail lists are a cost-effective and efficient way to share information with the membership. A number of 6.3.5 Print Communications online service providers allow a user to set up a group mailing list at no charge. Always blind-copy the recipi- 6.3.5a newsletters ents to avoid publicizing members’ personal e-mail addresses. Note: e-mail lists larger than 25 addresses Printing a newsletter depends on the budget and talents may trigger spam filters and may lead to the marking of available. If the newsletter is to be copied on school the sender’s address as suspicious. An alternative is to equipment, PTA has the responsibility for making arrangements – in advance – with site personnel for any

Communications California State PTA Toolkit – 2011 253 use of equipment, or payment for paper and ink, toner Contact newspapers and radio and television stations to and other supplies. stimulate the media’s interest in covering PTA events and programs. Do not forget the many community web- If printing is done off the school site, obtain bids from at sites and online bulletin boards now available. least three print shops before choosing one. To obtain accurate prices, present each with exactly the same 6.4.2 newsmakers information. Anything other than Portable Document Format (PDF) or camera-ready copy will cost extra to Here are six tips that may increase the PTA’s chances duplicate. Ask what the turn-around time is for the fin- for getting news coverage. ished print job. Give the edited and approved copy to 1. Make the story visually compelling. A picture is worth the printer by the expected date. a thousand words. When planning an event for the Include written instructions. Keep a duplicate of all copy media, identify visuals that illustrate the topic. Is the and instructions submitted. Ask for a “proof” to approve unit trying to increase funding for school facilities? before final printing to double-check placement and Why not take reporters on a tour of rundown class- quality of pages. rooms? Point out the problems. Demonstrate the need for funding. If the newsletter is mailed, labels and mailing lists should be regularly and carefully checked. Inquire if the 2. Piggyback on breaking news. Are schools a major association can use or purchase school district labels. issue in an upcoming election? Be prepared to be Discard duplicate labels and mail only one newsletter to one of the experts and demonstrate that the PTA is a each household. Mailing is the best guarantee that the voice on the issues being debated. Take advantage newsletter will reach its readers, and allows inclusion of of opportunities that can increase the profile of PTA. PTA support and oppose positions on ballot measures. 3. Look at programs your PTA presents that improve Review Advocacy Policy 11 (4.2.5k). the lives of children and families. Many breaking 6.3.5b Fliers and Brochures news stories are about family needs, and your PTA’s activity creates a story about finding solutions. Fliers are a good way to publicize upcoming events, and brochures can tell prospective members about the PTA. 4. Tie the events to anniversaries and annual events. When creating either, remember that less is more. Keep The fall is “back-to-school” time for most schools. the text short and straightforward, using who, what, PTA membership enrollment campaigns are suc- when, where and why as the basic outline of informa- cessful during this time period, in part because tion. Keep the design clean and simple. Select graphics everyone is in the “back-to-school” mindset. Think carefully. Reduce clutter as much as possible. Judicious about other events or dates related to schools and use of white space makes the document more readable. children that traditionally receive coverage. Find a way to tie the unit programs to those dates. When creating brochures, consider including a reply card. Reserve a panel of the brochure to invite readers 5. Special events. Announce speakers’ forums, cultural to ask for more information or to join PTA. events or other activities that may be of interest to a large audience. Invite local VIPs, and let the media 6.3.5c nonprofit Mailing Permits know who will be attending. To mail newsletters and printed materials, a PTA may 6. To attract an editor to a story, one needs a “hook” or apply for the special nonprofit bulk mailing rate. Visit “angle.” Tell the story in a new way. It is not news to www.usps.com for complete information. just say that California schools need more arts teachers. However, one can make it news if the only art teacher in the school just retired. A hook takes a 6.4 Publicizing PTA to the Larger story that has been told a hundred times and pro- vides a new angle for telling it. How the story is pre- Community sented will play a large part in determining if the edi- tor will assign the article to a reporter. 6.4.1 Promote PTA Proclamations are one way for elected officials to show PTA enjoys excellent name recognition with the public. their commitment to the association. Encourage school However, it is important to remember that the local com- district officials to pass a proclamation supporting PTA munity may not be familiar with the actual function of the membership, PTA Founders Day, the PTA’s charter PTA. anniversary, etc. (Sample Proclamation, Fig. 3-8) PTAs often have special programs that they support with 6.4.3 Generate Publicity many volunteer hours. Creating a public relations cam- paign that says “PTA cares and is here to help” will com- The following steps should get the unit started in plan- municate to the community that the PTA truly does ning a successful public relations campaign. make a difference and may generate an increase in membership.

254 California State PTA Toolkit – 2011 Communications Publicizing PTA to the Larger Community

Step One • What is the solution? Create a public relations campaign plan. Decide if • How will the solution impact the school and the chil- you want to invite the public to any event. Plan a time- dren in it? line, including advance preparation to allow time for approvals by the president and principal before publicity • What is the PTA message? materials are sent out. Incorporate any event or pro- • Who supports PTA’s efforts? Why? gram theme and PTA logo into the campaign. This will show a unity of effort and purpose, as well as capitaliz- • Who opposes PTA’s efforts? Why? ing on PTA name recognition. For positive activities: Identify a spokesperson for each event or issue PTA is promoting. Develop talking points for use by everyone • What is the event or program? involved. • What are the facts? Step Two • How does it relate to what PTA believes? Develop a news or media advisory to transmit to the • How will it benefit children? media several weeks or days in advance, with a news release on the day of the event. A press kit with more in- • What is the message point? depth information about the event and your PTA’s pro- grams can be distrubuted at the event and used as a • Why is PTA organizing or participating in the event? follow-up. Documents should contain news contact infor- 6.4.4a Media Interview Tips mation and information on the event or campaign, giving compelling reasons to cover it. As a final paragraph on Always obtain the president’s consent before agreeing the release and in more depth in the kit, provide infor- to be interviewed. mation on other activities of your unit and a brief history of the PTA. See creating a news release. Plan important points and make them early and often. Remember, an interview is an opportunity to tell PTA’s Step Three story and to make your case. Prepare PTA points in advance, and use every question as an opportunity to Call local newspapers, radio and television stations to address PTA’s agenda (Talking Points 6.2.1c). find out who covers schools, education and child welfare issues. Give each reporter a call to introduce the PTA To the media, the PTA representative is an authority by and mention that the unit is adding his or her name to virtue of his or her PTA leadership position. It helps, if its contact list. Follow up with an e-mail. Then provide a feeling nervous, to focus on the good the PTA hopes to press kit electronically or by mail with a second note to do. Think of what you would say to neighbors to con- each person. Remember that cable TV services are vince them to help. required to provide some local access. They may offer additional exposure by airing PTA public service If the reporter asks questions difficult to answer or out- announcements and covering the news in the PTA’s side your area of expertise, say, “I don’t know, but I will news releases. get back to you in time for your deadline.” Then be sure to consult with officers/chairmen who have the informa- Connect reporters with an identified PTA spokesperson tion, and make that deadline! at the event and following the event. Speak in a language everyone understands. Jargon, Step Four association lingo or abbreviations that may be familiar to PTA members may have no meaning to the general Try to maintain monthly personal contact with media public. contacts. Take the time to build a working relationships. Be positive, not defensive. Take the trouble to present Step Five the PTA’s point of view in a positive manner. Resist any Alert media contacts about upcoming events so that temptation to attack other organizations. Accusations or they can schedule time to cover the PTA. Keep media any perception of conflict by the reporter may preempt contact phone, and email addresses and mail lists up- the rest of the interview. to-date. Send PTA electronic and print communications Tell the truth. Factual information is a must. If a state- to these outlets to keep them “in the loop” on PTA activi- ment is made that is not true, refute it immediately and ties. politely. Always correct the information in an informative 6.4.4 Interview Preparation and helpful manner. Watch your body language. Crossed arms or arms on Before speaking to the media, make sure to understand hips signal defensiveness. Open arms convey a wel- and concisely convey the answers to the following ques- coming, open attitude. tions: Be brief, especially for broadcast (television or radio). • What is the problem? Broadcast news is frequently presented in “sound bites,”

Communications California State PTA Toolkit – 2011 255 short, succinct phrases that capture the essence of a and state and National PTA. Include a print copy of the program or position on an issue. Keep statements or release in the press kit on the day of the event (Sample responses to a couple of short sentences. Press Release Fig. 6-3). Make the point as often and as logically as possible. Every advisory and news release should carry a PTA It may feel repetitive, but when the interview is edited, representative’s name as the contact for further informa- the clearest or most emotional statement is likely to be tion, telephone number, e-mail address, the date and, of the one that is repeated in the news. course, the name of the PTA. Be clear about what is press contact information, and what is to be publicized 6.4.4b Speak in Sound Bites as phone or e-mail contact for the public to use. Keep messages short and simple to attract and sustain For More Information the attention of the audience, whether speaking with a potential member, the media, or the school board. Here Wallack, Larry; Dorfman, Lori; Woodruff, Katie; and are some tips to help planning: Diaz, Iris. News for a Change: An Advocate’s Guide to Working with the Media. (Sage Publications, Inc.; 1999.) Speak to shared values. Stress themes that the major- ity of people care about. 6.4.5a Press Conference Agendas and Kits Talk about what is at stake. Who is affected? What Prepare media or press kits in advance of any event for does this mean to people’s lives? members of the press that include the following: Use reasonable language. Do not be afraid to take a 1. Agenda. strong position, but be sure to use mainstream lan- guage. Do not use jargon or acronyms. 2. Previously sent press release. Include contact tele- phone numbers and e-mail addresses. Evoke pictures. If it is possible to make people see what you are talking about, the point will be more mem- 3. Fact sheet on topic. orable and have more impact. 4. Brief biographies of key speakers. Take a stand and present a solution. The best mes- 5. Background sheet about the PTA. sages do not just describe a problem, they also say what should be done about it. Be prepared to e-mail or fax this information to the press upon request. Sound bite: Approximately seven seconds or 25 words. 6.4.6 Letters to the editor - Adapted from Berkeley Media Studies Group and We Interrupt This Message. One of the most important places in the newspaper is the “Letters” page. Through a letter to the editor, one 6.4.5 Media or news Releases can reinforce a PTA message and concisely state the To alert the media to a PTA event, program or cam- PTA position on an issue. The printed letter can be paign, send out a media advisory and/or news release copied and distributed to help others get a clear idea of and follow up with phone calls and e-mails. News writing the position. style is brief, simple, and to the point. State your main Only present PTA positions with which the PTA has point up front and in compelling terms, as most press agreed. If this is your personal opinion, do not invoke releases are skimmed quickly. It is important to concise- your PTA position in the letter or in your signature. ly answer the questions, Who? What? Where? When? Why? How? Be sure to use the PTA logo to make your Getting the PTA position into the newspaper through a release easy to spot. All media communications need to letter to the editor often gives that position additional be approved by the president and the school principal credibility. Here are some tips to consider when writing before being sent to the media. the letter. A brief media advisory should be e-mailed at least two Explain why you are writing. If you are responding weeks or three days before the event with follow-up directly to an article you read in the newspaper, state calls and/or e-mails one week ahead and the day before the article’s headline and publication date. the event. However, feature or advance sections, or weekly papers, may need more notice, and a Save the Focus the message. Limit content to one key point for Date notice is always a good idea. Discuss the advance the readers to remember. lead time required with local news reporters or editors. Take a strong position. Editors look for fresh facts, Keep news releases short and concise. Include links to honest statements of opinion, and creative points of more information or put supporting or historical material view. use facts and statistics to illustrate the urgency of on a separate page after the release. The whole release the PTA point of view. should hold to one page unless it is a major event with many facets or participants. Whenever appropriate, Observe word limits and submittal requirements. incorporate news from or links to current publications and news releases of the unit, council and district PTAs,

256 California State PTA Toolkit – 2011 Communications Guidelines for Communications Coordinators

6.4.7 Opinion editorials 6.5 Guidelines for Communications Opinion pages are read closely by a community’s deci- Coordinators sion-makers. Opinion pieces (called “op-eds,” because they are traditionally placed on the page opposite the 6.5.1 Basic Guidelines for Communications editorial page) provide an opportunity to flesh out an Coordinators argument for the importance and relevance of an issue PTA communications and public relations should help and the proposed solution. PTA members and the public understand that the PTA: Planning the Op-Ed • Is a volunteer organization of parents, teachers, stu- • What is the subject to be covered in the op-ed piece? dents and other concerned citizens; • Is there a local ally who could co-sign the op-ed? • Works at every level to increase parent involvement in the home, school, and throughout the community; • What important examples or stories can be used to illustrate the importance of the problem? • Is an action-oriented association working for the well- being of children and youth; • What is the specific policy solution PTA wants to advocate? • Has state and national influence on legislation and policies affecting children because of PTA member • What two or three key points would help to convince commitment. people that this is the right action to take? An effective communications team may include one or • What compelling facts or statistics help to make the more of the following: case? • Public relations coordinator • What metaphors or images might help to reinforce the point? • Media coordinator • Which official PTA position statement, convention res- • Webmaster olution, or issue-related guidelines apply? (Where We • Social Media coordinator Stand 4.4, 4.5, 4.6; Brief Statements on Current Issues 6.7) • Newsletter/e-newsletter chair or editor 6.4.8 Advertising and Public Service • Television/Media Literacy Coordinator Announcements (PSAs) Work with the unit’s elected officers to develop an annu- Local businesses and media outlets may be interested al communications plan. The plan should complement in helping to promote the PTA. Take advantage of free the goals of the association and include internal mes- airtime, if it is available. To surmount the competition, sages for the school community as well as external develop relationships with the community service/public communications for the public. affairs director at community television, radio and cable Be a source for the media; watch for opportunities for stations. PTA officers to be interviewed on issues and programs Ask a local business or organization to sponsor an ad in the PTA has identified. Create an awareness of PTA local media promoting PTA. Some neighborhood news- actions in the mass media (e.g., newspapers, radio, papers grant free advertising to nonprofit organizations. websites, television, PSAs, social media sources), Try creating an ad for the local PTA and placing it in the emphasizing student/parent programs and projects. help-wanted section. Assist event chairs in publicizing upcoming events and Advertising and PSAs should complement other strate- following up with articles on awards given or funds gies. Announce the launch of them on the PTA website raised. and in the newsletter. Open avenues of communication in the local area If an event involves officials or other organizations, coor- through publicity in newspapers, magazines, websites dinate with their publicity efforts to include PTA at all and social media, radio and television (both commercial opportunities. and public access), and publicize the official PTA posi- tions on issues, when deemed appropriate by the presi- dent and executive board. With your officers develop a list of key opinion leaders in your community. Include them in your media distribution list. With your officers, identify who in the district, council or unit has specific strengths such as the arts, curriculum,

Communications California State PTA Toolkit – 2011 257 health or legislation and create a speakers bureau. use • California State PTA and National PTA communica- these experts to represent PTA on short notice. tions directors’ electronic addresses to establish a link from their websites to the local PTA’s website. Obtain and become familiar with National PTA reference materials (marketing and public relations) and the update your local media contacts list at the beginning of California State PTA Toolkit. Subscribe to PTA in term and at least every six months, using that as an California, The Communicator, Sacramento Update, opportunity to send your information to them. Learn the SMARTS and Our Children (resources and subscrip- styles and deadlines of local media. tions are in the California State PTA Toolkit Introduction section). The unit president has all these items. Cost of Keep in contact with council and district PTA public rela- materials should be included in local unit budget. tions chairmen, attend workshops, and make reports as Review information available on www.capta.org and requested. www.pta.org. Assist the president and other officers in their prepara- See Job Descriptions, Chapter 10, for: tion of remarks for media interviews. *Media Coordinator 6.5.3 Background Knowledge *Public Relations Have these basics in your procedure book: PTA’s history; Purposes of the PTA, Mission Statement of the *Website California State PTA; California State PTA Core Values; California State PTA Legislation Platform; and the PTA’s *Newsletter basic policies, procedures, and programs (Know the 6.5.2 Publications Procedure Books PTA 1.1-1.3; Legislation Platform 4.2.4; Position Statements 4.5; Brief Statements on Current Issues Meet with your predecessor, if possible, to obtain the 6.7). Include similar information about your unit, council procedure book and to review procedures and other or district. materials. A well-organized procedure book is priceless. Current PTA information, publications, names of officers Include the following information for the next coordina- and chairmen, and schedule of events. tor: Reference materials: grammar book, dictionary, the- • Archived, clear copies of each publication’s issues on saurus, and California State PTA Toolkit, PTA Style paper or in electronic format for the publicity record Guide (Toolkit, Forms, Chapter 9), National PTA refer- book and in the procedure book for your successor. ence materials and samples. • Distribution method, number of issues or postings, 6.5.4 Publicity Record Book and approximate dates; The public relations coordinator is responsible for main- • Copy due dates for newsletter, e-newsletter, social taining a publicity record book, in hard copy or electroni- media and website updates; cally, including news releases, news clippings and • Newsletter volume number and the commencing date copies of other publicity for the PTA year. This serves as a valuable reference for the incoming president and • Type of duplicating processes used; public relations chairman and, after a year, the book may be presented to the president whose term it covers. • Materials and printing supplies, including purchasing The unit historian may also include publicity in a scrap- process, cost and supplies on hand; book or other documentation that is kept with the unit • Equipment or software activation code, serial num- historical records. bers, warranty; • For print medium: u.S. Postal Service regulations and mailing permit information, if mailed; 6.6 Multimedia Literacy – Communications • For electronic medium: Internet service provider, e- The California State PTA believes it is necessary to mail account names and passwords, e-messaging develop an aware viewing public of children and adults providers and passwords, Webmaster contact and who will limit their media input to carefully selected pro- account information; grams, and who will be able to understand the explicit and the implicit media messaging. PTA further believes • Council and district PTA publication chairman’s con- that media use skills should be included in the K-12 cur- tact information; and riculum in the schools and encouraged by the parents in the home. (See California State PTA Toolkit, Advocacy, • School district and county office of education commu- Chapter 4, Position Statements: Mass Media and the nication directors’ names and contact information, and Family 4.5.43; Television and Video Viewing 4.5.69; publications lists; Television Programming 4.5.70; and Video Game Sites 4.5.74.)

258 California State PTA Toolkit – 2011 Communications Multimedia Literacy — Communications

Definitions: • Choose media use for their children that has positive characters and plots. Television, radio, video games, computers, Internet, computer games, mp3 players, and cell phones are all • Set time limits for media use. defined as multimedia. • Write media outlets, sponsors and the Federal 6.6.1 Develop Media Literacy Viewing Skills Communication Commission (FCC) expressing posi- tive as well as negative views on multimedia program- Be selective regarding the media children use; distin- ming. guish between fantasy and reality; and recognize gen- der stereotypes and racial prejudices portrayed in the • Media use is a privileged. media. • Remember, it is OK to turn it off. Children whose media use time is limited are less 6.6.4 Additional Resources aggressive, and adult viewers who limit their use have a less violent picture of society. Cable in the Classroom 25 Massachusetts Ave. NW, Suite 100 Children who spend less time with multimedia usually Washington, DC 20001-1431 read more, are less likely to be overweight, have more 202.222.2335; www.ciconline.org friends, and are more likely to develop hobbies. The Children’s Partnership Good media skills become a family affair and promote 1351 3rd Street Promenade, Suite 206 valuable discussion among family members, and view- Santa Monica, CA 90401 ers learn to recognize the powerful influence of commer- 310.260.1220; www.childrenspartnership.org cial advertising. Common Sense Media 6.6.2 Recommended Actions for Schools and 650 Townsend Street, Suite 375 PTAs San Francisco, CA 94103 Review California State PTA Mass Media Position www.commonsensemedia.org Statement (4.5). Obtain and promote PTA materials per- taining to media literacy. Sponsor parent/staff work- shop(s) to learn how media use affects children. Plan a program on critical media skills and literacy techniques for parents. Keep parents informed of appropriate, entertaining, and educational programs for young people. Promote a “no media input” day or week. Ask parents and students to limit electronic screen time. This helps parents, teachers, and students to understand the media’s role, and provides time for them to investigate other forms of entertainment, such as reading, games and family activities. use local media outlets as field trip destinations, and invite media writers, producers, and technicians to speak to students. Encourage students to create their own media program- ming using videos, monitors, computers, website and PowerPoint presentations. 6.6.3 Recommended Actions at Home

PTA materials can be used to encourage parents to do the following: • use the media with their children; be aware of what their older children are doing. • Discuss issues from the media with their children. • Develop alternatives to media use. • Balance media time with other activities.

Communications California State PTA Toolkit – 2011 259 (Your PTA Name)

(Your PTA Address) (Your PTA telephone and e-mail address)

Date

Michael Jones Los Angeles Times Times Mirror Square Los Angeles, CA 99999

Dear Mr. Jones:

We would like to reproduce a segment of your article (or artwork), entitled,

______.

With your permission, it will be printed in our newsletter (posted on our website, distributed through our e-mail list).

e-mail

Yours truly, Subject line: Use of copyrighted material

Text:

We would like to reproduce a segment of your article (or artwork or video) entitled, ______. Name With your permission, it may be reprinted in our Publications Coordinator newsletter, posted on our website, Facebook page, (Your unit Name) PTA and distributed through our e-mail list. (Address) (Telephone number or e-mail address) Yours truly, (Fax number, if applicable) Name

Media Coordinator (Your unit Name) PTA (Address) (Telephone number or e-mail address) (Fax number, if applicable) (Your PTA Address) (Your PTA telephone and e-mail address) (Your PTA unit, council or district name)

When permission to republish is required, this sample request can be used.

Fig. 6-1 Sample Request for Use of Copyrighted Material

260 California State PTA Toolkit – 2011 Communications THe HUDSOn eLeMenTARY PTA HeRALD

October 1, 2012 Hudson elementary School | 555 Main Street | Anytown U.S.A. | 555.555.5555 Upcoming Meetings: This issue – PTA meeting scheduled for Tuesday 6:30 p.m. @ the School Library. Budget revise, fundraiser approval, general business. Upcoming Meetings From the Principal: From the Principal Great news! The city has decided to post a crossing guard at the corner of Cross Street and Gibson. The crossing guard starts Monday. Thanks to all parents who Parent Involvement called the city. We couldn’t have accomplished this without you! Membership news Parent Involvement: School District news Join us Friday for the Internet Safety program for parents and students. The D.A.’s office has a great program to help us keep our children safe. Auditorium, Community news 3:30 - 4:30 p.m. Health Committee Membership news: This year’s campaign, “Get Roped into PTA,” has rounded up 325 members so far. You can join anytime! We will have a membership table at the association meeting and at other PTA-sponsored activities and programs. We appreciate your continued support! Remember to review and use PTA member benefits.

School District news: Helpful Links: The Board of Trustees meets every other Wednesday at 7:00 p.m. The next meeting is October 21 at the uSD. River Valley Council RVCouncil.org Community news: Join us in the Community Parade Saturday at 10 a.m. Hudson Elementary PTA nd 42 District PTA has worked hard on this year’s float. Your support has been invaluable. Hope to 42DistrictPTA.org see you there to cheer us on! * Gift Wrap sale benefiting our Reflections Program – to be approved at the California State PTA next association meeting. Come give us your input. www.capta.org * Jog-A-Thon benefiting Emergency Preparedness – we want our kids to be safe! (already approved) national PTA * Book Fair benefiting the School Library Needs Committee (already www.pta.org approved)

Health Committee: Flu season is just around the corner. Flu shots are available at various locations. JOIn PTA Check the paper. Today!

If you have questions, comments, or news, contact [email protected]

An e-newsletter effectively gives an informational update and can be shared with a large number of people.

Fig. 6-2 Sample e-newsletter

Communications California State PTA Toolkit – 2011 261 (Your PTA Name)

(Your PTA Address) (Your PTA telephone and e-mail address)

FOR IMMeDIATe ReLeASe September 1, 2012 CONTACT Joe Smith, 555.555.5555, [email protected]

Joining PTA boosts community involvement at Mighty Oak elementary

Acorn, CA — Mighty Oak Elementary School has seen a dramatic increase in community support this year, with its PTA membership standing at twice the school’s enrollment. “We are very proud of the community involvement at Mighty Oak Elementary,” said Lloyd Jones, Mighty Oak PTA membership chairman. “More than 150 of our members represent grandparents and other local citizens interested in addressing issues facing today’s children.” Jones said PTA membership is 905, up 30 percent over last year at Mighty Oak School that serves 450 students. The California State PTA represents more than 900,000 members and is the largest volunteer association in the united States. “Ninety-seven percent of our students’ parents and every one of the school’s teachers and staff are members of the PTA,” Jones said. “We also encourage our sixth-grade students to join and be active in our Mighty Acorns Committee.” Principal Jane Sparkle said she cites these figures uses when talking to service clubs about the strong community support for her school. The school has benefitted from donations and work days arranged by civic groups in concert with the PTA, Sparkle said. Mighty Oak PTA president Lydia Vasquez believes that the increase in membership is due to PTA programs and activities. “People want to belong to an association that does worthwhile things,” Vasquez said. “Our pro- grams give parents and community members quality information they can use when raising their children.” Mighty Oak PTA starts off each fall with a back-to-school orientation night and a parent welcome coffee on the first day of school. This year, the PTA is focusing on healthy lifestyles, with parent information nights, community walks and “healthy-spell” snacks provided on Fridays, the usual spelling test day. A day-long health fair put on by Acorn Hospital and the PTA is set for October, and a bike safety program with Acorn police officers is scheduled for Saturday. “The PTA’s welcoming activities and outreach have encouraged many parents, adults from the community and businesses to take notice and inquire how they, too, can help students succeed,” Principal Sparkle said. “In times of lean budgets, this ‘whole-village’ attitude is really helping.” To find out more about Mighty Oak Elementary PTA, its programs and how to become a PTA member, visit www.mightyoakelementaryPTA.org.

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Every release should carry your name as the contact for further information. Include your telephone number, e-mail address, the date and, of course, the name of your PTA.

Fig. 6-3 Sample Press Release

262 California State PTA Toolkit – 2011 Communications ProgramsPrograms

Table of Contents 7.1 Areas for PTA Involvement ...... 265 7.1.1 Points to Remember 265 7.2 Chairman and Committee Procedures ...... 265 7.2.1 Chairman Duties 265 7.2.2 Considerations for Year-Round Schools 266 7.3 Creating an Event ...... 266 7.3.1 Preliminary Planning 266 7.3.2 Event Development 267 7.3.3 Pre-Crunch 267 7.3.4 Crunch Time 267 7.3.5 Day of the Event 267 7.3.6 After the Event 269 7.4 Action Plans ...... 269 7.4.1 Recommended Actions 269 7.4.2 How to Make a Study 269 7.4.3 Develop an Action Plan 272 7.4.4 Implement the Action Plan 273 7.4.5 Evaluate Success of the Plan 273 7.5 Absentees and Dropouts — Education ...... 273 7.6 Awards ...... 274 7.6.1 Phoebe Apperson Hearst Family-School Partnership Awards, National PTA Award 274 7.6.2 PTA Unit Spotlight Award Program, California State PTA Award 274 7.6.3 Honorary Service Awards (HSA) Program 275 7.6.4 Acknowledging Service and Honoring Presidents 276 7.6.5 Legacy PTA Award 277 7.7 Child Abuse Prevention — Community Concerns ...... 277 7.8 Child Restraints and Seat Belts — Community Concerns ...... 278 7.9 Citizenship — Community Concerns ...... 279 7.10 Community and Wellness Fairs ...... 279 7.11 Education ...... 280 7.12 Environmental Protection — Health ...... 280 7.13 Founders Day: February 17 ...... 281 7.14 Gangs — Community Concerns ...... 281 7.15 Graduation or Prom Night — Programs and Member Services ...... 282 7.16 Grants ...... 283 7.16.1 Parent Education Grants for Unit, Council and District PTAs 283 7.16.2 Outreach Translation Grants for Unit, Council and District PTAs 283 7.16.3 Cultural Arts Grants for Unit, Council and District PTAs 284 7.16.4 Leadership Development Grants for Unit, Council and District PTAs 284 7.16.5 Healthy Lifestyles Grant 284 7.17 Health ...... 284 7.18 Homeless Families and Children — Community Concerns ...... 285 7.19 Library and Media Facilities in Schools — Education ...... 285 7.20 Missing and Exploited Children — Community Concerns ...... 287

263 7.21 Parent and Family Involvement ...... 287 7.21.1 School District Parent Involvement Policies 288 7.21.2 California State Board of Education Policy on Parental Involvement 288 7.21.3 Focus on the School Site’s Priorities 289 7.21.4 Parent Involvement Policy Statement Sample 290 7.21.5 Additional Resources 290 7.22 Parent Involvement Committee ...... 290 7.23 Parenting Resources ...... 291 7.23.1 Helping Your Child Grow and Learn 291 7.23.2 Communicating with Your Child 292 7.23.3 Helping Your Child Read and Write 293 7.23.4 Quality Child Care 294 7.23.5 Creating a Partnership Between Home and School 294 7.23.6 Effective Parent-Teacher Conferences 295 7.23.7 Preparing for Life After High School 296 7.23.8 Alcohol and Drug-Use Prevention 297 7.24 Red Ribbon Week Celebration ...... 298 7.25 Reflections Program — Programs and Member Services ...... 298 7.26 Safety/Disaster Preparedness — Community Concerns ...... 300 7.27 Scholarships ...... 301 7.27.1 Graduating High School Senior Scholarship 301 7.27.2 Continuing Education Scholarship for Credentialed Teachers and Counselors 302 7.27.3 Continuing Education Scholarship for School Nurses 302 7.27.4 Continuing Education Scholarship for PTA Volunteers 302

Figures 7-1 SAMPLE PARTICIPANT RESPONSE FORM ...... 268 7-2 SAMPLE AGENDA FOR NEEDS ASSESSMENT ...... 270

264 Chairman and Committee Procedures

7.1 Areas for PTA Involvement 7.2.1 Chairman Duties

PTAs are encouraged to explore a range of local issue Convene a committee. areas, as long as these concerns fall within the scope of Serve the executive board, according to the bylaws. PTA activities. PTAs should share their successful pro- grams with their council, district PTA and the California Provide directional leadership for the committee. State PTA, so that other units with similar concerns may benefit from their successful experiences. Use these Set an optimistic and enthusiastic tone. tools, tips, and suggestions as a starting point to seek Develop and maintain a procedure book (Procedure solutions. Book 2.3.4). Identify solutions and actions that need to be taken. Refer to Bylaws for Local PTA/PTSA Units as needed. Contact community agencies for additional information Assist and/or accompany the PTA president to meetings and assistance. with decision-makers from the school, community, or city Make an action plan (Action Plans 7.4; Forms, Chapter government. 9). Submit a written/oral report at each executive board Educate the community including parents, staff, elected meeting. Include all committee recommendations and a officials, and the general public. written financial accounting of all monies received and disbursed to implement approved recommendations. 7.1.1 Points to Remember Keep the committee focused on making appropriate rec- Be familiar with the basic policies of the PTA (Basic ommendations. Policies for All PTAs 1.3). Ensure that the committee assignment is completed and Review position statements, convention resolutions and the action reported back to the board association. issue-related guidelines of California State PTA and the National PTA (Where We Stand 4.4, 4.5, 4.6 and Become acquainted with the school staff, school district National PTA Quick-Reference Guide). staff, and decision-makers, including members of the site council and school board. Review California State PTA Legislation Policies (4.2.5) and Legislation Platform (4.2.4). Survey parents to determine interests and needs in the home, community, and school. Utilize existing resources and publications from California State PTA, National PTA, allied agencies, and Develop a program plan. Ensure that the plan meets government sources. California State PTA insurance requirements. See Insurance and Loss Prevention Guide for allowable, dis- couraged, and prohibited activities. 7.2 Chairman and Committee Coordinate PTA activities with the school calendar and Procedures principal. Present the plan to the PTA board for approval. These procedures have been developed to assist unit PTA officers and chairmen in carrying out their responsi- Plan all events well in advance, with a minimum timeline bilities (Committee Development and Guidelines 2.5). of three months. The president, as an effective leader, will see that offi- cers, chairmen and other volunteers receive copies of Educate parents and the community at an informational their respective job descriptions from this Toolkit as meeting. soon as possible (Job Descriptions, Chapter 10). Encourage membership to actively participate in PTA Based on goals established for the year, the president programs. and the executive board determine which programs and Collaborate with other PTAs and community agencies to projects should be implemented and which might be obtain information, materials, and speakers. undertaken, remembering that all projects must be approved by the membership. Network with other PTAs in the school district to coordi- nate events. While every PTA operates within the Purposes and basic policies of the PTA, each individual unit will Communicate with council and district PTA counterparts. become involved in programs and projects according to its interests, its needs, and its volunteers. No PTA can Share information prepared and distributed by the coun- be expected to do everything. cil and district PTA, California State PTA and National PTA. Publicize activities. Use the newsletter and website to promote, educate, and inform. Contact the media or

Programs California State PTA Toolkit – 2011 265 enlist the help of the PTA public relations coordinator PTA president appoints the event chairman and commit- (Tips for Promoting the PTA 6.2). tee. Determine the goals of this committee. Articulate what the committee hopes to accomplish with the activi- Attend council and district PTA trainings, the California ties. State PTA convention and National PTA convention. Appoint several members to the planning committee. Keep fundraisers simple and low stress. Unit bylaws and standing rules may have information to Consolidate PTA activities with school events that bring guide the project. If possible, include the principal or a out parents and students. faculty member, the public relations/publications coordi- nator (if there is one), and a student (Event Planning Plan more low-key, family-oriented social events. Worksheet, Forms, Chapter 9). Evaluate the program and document lessons learned for Review event material—make copies as needed. From future program chairmen. previous chairman or committee, obtain the procedure book, National PTA Quick-Reference Guide, Our 7.2.2 Considerations for Year-Round Schools Children, and PTA in California. Make sure all tracks are represented in the yearly plan- Discuss budget needs with president and treasurer. ning meeting. Ideally, the budget should be planned with a line item for the event. The planned activities must stay within the Schedule activities and association meetings evenly budget. If necessary, the community may be asked to among tracks. partner by donating materials, hospitality items and per- Avoid holding special events when the treasurer or haps even a grant or sponsor to underwrite the planned chairman of that event is off-track. activity or event. Be realistic in estimating the costs. Remember to include possible custodial costs, publicity, Schedule programs (e.g., Reflections Program) and and postage. fundraisers to cover all on-track and off-track times. Decide on a focus area, if any. Brainstorm ideas with the committee. Decide on activities that have the best chance for good participation from the student-body, the 7.3 Creating an Event parents, and the community. If the PTA has never held this event before, do not overwhelm the faculty with If the event is held in collaboration with community orga- activities. nizations or other PTAs, each participating unit, council or district PTA should follow the proper approval proce- Keep in mind past traditions but also investigate new dures specified below. ways to hold an appropriate event that will fit the school and community. The California State PTA strongly urges unit, council or district PTAs to refrain from serving alcoholic beverages Select a theme as the major focus, and decide on the at PTA functions. PTAs may not engage in the sale of type of program (e.g., family dinner, musical program). alcoholic beverages. (See the Insurance and Loss Prevention Guide, Red Section, Alcohol; and Toolkit, As early as possible, check school calendar and decide Alcohol and PTA Events 5.5.10b.) on a date. 7.3.1 Preliminary Planning The Americans with Disabilities Act requires that dis- abled persons must be reasonably accommodated by Begin six months in advance, if possible. modifying policies, making physical changes and obtain- ing equipment to assist their participation in any activity. Discuss and obtain approval to hold an event from the For PTA meetings/events, this could include seating to PTA executive board and principal or school representa- accommodate an attendant accompanying a member or tive. reserved seating in a location to accommodate a mem- Ensure the event will not conflict with other unit, council ber’s special need, providing written handouts to supple- or district PTA observances. ment discussion and/or providing qualified readers or interpreters for individuals having a hearing or sight Obtain a vote of approval for the event at a meeting of impairment. the association. Include a motion to disburse monies to cover the estimated cost involved. Discuss rules and expectations with facility manage- ment. Put all agreements in writing. Determine if permis- If being held off campus, obtain permission for facility sion or permits from school district or city are needed. use from appropriate manager. If asked to sign a Hold Harmless Agreement, contact the California State PTA Notify parents and community to “save the date” for the insurance broker. event. Also send notes to past and present PTA presi-

Never sign a Hold Harmless Agreement on behalf of the unit, council or district PTA until the California State PTA insurance broker has been consulted. (Hold Harmless Agreement 5.1.7; Forms, Chapter 9)

266 California State PTA Toolkit – 2011 Programs Creating an Event dents, leaders and award recipients, and school district 7.3.2e ouTREACH (AT LEAST oNE PERSoN) and community members. This committee member will Notify staff, explaining event goals and requesting their support. Organize volunteers and coordinate hospitality. Schedule at least three committee meetings prior to Select invitees from the local area. Send a letter of invita- event. tion requesting participation, including a response due date. 7.3.2 Event Development 7.3.3 Pre-Crunch Begin three months in advance, if possible. Develop a timeline utilizing check sheets. Assign committee mem- Begin two months in advance. bers specific duties. Send follow-up letter to confirm service provider partici- 7.3.2a SERvICE PRovIDERS/SPEAkERS/PRoGRAM pation, including a map of the school and parking loca- PARTICIPANTS (AT LEAST TWo PEoPLE) tion (Participant Response Form, Fig. 7-1). One person should be designated as the contact person Develop fliers to inform parents and community of the on invitation letters. event. One person should assist with paperwork (Service Develop news releases. Provider/Speakers/Program Participants Check List, Request equipment from school district or facility man- Forms, Chapter 9). ager to meet service provider needs. 7.3.2b PuBLICITY CAMPAIGN (AT LEAST oNE PERSoN) 7.3.4 Crunch Time Publicity may include the use of one or more of the fol- Begin one month in advance. lowing: News releases Be sure to have sufficient tables and chairs as required by participating service providers. This information will PTA newsletter articles be available upon receipt of response form. Posters for placement at local business locations Provide custodian/facility manager with a detailed draw- Radio/cable television PSA “spots” ing of the layout for tables and chairs. Website promotion Plan for access for the disabled. E-mail alerts Recruit and schedule volunteers. Utilize nursing 7.3.2c HANDouTS/FLIERS (AT LEAST oNE PERSoN) schools, dental schools, and public health agency health Handouts may include the following: promoters. Fliers to parents Plan refreshments, such as coffee and donuts in the Attendee record form morning or a light lunch for all participating service providers and volunteers. Permission slips, if necessary Service provider station signs Check to ensure all equipment requirements can be met.

7.3.2d oPERATIoNS (AT LEAST oNE PERSoN) Distribute event fliers and e-mail announcements to par- ents and community. Responsibilities include: Prepare service provider station signs. Overseeing facility, equipment, and overall operation. 7.3.5 Day of the Event Checking all participating service provider/speaker/pro- gram participant requirements. Have nametags ready for all service providers/speak- ers/program participants and volunteers. Coordinating with school district and school custodian. Check to make sure hospitality area is in order and Ensuring all equipment is in working order. refreshments prepared. Consulting with appropriate facility management. Check setup of the event stations and all audio-visual equipment. Considering whether additional service providers are needed and reviewing other logistic issues. Welcome the service providers/speakers/program partic- ipants and be sure to give them an evaluation sheet Cleaning up after the event. (Evaluation Form, Forms, Chapter 9) that should be col- lected before they leave at the end of the event.

Programs California State PTA Toolkit – 2011 267 (Your PTA Name)

(Your PTA Address) (Your PTA telephone and e-mail address)

SAMPLE PARTICIPANT RESPoNSE FoRM

(Name) PTA/PTSA (Program)

Thank you for agreeing to participate in the (Name) PTA/PTSA ( Program). Please mail the completed form to (Name) PTA/PTSA, (Address) no later than (date).

Ì Yes, I will participate in the (name) PTA/PTSA (Program) on (date).

Organization/Participant Name: ______

Address: ______

Daytime Phone: (______)_____ Evening Phone: (______)______

E-mail: ______

Service and information to be provided: Please include a detailed description of the services you will provide.

______

Please list any equipment, audio-visual, space or special requirements you have.

______Ì No, I will be unable to participate in the (name) PTA/PTSA (Program), but I would be interested in providing related materials. Please list materials which will be provided.

______

Fig. 7-1 Sample Participant Response Form

268 California State PTA Toolkit – 2011 Programs Action Plans

Have volunteers sign in, including addresses, telephone essary if the PTA will apply for a grant to fund this pro- numbers, and e-mail addresses. ject. Have at least two designated troubleshooters for the Evaluate information received. Review all data and com- day, and make sure that the service providers and vol- pile the responses to the questions on the needs unteers know who they are. assessment form. Determine whether the school and community concur with the identified concern and Clean up the facility and leave it in as good or better believe that a problem exists. condition than it was. If it is determined that a problem exists, the information 7.3.6 After the Event gathered will be a basis for the formulation of a commu- nity action plan. If it is determined that a problem does Tabulate the evaluations. not exist or is not of concern to the school and commu- Send thank you notes to all participating service nity, it is best not to invest time and money in seeking providers/speakers/program participants and volunteers. solutions. Write an event report and place it in the procedure book. Prepare a final report that includes the following infor- Include ideas for changes gleaned from the evaluations mation: and comments from participants. • Reason for the study; • Did the activities help to accomplish goals? • Statistics that note the numbers by age, socio-eco- nomic status, ethnic background, or religious affilia- • Was there good participation from the faculty and the tion; parents? • Community responses; • Did the kids enjoy it? • Professional resource people interviewed and their • What are the recommendations for next year? responses; • Other resources used, such as periodicals, books, films, and surveys; and 7.4 Action Plans • Findings that indicate whether a problem exists that requires further action. Determine whether an identified concern is truly a prob- lem that should be dealt with through a broad-based As a courtesy, distribute the report to those who partici- community action plan. pated in the survey. It will compensate them for their cooperation and will raise the level of awareness within 7.4.1 Recommended Actions the community. Prepare a needs assessment worksheet including the Use the report as a tool in developing and implementing name of the PTA, the school, and the identified concern a plan of action. A Sample Agenda for Needs in appropriate places (Needs Assessment Worksheet, Assessment (Fig. 7-2) for a meeting to discuss the find- Forms, Chapter 9). ings follows. Determine who is to receive the needs assessment 7.4.2 How to Make a Study form, how it is to be distributed and the due date for the return. Determine method of follow-up. A study is in order whenever the association (member- ship) is concerned about a subject or an issue. A study Survey appropriate agencies to obtain statistics on the committee must gather facts, investigate carefully and identified concern. This can be done by making personal prepare a final report. The possible reasons for making contacts or by sending a cover letter and the needs a study are many. assessment form to some or all of the people and agen- cies listed below. 7.4.2a PuRPoSES oF A STuDY • School personnel; The purposes of a study are to: • Private and church-related programs; Acquire knowledge about a subject; • Chamber of Commerce and major employers; Respond to a concern of the membership in a particular • Local, county, state, federal departments of health, area (e.g., education, health, safety, community prob- education, probation and social services; lems, state or local legislation); • Libraries; Respond to a need or problem; • Professional and volunteer agencies; and • Community organizations. Gather all available facts and information before acting on an issue that concerns the membership; Obtain statistics reflecting the community’s ethnic and socioeconomic background. Information may be Develop information on a subject or issue that the asso- obtained from the school district office and will be nec- ciation believes should be presented to the California

Programs California State PTA Toolkit – 2011 269 (Your PTA Name)

(Your PTA Address) (Your PTA telephone and e-mail address)

SAMPLE AGENDA FoR NEEDS ASSESSMENT

CHAIRMAN Welcome Introduction of facilitator, recorder, secretary, group members (invited participants) Explain roles of those introduced FACILITAToR Facilitator conducts balance of meeting, and chairman becomes a group member. Discuss needs assessment Define the problem 1. brainstorm ideas 2. prioritize ideas 3. develop problem statement(s) Develop solutions 1. brainstorm ideas 2. prioritize ideas 3. develop solution statement(s) Develop a tentative action plan 1. brainstorm ideas 2. prioritize ideas 3. examine possible obstacles to plan implementation 4. develop ways to remove any obstacles OR develop alternative plans Develop final action plan that includes 1. all components (parts of the plan) 2. individual assignments 3. time frame 4. budget needs 5. evaluation method 6. date for final evaluation

If unable to complete the agenda in the allotted time, set date, time and place for another meeting. At the next meeting, review any statements agreed to at the prior meeting and complete the rest of the agenda. Allow time for discussion of additional information obtained between meetings.

Fig. 7-2 Sample Agenda for Needs Assessment

270 California State PTA Toolkit – 2011 Programs Action Plans

State PTA Board of Managers, government agencies All sources should be verified to ensure the accuracy of (e.g., school board, city council, board of supervisors), the information. other groups or the public; or Assign responsibilities for research. Each member of the Develop a resolution for the California State PTA committee should have a specific assignment. Convention. Subcommittees may be helpful in completing the research. All research should be available to all mem- 7.4.2b INITIATE A STuDY bers of the committee. Initiate a study with a: Ensure that all areas of interest on the subject or issue Motion from the association membership; (within the defined scope) are covered. Personal views Request from an individual member; must not be allowed to intrude. Recommendation from the executive board; 7.4.2e CoNCLuSIoNS Recommendation from a committee of the association; All possible solutions, conclusions, etc., should be listed or with an evaluation of how they will affect the subject or Request from an allied agency, organization or group. issue.

7.4.2c STuDY CoMMITTEE Recommended Solutions Should be Tested The president appoints the chairman and members of Are they in accordance with the Purposes and basic the committee subject to ratification by the executive policies of the PTA? board. The number and composition may be specified in the motion creating the committee. (If this is done, the Is there a strong possibility they will accomplish the phrase “and others as appointed by the president” must desired results? always be included as protection against oversight.) Are they practical? Are the necessary resources (what- The committee should be composed of at least five but ever they may be) available? not more than nine people. Members may include: Will the proposed solution create other problems that • PTA members, officers and chairmen whose duties need to be resolved before implementation? fall within the subject matter of the study. Are the recommended solutions in the best interest of • Administrators, teachers, students (if appropriate), children and youth? consultants, and/or community members. Do the solutions completely address the subject or issue • People with differing points of view on the subject. as defined in the scope, or is more research needed? • The association president as an ex officio member. 7.4.2f THE STuDY REPoRT • The committee secretary may be appointed by the The study report should: president or the committee chairman or elected by the Be written by the chairman (the secretary may assist) committee at its first meeting. and approved by the committee; Committee expenses are legitimate PTA expenses. Be submitted first to the PTA executive board and then 7.4.2d STuDY CoMMITTEE PRoCEDuRES to the association; Keep minutes to avoid repetition in subsequent meet- Include an appendix listing all reference materials used ings, to ensure that all items in the plan of work are cov- and any other resources; ered, to avoid omissions in the final report, and as a Include any recommendations for further study, imple- record of the committee’s work. mentation or action; and Identify the subject(s) and/or issue(s) to be included in Include the time requirements involved in implementing the study. recommendations.

Set goals. Will the committee gather information, or will 7.4.2g WHEN A STuDY IS CoMPLETED it try to develop recommendations for action? If “infor- mation only,” how will the information be used? How The association or executive board may refer a study much time will be needed? report to another group, although that group had no part in initiating the original study. Decide the scope of the study. How much information will be needed to reach the goals? What areas of the Studies forwarded to the California State PTA should be subject/issue will the committee try to cover? sent through channels—unit to council (if in council) to district PTA. Use resources such as films, newspapers, publications, appropriate agencies, and experts in the field of study.

Programs California State PTA Toolkit – 2011 271 When appropriate, all studies should be submitted to the • Establish meeting format and agenda; and council (if in council) and to the district PTA, so the infor- mation will be available to other units. • Assign hospitality responsibilities including coffee/tea/sodas, name tags, and sign-in sheet. All studies referred to another group or submitted through channels should be accompanied by a study Prepare and send letters of invitation to potential partici- letter. pants. Include the following in letters: Following the final report, the study committee ceases to • Meeting purpose; function unless given further responsibilities by the • Invitation to participate; executive board or association. • Date, time, place and directions; 7.4.3 Develop an Action Plan • Due date and contact person for response; 7.4.3a PuRPoSE oF PLAN • Preliminary agenda; and Explore alternate solutions to identified problem(s). • List of invited participants. Open informal communication among various communi- ty groups. At the meeting: Share information and resources and avoid duplication • Review identified problems/leadership needs/goals; of efforts. • Determine whether any existing school and/or com- Ensure that program improvement and changes are rel- munity programs deal with the problem; evant to the community. • Analyze existing beliefs, attitudes, circumstances, 7.4.3b STEPS To FoLLoW etc., in the community regarding the problem; Consider the probable community response. • Determine what changes could cause things to be dif- ferent (e.g., beliefs, attitudes, circumstances, laws, • Is the political climate receptive to improvements in time, money); this area? • Develop a tentative action plan; • Have there been previous efforts? • Brainstorm ideas; • What is the general community’s attitude toward this problem? • Prioritize action (may include immediate and future action); Identify influential leaders to be involved. Make sure the group is balanced and no special interests dominate. • Examine obstacles to plan implementation; Ensure that participant’s time and talents are utilized • Decide whether ideas presented are feasible; effectively. Consider representatives from the following groups: • Identify available group resources (e.g., people, enthusiasm, dollars); • Parents of preschool and school-aged children; • Identify obstacles that will prevent effective action; • Students, teachers and school administrators; • Remove obstacles and/or develop alternatives for • School board members; each part of the plan; • Media representatives; • Determine if additional information is needed; • Professionals in the field, such as health, welfare, • If necessary, schedule another meeting in order to social services; obtain additional information; • Key people from public and private agencies serving • If any obstacle cannot be removed, select an alterna- children and families; tive action; and • Business and civic leaders; • Assess alternatives for potential obstacles. • City, county and/or state officials; Develop a final action plan (Final Action Plan, Forms, • Representatives from the religious community; and Chapter 9): • Community volunteers and other interested persons. • List all steps needed to carry out the plan; Set specifics of initial meeting: • Identify the person responsible for each step; • Date, time, place; • Establish the time frame for each step; • Identify chairman and secretary; • Identify budget needs including amount and sources;

272 California State PTA Toolkit – 2011 Programs Absentees and Dropouts

• Obtain necessary approvals; 7.5 Absentees and Dropouts • Obtain letters of support from appropriate community Education individuals, organizations and agencies if outside There are serious truancy and school dropout problems funding is required; in California. This issue affects students from all socio- • Identify evaluation method for each step; economic backgrounds. Truants and dropouts are prone to committing offenses associated with juvenile delin- • Set date for project completion and final evaluation; quency and put themselves at risk physically. Keeping and children in school through graduation is a proven method for developing productive and successful adults. • Determine whether the agreed-upon goals and objec- tives are met. 7.5.1 Role of the PTA

Take the action plan to the PTA board and general PTA believes that all children and youth should have the membership for final approval. opportunity to develop to their fullest potential. Therefore, PTA supports programs that encourage regu- 7.4.4 Implement the Action Plan lar school attendance. Through the evaluation process, show to what extent 7.5.2 Recommended Actions the group can be a viable community force. Become familiar with California State PTA convention 7.4.4a PuRPoSE resolution, School Absenteeism/Dropouts (1986) (Where • To ensure the action plan is being implemented. We Stand, Convention and Board of Managers Resolutions 4.4; California State PTA Resolutions Book, • To make modifications to the plan, if evaluation data www.capta.org). See “Attendance” in the Advocacy indicates changes are needed. Topic Index for related position statements or guidelines.

7.4.4b STEPS To FoLLoW Support county and/or local School Attendance Review Board (SARB). If one does not exist, support the cre- Monitor progress of the action plan through regular ation of a SARB. reports. Encourage daily attendance awards and incentive pro- Modify the action plan as necessary. Be flexible. grams in grades K-12. At a meeting of the group, review: Educate parents, students and the community about the • Action taken; seriousness of the problem, and point out that existing California laws mandate that minors between the ages • Time and funds spent; of 6 and 18 years of age must participate in an approved education program. • Difficulties encountered; Reach out to the private sector and allied agencies for • Successful experiences; and participation and support of programs encouraging • Unmet objectives. school attendance. 7.4.5 Evaluate Success of the Plan In cooperation with school personnel, seek assistance from the School/Law Enforcement Partnership Cadre, a A final evaluation report should include (Evaluation trained cadre of educators and officials from law Form, Forms, Chapter 9): enforcement and criminal justice agencies that assist in building an interagency approach to improving order and • Problem statement; attendance, reducing school violence/vandalism, reduc- • Summary of the action plan; ing truancy, and encouraging good citizenship. • Changes effected relative to the identified concern; by Support school district alternative educational programs. whom; Encourage school districts to incorporate self-esteem • Type and extent of school and community involve- programs into the curriculum. ment; Encourage the use of peer counseling. • 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.

Programs California State PTA Toolkit – 2011 273 7.5.3 Additional Resources Applications for all awards can be found at the California State PTA website, www.capta.org. School/Law Enforcement Partnership Cadre can pro- vide information. Contact California Attorney General’s 7.6.1 Phoebe Apperson Hearst Family-School Crime and Violence Prevention Center, 916.324.7863, Partnership Awards, National PTA or California Department of Education’s Safe Schools and Violence Prevention Office, 916.323.2183. National PTA's Phoebe Apperson Hearst Family-School Partnership Awards recognize and celebrate PTAs that California Youth Authority. The Prevention of Truancy are successfully implementing the National Standards (1986), a narrative report on successful truancy pre- for Family-School Partnerships. vention programs. There are three levels of recognition: California Department of Education. School Attendance Review Boards Handbook (2002). • The Outstanding Family-School Partnership Award Available online at the Safe Schools and Violence will be given to one local PTA that has excelled in Prevention Office (www.cde.ca.gov/ls/ai/sb/docu- implementing the National Standards, and includes a ments/sarb02.pdf) or through the Bureau of monetary award of $2,000. Publications, Sales Unit, 916.445.1260. • The Family-School Partnership Award of Excellence National School Safety Center. Increasing Student will be given to six local PTAs, each representing the Attendance (1994). Available online at www.school- best in one of the six National Standards, and safety.us or by calling 805.373.9977. includes a monetary award of $500. U.S. Department of Education. Manual to Combat • The Family-School Partnership Award of Merit will be Truancy (1996). Available online at www.eric.ed.gov, given to all PTAs that apply to the awards program, in or call 877-433-7827; see www.ed.gov. recognition of their commitment to building partner- ships. Bureau of At-Risk Youth. School Attendance, Truancy and Dropping Out (1998), available by calling Any local, council, district PTA in good standing with the 800.99.YOUTH. state and national PTAs may apply. To be considered for an award, a PTA must complete Local Agencies to Contact for Assistance: and submit the online application at www.pta.org/hearst County Office of Education or mail in a hard-copy application. County Juvenile Justice Commission and/or County Delinquency 7.6.2 PTA unit Spotlight Award Program, Prevention Commission California State PTA Award County School Attendance Review Board (SARB) This awards program recognizes the achievements of County Probation Department, Truancy Mediation Program local units in several categories. County Welfare Department, CalWorks Program To be eligible for the PTA Unit Spotlight Award, a unit County District Attorney, Truancy Mediation Program must qualify for the Ready, Set … Remit! Award in the See “Attendance” in the Advocacy Topic Index, Chapter 4, for year in which it applies for the award, and its bylaws related resolutions and guidelines. must be current. This application allows applicants to qualify for consider- ation in multiple categories. With one application, units 7.6 Awards have the opportunity to submit for any or all of the fol- lowing categories: To recognize the achievements of members, units, councils and allied agencies, the National PTA and Leadership Development California State PTA coordinate a number of awards Programs for Student Achievement Award programs. This section provides direction on how to Environmental Award apply for or order: Family Involvement Award • Phoebe Apperson Hearst Family-School Partnership Membership and Outreach Award Awards; Collaboration Award • California’s PTA Spotlight Awards; Advocacy Award • Honorary Service Awards; Student Involvement Award • Acknowledging Service and Honoring Presidents; The winners will be announced at the March Board of Managers meeting. Winners will receive two registra- • Legacy PTA Awards; and tions to the California State PTA Convention. Winners will participate in a workshop at the California State PTA • National PTA Reflections Program Awards. Convention. Awards will be presented on stage at the

274 California State PTA Toolkit – 2011 Programs Awards

California State PTA Convention. Other expenses are and picture to the California State PTA for consideration the responsibility of the winning unit or attendee. for the Local Hero Recognition Program. Local Heroes will be highlighted in the California State PTA publica- All applications must be signed by your council and dis- tions or on the website. trict president and received in the California State PTA office by February 1. Faxed or e-mailed applications will Funds contributed to the HSA Program provide not be accepted. resources for the California Scholarship and Grant Program (Scholarships 7.28; Grants 7.17; and Forms, To apply, complete the PTA Unit Spotlight Award Chapter 9). Application, Forms, Chapter 9). Individuals or organizations can make donations: Responses to questions should be word-processed or typed in black ink, standard 12-point font or equivalent • As a contribution; type, double-spaced with one inch margins on all sides. No more than three single-sided pages for each award • To say thank you or to honor an individual for service category. given; Narrative should be organized by category, and each • In tribute to a person who already has received an question should be answered for that category. For Honorary Lifetime Membership, Honorary Service example, if applying for all categories, page 1 should be Award, Continuing Service Award or Golden Oak titled “Leadership Development Award” and all questions Service Award; on the application should then be answered, with num- • In tribute to an organization or group of people for bered responses. The next title would be “Programs for service given; or Student Achievement Award,” and all questions should be numbered and answered. Continue on for each cate- • In memoriam. gory. An acknowledgment card or certificate suitable for fram- Attach up to a maximum of three additional single-sided ing will be sent, upon request, when a minimum dona- pages of supplemental information. Letters of recom- tion of $10.00 or more is made (Donation Form, Forms, mendation are not necessary. Supplemental materials Chapter 9). must not be larger than 8 1/2" x 11". Persons who have received a Lifetime Achievement No folders, sheet protectors, colored paper or three- Award, given only between 1927 and 1969, do not have dimensional attachments. the right to vote or hold office automatically. A recipient may become an active member upon payment of dues Unauthorized use of copyrighted materials is prohibited. to a unit PTA. Submit original application. For additional information, contact the California State The PTA Unit Spotlight Award is solely a California State PTA Honorary Service Awards Committee chairman at PTA program. [email protected] or 916.440.1985 ext. 327. The California State PTA Unit Spotlight Award winners A person may receive more than one HSA, more than one will not be forwarded to National PTA. Units also may CSA, or more than one Golden Oak Service Award, or may apply through channels for the Phoebe Apperson Hearst have more than one donation made in his/her name. Family-School Partnership Awards (7.6.1) by following National PTA’s Award criteria. The application is posted on the National PTA website at www.pta.org. 7.6.3a RESPoNSIBILITIES 7.6.3 Honorary Service Awards (HSA) Program The unit HSA chairman, with a committee appointed by the president, shall Honorary Service Awards (HSA) are available to recog- • Study the various types of awards, the donation nize the service and dedication of both individuals and amounts and the criteria for selecting honorees for organizations. They may be awarded only by unit, coun- specific awards. cil, district PTA and the California State PTA, and should be presented by duly authorized PTA representatives at • Publicize to the membership that the HSA selection PTA-sponsored meetings or at functions of allied committee will be meeting and ask for suggestions for groups. honorees. (A flier may be distributed requesting names and information.) The HSA Program includes the Very Special Person Award, the Honorary Service Award, the Continuing • Meet for the specific purpose of selecting honorees. Service Award, the Golden Oak Service Award, and All proceedings must be kept confidential. Budget donations to the HSA Program. A person may receive allocations must be observed. more than one of any of these awards and in any order. • Order specific awards using the order forms in the After an Honorary Service Award has been presented, California State PTA Toolkit. Pins may be ordered at the unit, council, or district may submit a short biography

Programs California State PTA Toolkit – 2011 275 the same time. (Allow four to six weeks for deliv- Remember to consider those who work behind the ery.) scenes, quietly and efficiently serving youth.

• Arrange for presentation of awards at a meeting as 7.6.3b vERY SPECIAL PERSoN AWARD determined by the executive board and the program committee (e.g., at a Founders Day program meeting The Very Special Person (VSP) Award may be given to or end-of-the-year luncheon). individuals or PTA constituent organizations to recognize having contributed to the school community in a special • Devise an innovative way to present the award(s) way. This award is available by a contribution of $15.00 using a poem, skit or other unique way to praise the or more. A VSP pin is available at an additional cost honorees’ accomplishments. Be sure to mention that (Honorary Service Award Order Form, Forms, Chapter the donation made to the California State PTA 9). Scholarship and Grant Program in each honoree’s name assists in the education of other individuals. 7.6.3c HoNoRARY SERvICE AWARD • Arrange for families and friends of honorees to attend An Honorary Service Award (HSA) may be given to an the presentation. individual or organization in special recognition of out- standing service to children and youth. This award is • Give a copy of the biographical presentation to the available by a contribution of $30.00 in the name of the honoree. Assign a committee member to take pictures recipient. An HSA pin (tack back) is available at an addi- for the honorees. Retain copies of the pictures, pro- tional cost (Honorary Service Award Order Form, Forms, grams and biographies. Chapter 9).

• Obtain Media Release Statement signature of recipi- 7.6.3d CoNTINuING SERvICE AWARD ent to forward biography and photos taken at the award event to the California State PTA. A Continuing Service Award (CSA) may be given to an individual or organization in special recognition of con- “By accepting this award and submitting biography tinued service to children and youth. The recipient may and photograph(s) of the awards event to the or may not have received a California State PTA California State PTA, you hereby grant and assign the Honorary Service Award. This award is available by a California State PTA and its legal representatives the contribution of $30.00 in the name of the recipient. A irrevocable and unrestricted right to use and publish CSA pin is available for an additional cost (Honorary for editorial, trade, advertising or any other purpose Service Award Order Form, Forms, Chapter 9). and in any manner and medium, including website and Internet promotion, all photographic, video, and 7.6.3e GoLDEN oAk SERvICE AWARD digital images of you and your guests taken while in The Golden Oak Service Award is the most prestigious attendance at the awards event. You hereby release PTA award in California. This award may be given to an the California State PTA and its legal representatives individual or organization that has made significant con- from all claims and liability relating to said pho- tributions to the welfare of children and youth in the tographs, video and digital images.” school or community. This award is available by a con- • Write a summary of the event and place it in the tribution of $60.00 in the name of the recipient. A chairman’s procedure book. Golden Oak Service pin (tack back) is available at an additional cost (Honorary Service Award Order Form, • Maintain accurate records of all awards in a perma- Forms, Chapter 9). nent file. 7.6.3f DoNATIoNS The committee should be: Donations may be given by PTAs/PTSAs or by individu- • Appointed early in the officer’s term to allow time for als in tribute to a person, a group or in memoriam. The planning and ordering awards. donation may be made in any amount. An acknowledg- ment card or certificate, as requested, will be sent when • Composed of different members each year. a donation of $10.00 or more is made. Anyone or any • Representative of the school’s community. group may donate to the HSA program fund; the fund is not limited to contributions by PTAs (Memoriam or • Composed of an uneven number (five is suggested). Tribute Donation Form, Forms, Chapter 9). The applicants being considered should be recognized 7.6.4 Acknowledging Service and Honoring for outstanding service to children and youth, and not Presidents necessarily for routine, assigned responsibilities or for retirement. In addition to the HSA, other PTA pins may be given to represent an individual’s pledge of service and protec- It is recommended that you avoid establishing a pattern tion to children and youth. Members, by wearing this such as always presenting an award to the outgoing emblem, indicate that they have a share in this service. president or retiring faculty members.

276 California State PTA Toolkit – 2011 Programs Child Abuse Prevention

The California State PTA uses a basic design for the 7.7 Child Abuse Prevention pins, to be worn as indicated: Revised October 2010 – Community Concerns • The membership pin may be worn by members; The number of reported child abuse cases (sexual, • The president’s pin with the name of the unit, council physical, and emotional) is continuing to rise. Society, or district PTA engraved across the bar is a symbol of through federal, state and local agencies, is ultimately the office and is worn by the president during the term responsible for any resulting foster care placement, of office and given to the succeeding president; institutional care, and medical and court costs. The pub- lic must be informed about the causes, prevention and • The unit past president’s pin with one acorn may be reporting of child abuse. Efforts must be made to better worn by past presidents; coordinate child abuse prevention and intervention pro- grams. • The council past president’s pin with two acorns may be worn by past presidents of councils; 7.7.1 Role of the PTA

• The district PTA past president’s pin with three acorns PTA’s primary concern is the protection of children who may be worn by district PTA past presidents upon cannot protect themselves from abuse, neglect and completion of the term of office. exploitation. PTA supports programs that help the family stay together, when this is in the best interest of the Past president pins should be engraved with the child. unit/council/district PTA on the bar, and the years of ser- vice and their initials on the back of the emblem. 7.7.2 Recommended Actions

Presidents must have served half of the elected term of Sponsor parent education programs to address preven- office to be eligible for a past president’s pin, except in tion and identification of child abuse, including how to the case of a first president of a new organization. report suspected cases. Additional acorns are never added for serving more than Encourage school districts to provide students with edu- one term at the same unit, council or district PTA, nor as cation to help them identify and report abuse, and to president of more than one unit, council or district PTA. empower them to report the abuse without retribution. Separate pins should be provided from each unit, coun- cil or district PTA served. Encourage schools to include parenting skills in their curricula. It is appropriate to wear the PTA emblem whenever one is representing the organization or serving it. It is the Encourage school districts to provide staff development responsibility of individuals to determine when, where workshops regarding the recognition and reporting of and how many pins should be worn. child abuse. Pins may be purchased through the California State Inform parents/guardians about curriculum that teaches PTA. children to say “no,” and encourage its use in the school. 7.6.5 Legacy PTA Award Advocate for adequate funding for child welfare services Legacy PTA Awards are given each year by California programs. State PTA to those units, councils, and districts who have reached a certain yearly milestone as a chartered 7.7.3 Additional Resources PTA association. Local, council, and district PTAs in California State PTA Position Statements: Assistance good standing who have achieved fifty (50), sixty (60), to Families in Need and Family Services (Where We seventy (70), seventy-five (75), eighty (80), ninety (90) Stand: Positions Statements 4.5). See “Child Abuse” and one hundred (100) years chartered are recognized and “Violence and Vandalism” in the Advocacy Topic as Legacy PTAs with a certificate issued by the Index for related resolutions or guidelines. California State PTA. In addition, all Legacy PTA hon- orees are encouraged to attend the California State PTA Attorney General’s Crime and Violence Prevention convention to receive “A Legacy PTA” ribbon and be Center (http://safestate/org) recognized for their accomplishment. Awardees who have reached their 100th year as a PTA association will National PTA (www.pta.org). Kids Need a Future, Not be recognized on stage at the state convention by the a Funeral and Safeguarding Your Children. California State PTA president. Wooden, Kenneth. Child Lures, A Need for Prevention. Shelburne, Va. (www.childlures.com). National Clearinghouse on Child Abuse and Neglect. Child Sexual Abuse Prevention: Tips to Parents. Washington, D.C.

Programs California State PTA Toolkit – 2011 277 For free information and free videos, contact: Work with the school principal and school board to include restraint/safety belt curricula at all grade levels. Office of Child Abuse Prevention 744 P Street, M.S.11-82 Encourage the principal to plan a school assembly on Sacramento, CA 95814 restraint/seat belt safety. Set up a display for students 916.651.6960; Fax 916.651.6328 on restraint/seat belt safety. 7.7.4 Additional Agencies Seek and support legislation that will mandate use of seat belts by passengers in all vehicles not now covered California Department of Education by state law (e.g., pick-up trucks, buses and vans). (www.cde.ca.gov) 7.8.3 Resources and References California Department of Social Services Office of Child Abuse Prevention (OCAP) See “Seat Belts” in the Advocacy Topic Index for relat- (www.dss.cahwnet.gov/) ed Resolutions and Position Statements. California Department of Social Services, AAA Foundation for Traffic Safety Children and Family Services Division (www.aaafoundation.org) (www.childsworld.ca.gov) American Academy of Pediatrics Child Abuse Coordinating Councils (www.aap.org) County Departments of Public Health – Find a listing California Automobile Association by county on the website California Department of (www.csaa.com and www.aaa-calif.com) Public Health, http://www.cdph.ca.gov/servicesPages/ LocalServices.aspx California Child Passenger Safety Association County Departments of Social Services, California Highway Patrol Child Protective Services (www.chp.ca.gov) County Offices of Education California Motor Vehicle Code (www.leginfo.ca.gov or www.dmv.ca.gov) Local law enforcement agencies (police/sheriff) California Office of Traffic Safety (www.ots.ca.gov) 7.8 Child Restraints and Seat Belts California Safe Kids Revised October 2008 – Community Concerns (www.usa.safekids.org) Nationally, automobile accidents are the number one Center for Injury Prevention Policy and Practice killer of children, youth and adults under age 44. (CIPPP) (www.cippp.org) 7.8.1 Role of the PTA California Coalition for Children’s Health and Safety Child Safety Network The proper use of child restraints and seat belts saves (www.csn.org) lives. PTA can help educate parents about the impor- tance of using seat belts and child safety seats in auto- Local health care providers mobiles. Municipal law enforcement agencies 7.8.2 Recommended Actions National Safety Council Contact California Safe Kids Coalition to sponsor a PTA (www.nsc.org) program on the importance of using correctly installed child safety seats. Demonstrate various types of safety National Highway Transportation Safety Association seats and booster seats to show their correct installation (www.nhtsa.gov) and proper use. Make certain the child restraint unit is the correct one for the vehicle in which it will be used. All car seats do not conform to all child restraint units. Emphasize the correct use of booster seats for children who have outgrown regular child safety seats. Have material available at PTA meetings that stresses the importance, placement, and proper use of restraints/seat belts and child safety seats. Become familiar with and work for the enforcement of current laws.

278 California State PTA Toolkit – 2011 Programs Community and Wellness Fairs

7.9 Citizenship 7.9.4 Resources Revised January 2011 – Community Concerns American Legion PTA activities in citizenship are designed to provide (www.legion.org) information and inspiration, to help members engage as California Department of Education citizens. By reminding members of their privileges and (www.cde.ca.gov) responsibilities and involving them in community pro- jects, PTA makes an important contribution to the demo- California Legislative Analyst cratic way of life. (for analysis of ballot measures) (www.lao.ca.gov) 7.9.1 Recommended Actions California Secretary of State Urge the display, proper use of, and respect for the (www.ss.ca.gov) American flag in homes, schools, and communities. California State Library Recite the Pledge of Allegiance at each meeting. (www.library.ca.gov) Arrange for short, inspirational, patriotic messages or music when the flag is presented. Constitutional Rights Foundation (www.crf-usa.org) Encourage special programs in conjunction with the observance of patriotic holidays. County Registrar of Voters League of Women Voters of California Cooperate with established organizations working for (www.smartvoter.org) good citizenship training. Local United Nations Association Invite youth participation at PTA meetings, recruit lead- ers, and sponsor groups when indicated (Community Rock the Vote Organizations, Co-sponsorship, and Coalitions 2.7). (www.rockthevote.org) Arrange for community recognition ceremonies of newly U.S. Citizenship and Immigration Services naturalized citizens. (www.uscis.gov) 7.9.2 Elections Youth Vote Coalition (www.youthvote.org) Stress the importance of voting in all elections. Cooperate with other community groups in registration Youth group leaders and get-out-the-vote campaigns.

Encourage student participation in the election process. 7.10 Community and Wellness Fairs Emphasize the need for all citizens to know election laws, including registration requirements. Sponsoring a community and wellness fair will enable the PTA to share practical and valuable information. Get involved with school-bond and ballot-measure cam- paigns that will improve schools, following California Fairs can: State PTA procedures (See Advocacy 4.3). • Promote good family and personal practices; Host candidates forums. • Provide screening services for your school and com- 7.9.3 Government Participation munity (and follow-up, when screenings indicate fur- ther testing is required); Make information available on how individuals may par- ticipate in government, and encourage them to do so. • Utilize community professionals to identify potential health-related problems that, if properly treated, can Promote projects for the study of local, county, state, be eliminated or prevented from becoming serious; and national governments. • Promote safety in the home, school, and community; Encourage attendance at meetings of boards of educa- tion, commissions, city councils, and county supervisors, • Provide the community with a variety of educational and ask those who attend to report on issues of concern information and resources; to the PTA. • Emphasize the practice of good habits; and Encourage the appointment of youth to city and county • Connect with organizations and agencies in the com- commissions. munity. Organize letter-writing campaigns to support legislation Materials and planning guides may be found in “Health that benefits children, youth, and families. Fairs at Your Fingertips ... a Practical Guide to a Successful Health Fair,” www.capta.org, under Programs, Health, events.

Programs California State PTA Toolkit – 2011 279 7.11 Education 7.12.2 Recommended Actions

The California State PTA believes it is important for par- Review California State PTA Position Statement, ents and community members to be knowledgeable Environmental Protection (Where We Stand: Position about education issues affecting student learning and Statements 4.5). See Environmental Protection in achievement. PTAs should participate actively at all lev- Advocacy Topic Index for related resolutions or guide- els of the decision-making process and the implementa- lines. tion of the legally-required parent involvement policy, See also National PTA convention resolutions on Education Code 11500-11506 and the State Board of Environmental Quality. Education 1994 Parent Involvement Policy. Parent par- ticipation should include but not be limited to: Encourage the school and PTA to use biodegradable products whenever possible. • School Accountability Report Card (SARC), an instru- ment to inform the local community about the condi- Present at least one environmental or energy education tions and progress of the school, including holding program during the year. public forums to share results with the community. Have PTA members participate in meetings and hear- • School Budget ings of local governmental agencies on environmental matters. Report to the unit on such matters as zoning, • Curriculum planning, greenbelts, open space, coastline protection, • Assessment air pollution, noise, highways, and water quality. • School Site Council/Governance Work with the school to conduct energy audits; study ways to conserve resources, such as gas and electricity, • District Advisory and Community Advisory Committees while saving the school money. • Other matters affecting the outcome of education. Help to identify ways to conserve resources through the reduction of waste, reuse, and recycling of materials. The local PTA education chairman and committee should promote understanding of the purposes and Learn the effects of energy shortages on schools, and needs of public schools and encourage participation by cooperate in conservation efforts. parents and community members in working toward any necessary improvements in public education. The edu- Develop a project dealing with some form of environ- cation chairman and committee should highlight and mental improvement or conservation of natural promote the importance of parents’ involvement in their resources. children’s education. Sponsor or support student environmental improvement For additional details on the responsibilities of the or conservation projects such as recycling, ecology Education Chairman, see “Job Description for Education clubs, nature trails, field trips, junior museums, outdoor Chairman.” education programs, and the wildflower poppy preserve. See “Education” in Advocacy Topic Index for related res- Arrange a tour of a public facility, laboratory or industrial olutions, position statements or guidelines. site in the local community to learn what is being done to alleviate environmental problems. Participate in observances of Earth Day, Arbor Day, 7.12 Environmental Protection Conservation Week, or other related events. Revised January 2007 – Health 7.12.3 Additional Resources Natural resources are being depleted and destroyed at California Department of Education, an alarming rate. The world’s population is increasing. Environmental/Energy Education The delicate balance of our world’s ecosystems is upset and, in many areas, this imbalance has become a threat California Environmental Protection Agency to our health and survival. (www.calepa.ca.gov/Education/EEI/default.html) 7.12.1 Role of the PTA California State Parks Foundation Oakland, CA Inform members that threats to the environment adversely impact the quality of our lives and health and National Park Service endanger future generations. (www.nps.gov) Advocate the inclusion of environmental education in U.S. Environmental Protection Agency school curriculum. Washington, DC Help members learn how to support a sustainable envi- ronment that will be safe and healthy for present and future generations.

280 California State PTA Toolkit – 2011 Programs Gangs

7.13 Founders Day: February 17 Perform regional extension work throughout the state. Counsel with individuals and groups. Founders Day is a perfect time to renew the dedication to the Purposes of the PTA that were defined by PTA’s National PTA uses the funds to: founders more than a century ago. Each year in • Provide requested field services (instructions, guid- February, PTA honors the three founders as well as past ance and other assistance for California State PTA and present PTA leaders. Through special programs leaders). Train leaders. Promote contacts with educa- and events, PTA also attempts to increase the aware- tional groups. Disseminate materials that will further ness of its members and the community by highlighting the aims and Purposes of PTA. Hold conferences. achievements, activities, projects and goals. Provide extension of parent-teacher services through- The Founders Day celebration was created in 1910 by out the country. Mrs. David O. Mears, a charter member of the National For details on the responsibilities of Founders Day, see Congress of Mothers founded by Alice McLellan Birney “Job Description for Founders Day” (Chapter 10). and Phoebe Apperson Hearst in Washington, DC, 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, 7.14 Gangs and the uniting in 1970 with the National Congress of Revised October 2008 – Community Concerns Colored Parents and Teachers, founded in 1926 by Selena Sloan Butler, to become the National PTA (A There is a serious gang problem in California involving Brief History: Working Together for Children Since 1987, students from all cultures, communities, and back- 1.1.5). grounds. Issues concerning immigrants, homeless children and • Gangs are not just a law enforcement problem in families, the unemployed and the uneducated, and urban settings but a quality of life problem and a chal- numerous health and safety concerns still need atten- lenge to the well-being, health, safety, social justice tion. However, through PTA advocacy to enact and and educational outcomes for children and youth enforce laws, children’s health is better protected and throughout California. children are better fed, housed and educated, with par- • Gangs are not a recent phenomenon; there is a multi- ents more involved in their upbringing. The vision of generational pattern of gang membership and affilia- PTA’s founders has been realized in many ways, and tion as well as “newcomer” membership. There also is now it is up to present PTA members to continue the an interstate/international aspect to many gangs, and vision. the situation is at or near crisis level in many areas of 7.13.1 Founders Day Freewill offering: the state. “PTA Birthday Gift” • Gangs adversely affect the well-being, health, safety, social justice, and educational outcomes for children Donations collected during Founders Day observances and youth throughout California communities. benefit the entire organization: unit, council, district PTAs, State and National PTA. California State PTA Children and youth who join gangs often become returns one-fourth of its offering to the district PTA and involved in drugs and other criminal activities. Law retains one-fourth for its work throughout the state. Half enforcement, school districts, PTA at all levels, other of the offering is sent to National PTA (Unit Remittance community agencies, and the general public must work Form 5.3.3f; and Fig. 5-7 or Forms, Chapter 9). together to inform and educate themselves and develop gang and drug awareness, prevention, and intervention District PTAs use the funds to: programs. Such vital programs are needed to inform • Organize new units and councils. Strengthen PTAs young people how to protect themselves from gang and and PTSAs. Train leaders through workshops and drug involvement. conferences. Offer leadership training and parliamen- 7.14.1 Role of the PTA tary procedure courses. Promote PTA publications and special projects. Plan special contacts with teach- PTA believes that all children and youth should have the ers and administrators to increase the value of the opportunity to develop their capabilities to the maximum. PTA to school and community. PTA supports programs that encourage youth and help them avoid gang participation and drug involvement. California State PTA uses the funds to: • Service new units and councils. Strengthen PTAs and 7.14.2 Recommended Actions PTSAs. Review California State PTA Position Statement, Gang • Provide special assistance to council and district Awareness (4.5.33). See “Gangs” in Advocacy Topic PTAs through workshops and leadership conferences. Index for related resolutions or guidelines. Conduct field services in local areas by California State PTA officers and members of commissions.

Programs California State PTA Toolkit – 2011 281 Partner with school staff, parent/guardian, student, and U.S. Department of Justice, Office of Juvenile Justice community leaders and provide informational meetings and Delinquency Prevention about gangs and drugs. (www.ojjdp.ncjrs.org) Support the adoption and use of school district policies designed to protect children and youth who are threat- ened or harassed by gangs. 7.15 Graduation or Prom Night Programs and Member Services Support the adoption of school district policies that pre- clude the wearing of gang symbols, colors, and clothing. A PTA graduation or prom night event is coordinated by a committee whose chairman is an appointed or elected Work with local business and corporate offices to edu- member of the executive board. The committee mem- cate and inform them about current gang trends. bers can include other members of the board, the princi- Sponsor gang awareness, conflict resolution, anger pal, a faculty member, the president (ex officio), and management, and peer-to-peer mediation classes in the other PTA members appointed by the president. schools, with the approval and cooperation of the The major responsibility of this committee is to provide a administration, faculty and the greater community. safe, healthy, legal and supervised recreational event for Collaborate with local agencies regarding prompt graffiti students in cooperation with the community. A sec- abatement. Encourage community and youth involve- ondary responsibility may be to raise funds to host the ment in these programs where safe and appropriate. event. Promote the establishment of supervised quality, out-of- 7.15.1 Activities school programs for children and youth as an alternative Activities should to gang involvement. Be inexpensive, involve many members and students Support community collaboration with law enforcement and be fun. such as Neighborhood Watch, Retired Seniors Volunteer Patrol (RSVP), Citizen Police Academies, and communi- Not involve commercial or advertising obligations. ty support teams. Not conflict with other PTA, school or community events. The greater community must proactively work with par- ents and family members to break the pattern of gang Create goodwill for PTA in the community. membership and affiliation. Prevention/intervention pro- 7.15.2 After the Event grams must begin at the elementary grade levels. Complete an inventory of supplies and equipment relat- Promote life skill training, conflict resolution training, ed to the activity, establish a location to store reusable cross-cultural understanding, and education on hate equipment; determine if the value of stored materials crime activities, among youth at risk of gang involve- warrants the purchasing of property insurance coverage. ment. (Note: Current PTA insurance does not cover unit PTA Foster appreciation of cultural diversity through work- property.) shops, public meetings, and forums. 7.15.3 Safety 7.14.3 Additional Resources Have proper adult supervision. California Department of Corrections and Be aware of risks like hiring a limousine or charter bus. Rehabilitation, Division of Juvenile Justice (DJJ) Verify their business licenses with the local Public (www.cdcr.ca.gov/DivisionsBoards/DJJ/index.html) Utilities Commission. California Department of Transportation, Division of Follow school district safety procedures when using their Maintenance Office of Roadside Maintenance, buses. Sacramento, CA (www.dot.ca.gov) See Insurance and Loss Prevention Guide for allowable, GANGS, California Department of Education discouraged and PTA-prohibited activities. (www.cde.ca.gov) Local law enforcement, school district, county office of education, government, city and district attorney's A PTA sponsoring or cosponsoring a graduation or prom offices and gang prevention and education task night activity must follow all California State PTA financial forces. procedures and the Insurance and Loss Prevention Guide. Office of the Attorney General Resources: Crime and Violence Prevention Center American Automobile Association (AAA) Celebrate Life (www.caag.state.ca.us; www.safestate.org) California Attorney General’s Guide for Charities (2005)

282 California State PTA Toolkit – 2011 Programs Grants

7.15.4 Health Applications may be obtained from the California State PTA Toolkit, the California State PTA office, or on the Organized events at theme parks or recreational areas website at www.capta.org. create fewer problems than those that are self-catered and supervised by local sponsors. Grant funds must be expended by June 1. A report detailing the project’s goals and objectives, an evalua- Every event must be drug-, alcohol-, and smoke-free. tion of the outcomes, and a budget of actual expendi- Careful consideration must be given to food handling, tures must be submitted to the California State PTA restroom facilities, rest areas and availability of person- office no later than June 1. Any funds not used for the nel certified in first aid and CPR. purpose stated on the original grant application must accompany the Grant Report. See Forms, Chapter 9, 7.15.5 Legal Issues Grant Report. Parents’ Approval and Student Waiver forms should be 7.16.1 Parent Education Grants for unit, completed for each student participant. The form can be found in the Insurance and Loss Prevention Guide. Council and District PTAs (Established 1953 - Reviewed October 2008) It is illegal for a person under the age of 18 to partici- pate in any form of gambling (including casino activi- Grants are available annually from the California State ties). PTA for use by unit, council, and district PTAs to develop and implement parent education programs or projects. Information on how to conduct a legal raffle can be obtained by going to the California Attorney General’s Application: An application form for the grant is located website, www.ag.ca.gov. (Refer to the California in the California State PTA Toolkit (Forms, Chapter 9). Attorney General’s Guide for Charities and §320.5 Applications must be received in the California State Gambling: Charitable Raffles effective July 1, 2001.) PTA office by close of business on November 15. When November 15 falls on a weekend, applications are due Raffles may include but are not limited to 50/50 raffles, in the State PTA office by close of business on the donation drawings, ducky derby and cow chip bingo. following Monday. Postmarks will not be accepted. Remember that it is illegal for any person under the age Eligibility: Applicant must be a unit, council or district of 21 to possess, obtain or consume beer or alcohol. It PTA in good standing. is unlawful to possess, offer or sell any controlled sub- stance, alcoholic beverage, or intoxicant on school Selection: Recipients are selected by the California premises. No person may sell, furnish, or procure intoxi- State PTA Scholarship and Grant Committee. A check cating liquor (including beer) for anyone under the age for the grant is sent to each unit, council and district of 21. It is illegal for anyone to possess any controlled PTA recipient following the January California State PTA substance without a valid prescription. (See Insurance Board of Managers meeting. and Loss Prevention Guide.) 7.16.2 outreach Translation Grants for unit, 7.15.6 PTA unit Procedures Council and District PTAs (Established 1997 - Reviewed October 2008) A PTA sponsoring or cosponsoring a graduation or prom night activity must follow all California State PTA finan- Grants are available annually from the California State cial procedures and the Insurance and Loss Prevention PTA for use by unit, council and district PTAs for written Guide. or verbal translation of PTA materials into other lan- guages. The association must vote to sponsor or cosponsor the program, and the action must be recorded in the min- Application: An application form for the grant is located utes. The president appoints the program committee, in the California State PTA Toolkit (Forms, Chapter 9). subject to ratification by the executive board. All commit- Applications must be received in the California State tee and subcommittee members must be members of PTA office by close of business on November 15. When the PTA (Committee Development and Guidelines 2.5). November 15 falls on a weekend, applications are due in the State PTA office by close of business on the following Monday. Postmarks will not be accepted. 7.16 Grants Eligibility: Applicant must be a unit, council, or district PTA in good standing. Grants are available to assist unit, council, and district PTAs to develop and implement programs in parent Selection: Recipients are selected by the California education, cultural arts, and leadership development. State PTA Scholarship and Grant Committee. A check Grants are also available to assist unit, council and dis- for the grant is sent to each unit, council, and district trict PTAs to translate PTA materials into other lan- PTA recipient following the January California State PTA guages. Board of Managers meeting.

Programs California State PTA Toolkit – 2011 283 7.16.3 Cultural Arts Grants for unit, Council 7.16.5 Healthy Lifestyles Grant and District PTAs (Established 2005) (Established 2000 - Reviewed October 2008) Healthy Lifestyle Grants are available from the California Grants are available annually from the California State State PTA to develop, promote and implement pro- PTA for use by unit, council, and district PTAs to devel- grams, projects and activities which will improve the op and implement student-centered cultural arts pro- overall health of children and adults. Refer to the grams and projects focused on arts education. Insurance Loss and Prevention Guide for approved activities. Application: An application form for the grant is located in the California State PTA Toolkit (Forms, Chapter 9). Application: An application form for the grant is located Applications must be received in the California State in the California State PTA Toolkit (Forms, Chapter 9). PTA office by close of business on November 15. When Applications must be received in the California State November 15 falls on a weekend, applications are due PTA office by close of business on November 15. When in the State PTA office by close of business on the November 15 falls on a weekend, applications are due following Monday. Postmarks will not be accepted. in the State PTA office by close of business on the following Monday. Postmarks will not be accepted. Eligibility: Applicant must be a unit, council or district PTA in good standing. Eligibility: Applicant must be a unit, council or district PTA in good standing. Selection: Recipients are selected by the California State PTA Scholarship and Grant Committee. A check Selection: Recipients are selected by the California for the grant is sent to each unit, council, and district State PTA Scholarship and Grant Committee. A check PTA recipient following the January California State PTA for the grant is sent to each unit, council and district Board of Managers meeting. PTA recipient following the January meeting of the California State PTA Board of Managers. 7.16.4 Leadership Development Grants for unit, Council and District PTAs (Established 2000 - Reviewed October 2008) 7.17 Health Grants are available annually from the California State Revised January 2009 – Health PTA to encourage and support attendance at the California State PTA Convention for either emerging The National PTA and California State PTA consider leaders or for an individual PTA member’s first-time health education to be of major importance. attendance in order to strengthen leadership on unit, 7.17.1 Promote Physical, Mental and Emotional council, and district PTA boards. Health Education Selection: A check for the grant is sent to the district Help parents recognize and respond to the health and PTA following the October California State PTA Board of nutrition needs of their families. Managers meeting. It is the responsibility of the district PTA to select recipients and forward grants to the indi- Encourage compliance with health education directives vidual PTA. in the curriculum. All individual PTA members receiving grants must sub- Work for the improvement of health care services, par- mit to the district PTA a convention attendance report ticularly in the school nurse-to-student ratios, in the and receipts along with a detailed list of convention school and community. expenses to the district PTA. The district PTA must sub- mit a final report to the California State PTA office detail- Work for better health facilities in schools and communi- ing the distribution of leadership development grant ties. funds no later than June 1. See Forms, Chapter 9, Stress the concepts of wellness and prevention. Grant Report. Implement, update and evaluate school wellness policies. Failure to submit this report by the due date will result in an invoice payable upon receipt from the California Emphasize the importance of healthy lifestyles and State PTA for the amount of the grant. The Scholarship modeling these lifestyles for children. and Grant Committee will take into consideration the timely receipt of the report when awarding future Promote a school environment that is consistent with Leadership Development Grants. health education being taught in the classroom. Direct all questions regarding due dates or rules for all Make parents cognizant of and responsive to environ- grants to the California State PTA Scholarship and Grant mental issues and hazards that may jeopardize the Committee Chairman at [email protected] or at health of children and families. 916.440.1985, ext. 316. See 7.16 Grants for information on the Healthy Lifestyles Grant Application.

284 California State PTA Toolkit – 2011 Programs Library and Media Facilities in Schools

Establish a comprehensive school health program that Offer parent education meetings, using PTA materials, integrates activities and services designed to promote for all parents including homeless parents, or locate the optimal physical, emotional, social and educational experts in the field to teach parenting skills, reading development of children and youth. techniques, and nutrition as well as self-esteem. Encourage involvement with shelters, food banks, and For additional responsibilities of the Health Coordinator other agencies in the community that help the home- see “Job Description for Health.” less. Environmental Health (www.cehn.org) 7.18.3 Additional Resources

Healthy Kids Resource Center (www.hkresources.org) The Stewart B. McKinney Homeless Assistance Act Centers for Disease Control and Prevention (www.cdc.gov) improves services for homeless people, including emer- gency shelters, health care, and job training. Policies, See “Health” in Advocacy Topic Index for related resolutions, resources, and a list of current education programs for position statements and guidelines. homeless children and youth in California are available online (www.cde.ca.gov/cilbranch/homeless/home- lesstoc.html). 7.18 Homeless Families and Children Bridge of Hope Revised January 2011 – Community Concerns (www.bridgeofhopeinc.org)

Families with young children have become the fastest- California Housing Advocates growing segment of the population now living on the (www.housingadvocates.org) nation’s streets. Clothe Homeless Children A family is considered to be homeless if, due to lack of (www.WorldVision.org) housing, it must reside in a shelter, motel, vehicle, Homes for the Homeless campground, abandoned building, trailers on the street, (www.homesforthehomeless.com) or doubled-up with relatives or friends. National Association for Education of Homeless Homeless families do not need to provide a permanent Children (www.naehcy.org) address in order to enroll children in school. All children have a right to public education. It is the shared respon- National Center for Homeless Education, Greensboro, sibility of parents and schools to see that each child N.C.; 800.755.3277 or NCHE Helpline 800.308.2145; receives it. www.serve.org/nche/ 7.18.1 Role of the PTA National Resource Center on Homelessness and Mental Illness Support funding and legislation for adequate housing for 262 Delaware Avenue, Delmar, NY 12054; all families, and inform parents/guardians about how to 800.444.7415; obtain access to educational, health, and community (http://www.nrchmi.samhsa.gov/default.aspx) services. U.S. Department of Education 7.18.2 Recommended Actions (www.ed.gov/programs/homeless/guidance.pdf) Review California State PTA position statement on Homeless Families/Children (4.5.36). See “Minors” in the Advocacy Topic Index for resolutions or guidelines. 7.19 Library and Media Facilities in Advocate for sufficient emergency shelters and low-cost Schools – Education housing for families. The California State PTA believes books and reading Advocate for government retraining and education of are vitally important to the lives of children and the jobless parents/guardians, so they can become self- development of an informed citizenry. The public library reliant. is a symbol of our democracy, and a good school library is essential to an effective educational program for life- Advocate for school policies that recognize the needs of long learning. homeless children and families. 7.19.1 Questions for a Study Provide opportunities for children who cannot afford school-related activities to participate. Does the school have a library/media center or learning center? Establish a “clothes closet” or community partnership to provide clean, new or serviceable used clothing, new • Do students have regular access to the library during shoes, socks, underwear and hygiene supplies for chil- the school day to use its resources? dren in emergency situations. Emergency nonperishable • Is the school library open before and after school, as food supplies also could be supplied. well as during the lunch period?

Programs California State PTA Toolkit – 2011 285 • Can PTA help to provide greater accessibility to the Does elimination of the card catalog limit the number of library/media learning center? students able to access information, depending on the number of computers available? Is there a credentialed librarian, library technician or clerk on staff? 7.19.3 Recommended Actions

• Are they full-time or part-time employees? Meet with the principal, school librarian, and other appropriate staff to learn about the library/media facili- • Does the library have trained volunteers? ties and the goals and needs for the school. Is technology available? If staffing is inadequate, the PTA may donate funds to • How many computers are available to students? the school district, earmarked for that purpose. PTA (What is the student-to-computer ratio on campus?) should never employ library staff (Fiduciary Agreements and Gifts to School 5.1.5). • Is there Internet access? When PTA members volunteer in the library, they should • Does the school district have an “Acceptable Use become familiar with the procedures and technology Policy for Electronic Information Resources”? available. Does the library/media facility have a filtering system or Plan book exhibits and book fairs consistent with criteria an automated library system? (Filtering and automated suggested in the California State PTA Toolkit Finance systems have pros and cons.) section and in the National PTA Quick-Reference Guide. • Have there been discussions regarding these sys- The PTA can develop an instruction sheet or handbook tems? that may cover basic items such as class schedules, emergency procedures, basics on checking books out • Is the staff trained and available to provide computer and in, shelving and repairing books, use of and guide- assistance? lines for technology/Internet. Is there a current written policy for selection of books Call attention to new books, library services and volun- and materials? teer opportunities through the PTA newsletter. • Is there a school district policy? Support California State PTA efforts to seek credentialed • Is there a selection committee? librarians for school libraries. • Do the materials reflect the diverse needs of all stu- Become informed about public library facilities in the dents in our multicultural society, particularly the stu- local community. dent population on the local school campus? • Publicize services such as story hours, book-reading • Are the books and materials current and relevant to contests, bookmobile, etc. the instructional program? • Encourage families to read with their children, and What are the funding sources for the library? help them learn to use the local library. • Are the funds adequate to keep the library current and 7.19.4 Additional Resources well equipped? See “Library” and “Mass Media” in the Advocacy Topic • Is there community support to ensure stable and ade- Index for related resolutions, position statements or quate funding for school libraries? guidelines. Are there guidelines for evaluating the current collection American Association of School Librarians for relevancy and timeliness? (www.ala.org/ala/aasl) (Adapted from the National PTA publication, Looking In California Department of Education and School On Your School.) Libraries Association. Check it Out. Publication avail- able from CDE, www.cde.ca.gov/ci/cr/lb/checkitout.asp 7.19.2 Questions for the Community The Children’s Partnership with The National PTA and What is the district policy on Internet access? The National Urban League. Tips & Tools for Parents Keeping Kids Safe Online (December 1997). Would it be more effective to have constant supervision of students while they are using/accessing the Internet? Good Ideas! California School Library Association (www.schoollibrary.org). 1001 26th Street, Would an automated system provide a more efficiently Sacramento, CA 95816. run library/media facility and enable students to find what they are looking for more quickly and easily? American Library Association, www.ala.org Should scarce library funds be used to automate library services instead of increasing the library collection? Reinventing Your School’s Library in the Age of Technology, by David Loertscher (2002).

286 California State PTA Toolkit – 2011 Programs Parent and Family Involvement

7.20 Missing and Exploited Children programs relating to missing and exploited children. Revised October 2008 – Community Concerns Includes parents and representatives of parent organi- zations as a membership category for Juvenile Justice Each year thousands of children disappear. Most return State Advisory Groups (SAGS). home safely. Many do not. They are runaways, throw- Child Safety Network aways, or victims of parental or stranger abduction. (www.csn.org) Others are exploited at home by family members or acquaintances. Many of these children either turn to FBI – Kids and Youth Education Page – Crime crime to survive or are criminally exploited by people Prevention (www.fbi.gov/) who will abuse them and profit by their vulnerability. Law enforcement agencies, schools and the general public International Center for Missing and Exploited need to work together to ensure all steps are taken to Children (www.icmec.org) identify and find missing and exploited children and National Center for Missing and Exploited Children return them to a safe environment. (www.missingkids.com) 7.20.1 Role of the PTA National Crime Prevention Council PTA supports continued funding for missing children’s (www.ncpc.org) programs, including support for programs that explore Vanished Children’s Alliance the extent of the problem of missing children, circum- (www.vca.org) stances involving stranger and non-custodial parent abduction, effective preventive measures, and support- For more information ive and rehabilitative services. California Missing Children Clearinghouse PTA supports state and national missing children infor- 1.800.222.FIND or mation centers/clearinghouses and the prompt reporting www.caag.state.ca.us/missing/content/clearinghouse.htm by law enforcement agencies of children reported miss- ing. Polly Klaas Foundation 1.800.587.4357 or www.pollyklaas.org 7.20.2 Recommended Actions National Center for Missing and Exploited Children Review California State PTA Position Statement, 1.800.THE.LOST or www.missingkids.com Missing and Exploited Children, (Where We Stand: California Attorney General’s Office, Crime and Violence Position Statements). See “Minors” in the Advocacy Prevention Center Topic Index for related resolutions or guidelines. www.caag.state.ca.us and http://safestate.org Materials, pamphlets, camera-ready masters, current photo Provide parent education programs; include current files. Information on Megan’s Law, registration, and public information and preventive education in the area of information. missing or exploited children. Work with local law enforcement agencies, school dis- tricts, and the business community to provide free fin- gerprinting/DNA clinics for children of all ages. 7.21 Parent and Family Involvement Work with the school principal to encourage school dis- Revised March 2009 – Parent Involvement tricts to offer a fingerprint program for children enrolled in kindergarten or newly enrolled in the school district. Since its inception, the PTA has made parent education All fingerprinting is subject to the consent of a parent or a priority. Parent education is communicating with par- guardian. ents and educating them about issues they face as they raise their children. Parent education was the driving Work with the school principal to implement personal force behind the founding of PTA in 1897 and is still the safety education programs for students. central focus. Partner with community organizations on projects con- References to parent involvement and to parents may cerning missing and exploited children. be interpreted broadly to include all adults who play an important role in a child’s family life, carrying the respon- Encourage local media to broadcast PSA information sibility for a child’s education, development, and wellbe- concerning missing or exploited children. ing. 7.20.3 Additional Resources Parent and family involvement in all aspects of a child’s life is essential. Children can only achieve their fullest Federal Juvenile Justice, Runaway Youth and Missing potential in school or in life when their physical and Children Act (as amended 1984). Authorizes a missing emotional needs have been met. Children need to have children’s program to assist parents and local law good self-esteem, be taught how to make decisions and enforcement agencies in locating missing children. be held accountable for the results of those decisions. Establishes clearinghouse and grant program to provide technical assistance. Provides education and prevention

Programs California State PTA Toolkit – 2011 287 Parent and family involvement includes learning and 7.21.2 California State Board of Education using the parenting skills needed to raise healthy chil- Policy on Parental Involvement dren, learning about issues that affect children’s lives, supporting education at home, and participating with the The policy, adopted in September 1994, discusses school in decision-making about children’s education. research on the benefits of parent involvement and the need for the school and family to share responsibility for Research has shown that parent and family involvement a child’s education. The six points in the policy corre- in children’s education increases student achievement spond to the six standards for parent and family involve- and success. National PTA, building on the work of Dr. ment identified by the National PTA in its earlier National Joyce Epstein of Johns Hopkins University, in 1997 Standards for Parent/Family Involvement Programs. identified and adopted six standards for parent and fam- ily involvement programs. In 2007 the standards were The policy: updated to reflect recent research, and to focus on what The State Board of Education will continue to support, parents, schools, and communities can do together to through the California Department of Education, support student success. (National PTA, National assistance to school districts and schools in develop- Standards for Family-School Partnerships) (see Section ing strong comprehensive parent involvement. 7.23.3). The standards are research based and ground- Comprehensive means that parents are involved at all ed in sound philosophy and practical experience. The grade levels in a variety of roles. The efforts should purpose of the standards is: be designed to: • To promote meaningful parent and family participa- 1. Help parents develop parenting skills to meet the tion; basic obligations of family life and foster conditions • To raise awareness regarding the components of at home which emphasize the importance of edu- effective programs; and cation and learning. • To provide guidelines for schools that wish to improve 2. Promote two-way (school-to-home and home-to- their programs. school) communication about school programs and students’ progress. 7.21.1 School District Parent Involvement Policies 3. Involve parents, with appropriate training, in instruc- tional and support roles at the school and in other Years of research make it clear that when parents are locations that help the school and students reach involved in their children’s education, the children do stated goals, objectives and standards. better in school. The research also shows that what schools do – their policies, programs and practices – 4. Provide parents with strategies and techniques for can determine whether parents will be involved, how assisting their children with learning activities at much and in what way. Therefore, schools need to take home that support and extend the school’s instruc- direct action to promote effective partnerships with par- tional program. ents. 5. Prepare parents to actively participate in school They should review their own school district policy on decision making and develop their leadership skills parent involvement and become a part of the community in governance and advocacy. action plan, if they find the policy needs revision. 6. Provide parents with skills to access community Leaders should refer to key points of the policy when and support services that strengthen school pro- speaking at school board meetings. grams, family practices, and student learning and From the founding of PTA in 1897, the organization has development. consistently promoted the philosophy that children do These six types of parent involvement roles require a better when supported by their parents. PTAs should coordinated schoolwide effort that has the support of take a leadership role in working with their school dis- parents, teachers, students and administrators at tricts to create and reinforce a strong partnership each school site. Furthermore, research indicates that between home and school at every school site. home-school collaboration is most likely to happen if Each school district in California is required by law to schools take the initiative to encourage, guide, and adopt a policy on parent involvement. What happens at genuinely welcome parents into the partnership. each school depends upon the school district policy and Professional development for teachers and adminis- the development and implementation of a well thought- trators on how to build such a partnership is essential. out plan for meaningful, ongoing parent involvement. The issue of parent involvement in the education of To read the law, go to www.leginfo.ca.gov/calaw.html their children is much larger than improving student (California Education Code, Section 11500-11506). achievement. It is central to our democracy that par- ents and citizens participate in the governing of public education.

288 California State PTA Toolkit – 2011 Programs Parent and Family Involvement

7.21.2a RECoMMENDED ACTIoNS work to see that the racial, ethnic, cultural, and family differences are considered throughout the process. The official school district Parent Involvement Policy and Implementation Plan should be developed by a broad- In addition to the components required by law, PTA rep- based task force that includes administrators, teachers, resentatives should advocate including in the policy and classified staff, parents, and community. implementation plan components that study has led them to believe are important. Study and discuss the various concepts people have about “parent involvement.” National PTA’s National As the work of the committee progresses, keep the Standards for Family-School Partnerships Assessment council and district PTA and membership up to date. Guide (see www.pta.org) provides a comprehensive Take their input back to the committee. Publish articles framework for studying the range of ways parents can in the newsletter or on the website that other units can be involved. Invite speakers to present the issues that copy explaining the continuing work of the committee will help determine local PTA’s vision of what parent and PTA’s role. involvement should be in the school district. Obtain materials from the resources listed at the end of this Make sure there is wide distribution of the final draft to section. staff and the community for their reaction. There should be sufficient time allowed between sending out the draft Understand that the parent involvement policy, even and the response date so that the responses can be after adoption by the school district, cannot stand alone. thoughtful and constructive. To be effective, the policy requires a plan for its imple- mentation. Obtain examples of policies and implementa- After the policy and implementation plan are approved tion plans from other school districts. by the board of education, publish them in the newslet- ter and on the website so that other units can put similar What Should the School District Parent Involvement articles in their newsletters and on their websites. Policy Mean for School Sites? Publish, with the policy and plan, information that tells units what action they can take to support implementa- Advocate the establishment of a broad-based perma- tion of the policy at their school sites. nent parent involvement committee or task force to draft and approve the policy and plan and to monitor its Hold a training session (perhaps together with the implementation. Such a task force requires the strong school district Title I, bilingual and other advisory com- support of the school district administration and the mittee members) to explain the policy and implementa- teachers’ organization. The committee should reflect the tion plan. Explain the parent involvement law and the racial, ethnic, cultural, and family diversity of the school broad concept of parent involvement to the group, defin- district. It is crucial that all groups in the overall school ing what it means for them. community participate in the process from the begin- ning. Therefore, it would benefit the committee to have As the committee continues to monitor and contribute to representation from at least the following groups: the school district’s parent involvement process, keep the various PTA groups informed, and take their • School district administrators responses back to the committee. • School site administrators 7.21.3 Focus on the School Site’s Priorities

• Teachers’ organization Planners of a parent involvement program at the school site should keep in mind that: • School site teachers The board of education and school district administra- • Classified personnel tion are committed to support school site efforts and • PTA members actions to strengthen home-school partnerships. • Title I School District Advisory Committee members Parent involvement is recognized as an important strate- (parents and staff) gy for increasing student achievement. • Bilingual School District Advisory members Administration and teacher attitudes and actions may (parents and staff) determine how much and in what ways parents become involved. • Special Education School District Advisory Committee members All parent involvement planning and action must be sen- sitive to the diverse school population. • Members of other groups which include parent members Program planners at the school site should strive to: • Community members Meet the intent of the parent involvement law, and develop a comprehensive parent involvement program PTA representatives on the committee should participate that provides ways for parents and school staff to be actively in the process, making sure the PTA voice is involved, such as: heard speaking for parents—all parents. PTA should • Co-communicators of their ideas and concerns;

Programs California State PTA Toolkit – 2011 289 • Co-supporters of the well-being of children; See “Parent Involvement” in Advocacy Topic Index for relat- • Co-supporters of student learning, education and the ed resolutions, position statements and guidelines. school; For additional information, contact the California State • Co-learners about school programs and the education PTA Vice President for Parent Involvement at system, family; cultures, child development, and chil- [email protected] or 916.440.1985 ext. 307 dren’s problems;

• Co-teachers of children and of each other; and National PTA National Standards for Family-School Partnerships (2007), 312.670.6782 or www.pta.org. • Co-advisors, advocates, and decision makers. Organize and distribute school district resources in ways that contribute directly to the effectiveness of school site 7.22 Parent Involvement Committee home-school partnership programs. Revised March 2009 – Parent Involvement Provide training and support to parents and school staff Parent Involvement includes ongoing skills training to to help each group acquire the unique and common assist parents with issues they face in nurturing the skills needed to develop a partnership. development of their children. Programs should help Link school and community resources in ways that will parents strengthen their parenting skills and family better meet the needs of families. involvement in their child’s life. Since parent involvement covers many areas of PTA interest, the committee chair- (Adapted from Home and School, Partners for Student man should work with other chairmen, as appropriate, in Success: A Manual for Principals.) planning activities. 7.21.4 Parent Involvement Policy Statement The word “parent” is used throughout these sections to Sample refer to those individuals who are involved in a child’s education, recognizing that other adults may also carry The Board of Education recognizes the necessity and the primary responsibility for a child’s education and value of parent involvement to support student success development. Therefore, all references to parents and academic achievement. In order to assure collabo- should be interpreted as including any adults who play rative partnerships between parents and schools, the an important role in a child’s development and well- board, working through the administration, is committed being. to: 7.22.1 Suggestions a. Involving parents as partners in school governance, including shared decision making and advisory func- Work with school staff to develop an ongoing parent tions. involvement action plan. b. Establishing effective two-way communication with all Sponsor parent information programs on issues such as parents respecting the diversity and differing needs of substance abuse prevention, health, child development, families. discipline, decision-making, curriculum, textbooks, and computer-assisted learning. Offer language translation c. Developing strategies and programmatic structures at when needed. schools to enable parents to participate actively in their children’s education. Take meetings into the community to make parents and others feel welcome. d. Providing support and coordination for school staff and parents to implement and sustain appropriate Offer a variety of family-activity opportunities. Use sensi- parent involvement from kindergarten through grade tivity in setting dates, times, and places for programs twelve. and events. e. Utilizing schools to connect students and families with Promote teacher-parent communication, and encourage community resources that provide educational enrich- staff-development training to assist teachers in working ment and support. with and involving parents. 7.21.5 Additional Resources Encourage parents to attend school-sponsored functions such as back-to-school nights and parent-teacher con- See “Parent Involvement” in the Advocacy Topic Index ferences. for related resolutions, position statements or guidelines. 7.22.2 Specific Ideas California State Department of Education, Family and Community Partnerships Office (www.cde.ca.gov). Put parenting tips in the school or PTA newsletter. Home and School Institute, Washington, DC Start a parent center at the school with information (www.megaskillshsi.org). about parenting, community resources, school informa- tion, policy, curriculum, etc.

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Establish a “parent shelf” in the school office or library California Department of Education makes an where parents can pick up free materials or check out Educational Resources Catalog available. books and other media on topics of interest to parents. (www.cde.ca.gov/cdepress/) Create a welcome packet for new parents, with parent- U.S. Department of Education (www.ed.gov) ing and school-related information. 800.USA.LEARN Develop a website for the PTA. Include links to the EdSource (www.edsource.org) California State PTA and the National PTA websites as well as links to important parent involvement sites. See California State PTA (www.capta.org) offers subscrip- Online Communications (6.2.5) for information on devel- tions to PTA in California and The Communicator. oping a PTA website. California State PTA materials include: 7.22.3 National Standards for Family-School • www.capta.org • Parents Empowering Parents Guide (PEP) in Partnerships English and Spanish National PTA, building on the work of Dr. Joyce Epstein • School Administrators Manual of Johns Hopkins University, adopted six standards for • Parent Talk brochures (English or Spanish) effective parent involvement programs in 1997. The • Things Your Kids Want You to Know brochures standards, guidelines for use in developing programs to (English or Spanish) involve parents and families, were updated in 2007 to • Involvement Makes a Difference brochures (English reflect recent research. The standards focus on what or Spanish) parents, schools, and communities can do together to • Parent Involvement Pocket Pal support student success. Comprehensive local National PTA materials include: parent/family involvement programs will be most effec- • www.pta.org tive if they include all of the standards. Keep these stan- • National Standards for Family-School Partnerships; dards in mind when planning parent involvement pro- and grams and activities. • Building Successful Partnerships: A Guide for STANDARD 1: Welcoming all families into the school Developing Parent and Family Involvement community — Families are active participants in the Programs. life of the school, and feel welcomed, valued, and connected to each other, to school staff, and to what students are learning and doing in class. 7.23 Parenting Resources STANDARD 2: Communicating effectively — Families Revised January 2009 – Parent Involvement and school staff engage in regular, meaningful com- munication about student learning. 7.23.1 Helping the Child Grow and Learn

STANDARD 3: Supporting student success — Families The home is where children first learn the life skills and school staff continuously collaborate to support needed to be successful as students and adults. students’ learning and healthy development both at Parents provide the setting for a child to learn; teach home and at school, and have regular opportunities to responsibility; demonstrate how to handle challenges; strengthen their knowledge and skills to do so effec- show that everything will not be handed to the child, that tively. it feels good to accomplish goals independently; that life can be fun as well as work; and that loving and sharing STANDARD 4: Speaking up for every child — Families are a very important part of what families do. are empowered to be advocates for their own and other children, to ensure that students are treated fair- 7.23.1a RAISE A PHYSICALLY AND EMoTIoNALLY HEALTHY ly and have access to learning opportunities that will CHILD support their success. Feed the child a balanced and nutritious diet – protein STANDARD 5: Sharing power — Families and school (fish, beans, meat, chicken) grains (bread, rice, cereals, staff are equal partners in decisions that affect chil- pastas), fresh vegetables and fruits and milk (or milk dren and families and together inform, influence, and alternative). create policies, practices, and programs. Make sure the child sleeps enough and gets physical STANDARD 6: Collaborating with community — exercise each day. Families and school staff collaborate with community Appreciate that the child is a unique individual: Help the members to connect students, families, and staff to child learn to like himself, feel good about who he is and expanded learning opportunities, community services, what he can do—without making comparisons to other and civic participation. children. This helps develop self-esteem and helps build 7.22.4 Additional Resources understanding that he is a capable, responsible individ- ual. See Parent Involvement in the Advocacy Topic Index for Resolutions, Position Statements and Guidelines.

Programs California State PTA Toolkit – 2011 291 Parents should value themselves — it makes it easier to 7.23.1d BuILD FoR THE FuTuRE BY TELLING THE CHILD be a role model for the child. EDuCATIoN IS IMPoRTANT

7.23.1b SPEND TIME WITH THE CHILD Send the child to school every day; the child cannot learn when absent. If the parent does not care about Have fun and do things together — and learn together. attendance, the child will not either and school will not Play together. Family outings, such as going to the be important. beach or park, enrich each child’s experience. Games Stay in touch with the child’s teacher. Let the child know are fun and can be educational as well, especially when that graduating from high school is important. Teach the adults play, too. child that at least a high school education and, probably, Work together. Parent and child benefit when daily activ- additional training is necessary to ensure career choices ities like yard work, shopping, cooking, working on the in the future. car, doing home repairs are shared. Make sure the child does homework every day. The par- Talk together. Let the child know how to handle an ent can help, but do not complete the assignment for unpleasant or unsuccessful situation; demonstrate how the child. Encourage the child to work independently to handle bad days. Talk about ideas, talk about with parental support. Practice spelling memorization, dreams, talk about everyday happenings at school or at vocabulary, multiplication tables and other rote learning. work. Try to set aside judgments or negative comments. Demonstrate how this information can be used every day. 7.23.1c LET THE CHILD DEvELoP A SENSE oF RESPoNSIBILITY AND LEARN FRoM ExPERIENCE Set standards for the child. Make sure expectations are known. Show concern when the child does not do as Let the child begin making decisions at an early age. well as expected, but do not demand perfection. Make sure the decisions are within age-appropriate lim- its that the parent has set. Do not shield the child from 7.23.2 Communicating with the Child the consequences of decisions and actions. Help the Communication is the key to effective parenting. It child understand the consequences of behavior. requires constant effort, but the rewards are great. • If the child is late because of personal behavior, let When the parent communicates feelings honestly and the tardiness occur, and then talk about what the con- openly—feelings of caring, respect, love, as well as sequences were. unhappiness and anger—a stronger relationship devel- ops between parent and child. This gives the child a • If the child keeps forgetting to take a lunch, state that model for communicating feelings, and home is where it no one will bring it to school the next time—and stick can be done safely. to it! 7.23.2a CoMMuNICATIoN IS A TWo-WAY STREET • If the child has not finished homework, don’t make excuses. Listen Discuss things with the child to help interpret what is Verbalize that what the child has to say is important to seen and experienced. The parent is the one who can the parent. help develop understanding. Do not assume the child Look, act and be interested, without interrupting or being understands—verify that the child does. Help the child distracted. see the connection between school and life. The parent may take it for granted, but the child may not be aware Show respect for the child’s feelings and opinions, with- of the everyday applications of learning unless the par- out being judgmental. ent points them out. Take advantage of home activities to point out practical application of schoolwork. Math is Ask the child to do all of the above when the parent is necessary to double a recipe and useful in calculating talking. how to saw a piece of wood to fit a particular space. Listen to the child daily. Reading is needed to follow directions. Reflect Talk with the child about television, music, movies and video games. Discuss the difference between real life Make sure the parent understands: repeat back what and what is on the screen, so that fantasy does not was heard, and ask if it was understood correctly. merge with reality. In a positive manner, rephrase what the parent thought The parent does not have to be negative about the pro- was said until parent and child both agree that now the gramming, but keep reminding your child that the people parent understands what was meant. on television and in movies are actors and take off their makeup at the end of the day and go home to different This feedback process does not mean necessarily that lives. the parent understands and agrees with what is said, but that the parent is really listening. Ask the child to do the same when the parent speaks.

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Share Example: “I don’t like the way you treated Jeff,” does not give enough information, nor does it give a model. State feelings and opinions without criticizing or lectur- ing. Encourage the child to do the same. Saying, “When you laughed at Jeff’s drawing, he was hurt,” states the action the parent didn’t like and opens Every single exchange does not need to be balanced, the door for a solution. but make sure communication is a genuine two-sided sharing. Discipline should give the child the chance to be part of the solution. Besides creating a warm and caring environment, this process gives the child practice in developing communi- Example: “If you did not like Jeff’s drawing, what could cation skills. you have said or done that would be honest but still kind?” Discuss Discipline must be consistent and fair. If the parent Talk about issues. Sometimes, if both do not agree, sim- objects to a certain kind of behavior one day, the child ply agree to disagree. needs the parent to object to the same circumstances When a solution is needed, work together to solve the on other days. The behavior the parent is requiring must problem. be within the child’s ability. Ensure that the expectations are age-appropriate. Attention span, memory, and eye- • Define the problem. hand coordination for a three-year-old differ from the skills of a six-year-old. • Set out the options. On the other hand, if a child thinks that a brother or sis- • Look at the pros and cons of each and the possible ter is getting away with behavior that is forbidden to her, consequences. the discipline standards must be carefully examined. If • Make a decision. there are genuine reasons for the difference, they must be explained, and the child who feels unfairly treated • Plan to reexamine the decision after a certain time needs the opportunity to say so. has passed. 7.23.3 Helping the Child Read and Write 7.23.2b EFFECTIvE PRAISE TELLS THE CHILD, “I LIkE WHAT You DID.” Just as speech begins at home, so do reading and writ- ing. From a very early age, activities that lead to reading The closer the praise is to the desired action, the more and writing readiness have proven to be a key factor in effective it will be. a child’s success at school.

Example: A mother tells her daughter, who has strug- 7.23.3a HELP READING READINESS gled for several minutes with a stubborn zipper, “You worked hard to zip that zipper!” Don’t wait until the next Reading readiness is learning how to use words to day and then say, “You did a good job of zipping your express and understand thoughts, and learning the zipper yesterday. Can you do it again today?” Some importance of the printed word. children may not remember yesterday’s experience. Helping a child talk to the parent is a key factor. Talk to Be sincere. False praise is damaging, but the parent the child about everything one sees, everything one can always find something to praise sincerely. does. Example: When your son asks, “How do you like my Listen to the child and answer questions, even the silly picture?” and you don’t like it, you can say, “I like the ones. colors you used. It looks as though you enjoyed painting Tell the child stories and have the child tell stories. Tell that picture. Tell me how you made it.” the child fairy tales and stories one makes up. One of Be specific. Children need to know exactly what the par- the best ways to talk with the child is by talking about ent means when giving praise or discipline. when the parent was a child, about things that hap- pened to parents and grandparents, about parents’ hap- Example: “I am really pleased you made your bed with- piness when the child was born. Make a scrapbook of out my reminding you to.” The parent can praise the pictures cut out from old magazines and have the child completed task or the effort of trying. “You worked hard tell about the pictures. trying to get the wrinkles out of your bed.” Don’t just say, “good kid,” which suggests that the child is the issue Read to the child regularly, from a very early age. Make rather than the action. reading time a treat – don’t insist on reading when the child wants to do something else. 7.23.2c EFFECTIvE DISCIPLINE Let the child see the parent reading frequently. Have a Discipline should be specific and should immediately fol- variety of good reading materials around, for the child, low the undesirable behavior. It should help the child and for the parent. understand what action was objected to and give a posi- tive model for next time.

Programs California State PTA Toolkit – 2011 293 Show the child how printed language is related to life all child write at the same time and for the same purposes around her, in the supermarket, in the car, in the that the parent writes: notes to parents, letters to rela- kitchen. tives, a list of things to do that day, a birthday card, a story, a notice to put on the refrigerator. Take the child to the library regularly. The librarian will be glad to help you choose books that will fit the child’s 7.23.4 Quality Child Care age and interests. When the child becomes old enough, plan to visit during children’s story hour, if there is one. For parents who work outside the home and for those Encourage the child to choose books to take home. who would like to, finding care for their children can be a major problem and a constant source of anxiety, particu- Give books that are of special interest to the child. larly in large, metropolitan areas. With the influx of Encourage grandparents, aunts and uncles to give the women into the labor force, in particular mothers of child books or magazine subscriptions for birthdays and young children, the need for child care in the United special holidays. States has grown dramatically.

7.23.3b HELP THE CHILD AS A READER The California State PTA has become increasingly con- cerned about the shortage of affordable, quality child After the child is in school, the parent will want to talk to care available to families in need of child care services. the teacher about activities that can be done at home to Child care is composed of many types of services, avail- help make reading pleasurable. able under varying systems, and it is available unevenly Encourage the child to read everything that is printed: to parents throughout the state. signs, posters, cartoons, newspaper headlines, adver- A comprehensive system of child care requires public tisements, menus, words on the TV screen, etc. policy that provides for adequate funding, program stan- Have the child read to the parent regularly, and continue dards, staff training, parental involvement and equal to read to the child even when the parent knows the access. The provision of quality child care is a shared technique has been mastered. responsibility of parents, providers, appropriate govern- mental agencies, business, industry, and the community Accept the way the child reads with the same pleasure at large. Review the California State PTA Position shown when the child first talked. As the child reads, Statement on Child Care (Where We Stand: Position help with unfamiliar words without negative comments. Statement 4.5.8) and the California State PTA resolution Just as one should not expect the child to be perfect on Child Care Facilities for Latchkey Children (Where when first learning to talk, do not expect the child to be We Stand: Convention and Board of Managers a perfect reader right away. Resolutions, 4.4; California State PTA Resolutions Book, www.capta.org). See that the child visits the library regularly and has a personal library card. 7.23.5 Creating a Partnership Between Home Play sound games and word games, at home or when and School traveling in the car. When parents are involved in their children’s education, 7.23.3c WRITING READINESS AND PRACTICE the children do better in school. Parents do not have to be highly educated or well-to-do, but they do need to Writing is another form of language expression. Reading create a home setting that tells their children education and writing are related skills, and learning one while is important, that they want them to do well in school learning the other makes each skill stronger as each and that they will support their child at home and at supports the other. Parents need to follow the same school. steps with printed and handwritten language as they did in working with their child on talking and listening. 7.23.5a TWo-WAY CoMMuNICATIoN Make sure the child has writing materials available. The school needs to communicate with parents and par- Scribbles are like early babbling and first words; children ents with the school. play with writing, they explore it, they experiment with it. Always read the material that comes from school, even Some materials to keep on hand are chalk and chalk- when there is a lot of it. board or magic slate, felt pens, crayons, pencils and scratch paper stapled together to make a writing “pad.” When there is a reply-form, fill it out and send it back – the school staff needs to hear from the parent. When Encourage the child to write, and provide feedback to the parent does not respond, the staff thinks the parent the writing, not the form. Even if the parent can’t read it, does not care. have the child write and then interpret the scribbles. Let the teacher know when things happen at home that Write notes to the child frequently. Put them on the may affect the child’s behavior at school, causing worry, child’s pillow, dinner plate, toothbrush, in a shoe, or any- excitement or fear. place that might be a pleasant surprise. Examples: The parent has lost a job; the spouse is Make sure the child sees the parent writing. When the coming home from sea duty; the family’s pet just died. parent has reason to do some writing, suggest that the

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Keep informed about the activities going on at school. • Interact courteously and positively with people who When? What? For whom? Use the information provided are different. in the school newsletter for parents. 7.23.5d EDuCATING BEGINS AT HoME Parent Note: If the school does not have a newsletter for parents, urge the principal and school PTA or other The child tends to copy the parent, so the parent contin- parents to get one started. ually teaches the child by the way the parent handles day-to-day situations. Always schedule and attend parent-teacher confer- ences. This is one of the best ways for the parent and The parent is the most important teacher of the skills the the teacher to share information. child needs to have for daily living, including responsibil- ity and determination, self-esteem and confidence, con- 7.23.5b voLuNTEERING FoR THE SCHooL cern for and getting along with others, problem solving, and the joy of living. Be an active member of the PTA at the school. Recommended Actions Volunteer at the school, in the child’s classroom, on field trips, etc. Share information about the child with the teacher, as the parent knows the child better than anyone else Attend school and classroom events – Open House, does. Back-to-School Night, etc. Tell the school community about the parent’s culture or Help organize student- parent-school activities such as travels and parent’s work, hobbies and experiences that a multi-cultural fair. might be of interest or help to them in some way. Attend parenting education programs that will strength- Help the school staff understand the needs of parents in en parenting skills and knowledge. Help plan programs the community. that parents believe are needed. 7.23.6 Effective Parent-Teacher Conferences 7.23.5c LEARNING ABouT CHILDREN AND THE SCHooL The school may schedule conferences regularly with the Learn about the school policies, what the child is being parent to discuss the child’s report card. If not, the par- taught, why, and how the school system works, how to ent may ask for such a conference. A conference may get help for the child, etc. Learn more about parental also be requested because the parent or the teacher rights and responsibilities. believes there is a problem. Whatever the reason, an Ask for information on how children develop physically, effective parent-teacher conference is one of the best mentally and socially from infancy to adulthood, so that ways for the parent and the teacher to establish and the parent knows what to expect of the child. reinforce a partnership, so the two can work together for the child’s success. Parental knowledge of the child and Recommended Actions parental viewpoint are important to the teacher, and the teacher’s professional viewpoint and advice should be Participate in making decisions about how the school important to the parent. The conference is the time for should function and in solving problems that arise at the this exchange of information to take place. school. 7.23.6a BEFoRE THE CoNFERENCE If the parent voice is not being heard and interested par- ents do not have the opportunity to participate in a Be sure to understand the purpose of the conference. meaningful way, talk to the principal about starting activi- Whether it is one in a regularly scheduled series of ties that lead to greater parent involvement. meetings to discuss the child’s academic progress or report card or has been requested to discuss a problem Contact all parent groups at the school – PTA, school or concern, remember that the parent and the teacher site council, advisory groups – to set up a task force to meet as adults, mutually concerned about the child’s study and plan strategies for parents to be more effec- achievement and well-being. tively involved in planning and decision making at the school. Talk with the child before going. Ask about likes, dislikes or other thoughts on school, how it could be changed, In order to participate at this level, the parent must be the teacher, and the class environment. willing to: What the Parent Would Like the Teacher to Know • Spend the time and effort to study and become well informed about issues affecting the school and com- Any unusual stress at home. munity; The child’s relationship with brothers, sisters and • Work productively as part of a group; others at home. • Take a broad view of student needs, going beyond Favorite free time activities at home. those of one’s own child; Organized activities in which the child participates. • Speak up in a sensitive manner; and

Programs California State PTA Toolkit – 2011 295 Parent’s perception of the child as a learner and as has been agreed on for the teacher to do, the parent to a person. do, and the student to do; and how the parent will stay in contact. Previous school experiences, if the parents think it would be helpful. Take notes during the conference, to more easily remember what was said. Questions for the Teacher Assure the teacher of continued support. Express How much homework will the child have? appreciation for the opportunity to discuss the child’s How should I help? education. How are grades decided? 7.23.6c AFTER THE CoNFERENCE What is the classroom discipline policy? Share what occurred at the conference with the child by: What kinds of tests are given? What do they mean? Stressing positive points brought out by the teacher. Questions about the Child Giving praise for achievement. Is the child meeting expectations in reading, math Discussing the action plan on which the parent and and other subjects compared to existing perfor- the teacher agreed. mance levels? Compared to the norm for that grade Follow through with the action plan, keeping in touch level? with the teacher. How is the child doing socially? Does the child get 7.23.7 Preparing for Life After High School along with others? It is never too early to start planning for the future. What does the child like to do? What does the child Ideally, planning should begin during the child’s elemen- not like to do? tary school years. Whether the child chooses a job, col- Does the child seem happy in school? Are there lege, vocational school or the military after graduation, any problems? these suggestions are designed to help the parent sup- port and guide the child in a chosen “career path” Why are Things Done a Certain Way? through school.

What happens to the homework after it is handed 7.23.7a LIFE SkILLS in, since we don’t see it again? Even as the parent helps the child with career goals, How does a child move into a different reading he/she needs to make sure the child understands the group, etc.? demands and responsibilities of living independently. Talk about how important it is to be able to make pro- Parents should take advantage of and attend parent- ductive, effective decisions about one’s life. Follow up teacher conferences whenever possible. by allowing the child to make age-appropriate decisions, Parents have the right to have an interpreter at the con- and to accept the consequences of those decisions. ference. However, if the parent needs one, remember to Items to discuss might include how the child will make ask in advance. choices about housing (rent); paying for utilities; the cost 7.23.6b DuRING THE CoNFERENCE of owning a car (including insurance, maintenance, gas); providing food and clothing; costs of health and life Parents should keep in mind that they are meeting with insurance; starting a family; etc. Decision-making can the child’s teacher, not their own. The parent and the begin with living within an allowance or clothing budget. teacher are meeting as partners, sharing responsibility for the child’s education. 7.23.7b HIGH SCHooL GRADuATIoN REQuIREMENTS The parents should ask the questions on the list they The California Legislature sets minimum requirements have prepared. As other questions come up during the for high school graduation including the high school exit discussion, the parents must make sure to discuss the exam, but parents need to know the complete set of child’s achievements and development—academically, graduation requirements adopted by the local school socially, and emotionally. district. The school district may require additional class- es, satisfactory citizenship or even community involve- If the parent does not understand something, immedi- ment for graduation from high school. Whether the child ately ask to have it explained. plans to go to college, vocational school or directly into the job market, classes should be chosen that further Ask the teacher what specific activities the parent can the chosen career goals. To be sure that the child will do at home that would help the child’s progress. Create graduate as planned, check with the counselor at least an “action plan” to tell the parent what to do to help the once a year. child at home and what the teacher will do at school. Make sure it is clear who is to do what and when—what

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Advice to students: 7.23.7f FINANCIAL AID AND SCHoLARSHIPS Set goals for the future. The parent may be unaware of financial aid that could Know what skills are needed for a chosen career. be available to help the family meet the expenses of vocational school or college. Scholarships often are Work to achieve the skills to make it happen. based on more than academic achievement. Family or student need, ethnic background, career goals, 7.23.7c CAREER GoALS extracurricular activities and parents’ employers can be factors that apply to specific scholarships or grant pro- Along with the child, meet with the school counselor to grams. Work closely with a high school counselor as begin exploring the child’s interests, abilities and career well as the college financial aid office to explore all pos- goals. Discuss the various program options with the sibilities for student support in both the public and pri- child and the counselor, using other resources available vate colleges. At times, attending a local community col- at the high school, such as career labs, materials on lege for the first two years can be a financial saving that various occupations or the services of special career enables a student to continue on to a four-year college. counselors. Both parent and child should attend Career Days and College Nights when they are offered in the 7.23.8 Alcohol and Drug-use Prevention school and community. Encourage vacation time employment and volunteer activities that might help to One of the most difficult problems facing young adults is determine career goals. the peer pressure to use alcohol and drugs. The terrible situations and heartbreak this often brings to families 7.23.7d CAREER AND TECHNICAL EDuCATIoN are some of the most difficult problems society faces. The child can take career and technical education class- Parents need to be even more aware of the devastating es starting at the middle school level. Such classes results of drug and alcohol use by teenagers. often support and reinforce the academic curriculum. People who serve alcohol to minors may be found guilty They may be offered through the regular school, through of a misdemeanor and subject to a fine or jail or both. Regional Occupational Programs or at special schools called Regional Occupational Centers. People who serve alcohol to minors or allow minors to consume it in their homes may be subject to civil law- Community colleges offer two-year career and technical suits, if the minor’s activities after that drinking result in programs, and many are providing programs that are an damage or injury to another person. extension of the classes taken in high school. In addi- tion, there are private schools that offer a variety of It is against the law for minors to purchase alcohol, be training programs, but it is important to make sure that drunk in a public place, or carry alcoholic beverages in a they are accredited schools. vehicle.

7.23.7e CoLLEGE ENTRANCE REQuIREMENTS AND TESTS More than half of all fatal injuries to 16-19- year-old dri- vers and passengers occur at nighttime as a result of There are several types of colleges: community col- drinking and driving, according to the Insurance Institute leges, private institutions, the California State University of Highway Safety. system, and the University of California system. Check with the child’s counselor well before ninth grade to Accidents involving alcohol are the number one killer of learn what entrance requirements and tests are needed youth nationally. for the colleges the child is interested in attending. Requirements do change, so stay current. 7.23.8a ADDITIoNAL RESouRCES It is possible to practice taking college entrance tests The California State PTA provides resources for con- such as the Preliminary Scholastic Aptitude Test (PSAT) ducting Red Ribbon Week (7.24) and has taken a stand as early as the 10th grade. When the PSAT is taken in on drug and alcohol-related issues (Where We Stand: the 10th grade, the results are returned and can be used Issue-Related Guidelines 4.6.5). to indicate areas for future study. The PSAT, taken in the California Department of Alcohol and Drug Programs th th 10 or 11 grade, is needed for National Merit (www.adp.cahwnet.gov) Scholarship consideration. Results can be a factor in determining eligibility for some college scholarships and California Healthy Kids placement. (www.californiahealthykids.org) The Scholastic Aptitude Test (SAT), required by all California public universities, is usually taken in the spring of the 11th grade and may be retaken in the fall of the senior year, if desired.

Programs California State PTA Toolkit – 2011 297 7.24 Red Ribbon Week Celebration U.S. Drug Enforcement Administration (DEA) Revised October 2010 – Community Concerns (www.dea.gov and www.justthinktwice.com) Partnership for a Drug-Free California In 1985 Enrique Kiki Camarena was kidnapped, brutally (www.drugfree.org) tortured, and murdered by Mexican drug traffickers. His tragic death opened the eyes of many Americans to the Sundt Memorial Foundation dangers of drugs and the international scope of the drug (www. sundtmemorial.org) trade. The Enrique S. Camarena Educational Foundation Shortly after Kiki’s death, Congressman Duncan Hunter (www.CamarenaFoundation.org) and Kiki’s high school friend Henry Lozano launched “Camarena Clubs” in Kiki’s hometown of Calexico, Calif. Time to Talk (Partnership for a drug free America Hundreds of club members pledged to lead drug-free website directed at parents) (www.timetotalk.org) lives to honor the memory of Kiki Camarena. These pledges were delivered to first lady Nancy Reagan at a national conference of parents combating youth drug 7.25 Reflections Program use. Several state parent organizations then called on Revised January 2010 – Programs and Member community groups to wear red ribbons during the last Services week of October as a symbol of their drug-free commit- ment. In 1988, the National Family Partnership (NFP) 7.25.1 Program Themes: coordinated the first National Red Ribbon Week with President and Mrs. Reagan serving as honorary chair- 2010-2011 “Together we can …” persons. 2011-2012 “Diversity means …” HoW To CELEBRATE RED RIBBoN WEEk: The National PTA Reflections Program is an arts recog- • The NFP estimates that more than 80 million people nition and achievement program for students. The participate in Red Ribbon events each year. Reflections Program provides opportunities for students to express themselves creatively and to receive positive • The campaign is a unified way for communities to recognition for original works of art inspired by a pre- take a stand against drugs, and to show intolerance selected theme, while increasing community awareness for illicit drug use and the consequences to all of the importance of the arts in education. Americans. The Reflections Program was established in 1969 by • Schools, businesses, the faith community, media, National PTA board member Mary Lou Anderson. Since families, and community coalitions join together to cel- that time, more than 10 million students have participat- ebrate Red Ribbon Week in many ways, such as: ed in the program. The program’s longevity and partici- sponsoring essay and poster contests; organizing pation figures attest to its strength. The excitement and drug-free races; decorating buildings in red; handing enthusiasm that the program generates for children, par- out red ribbons to customers; holding parades or ents, schools and communities is unmatched. community events; and by publicizing the value of a drug-free, healthy lifestyle. Participation and appreciation for the arts is the Reflections Program’s goal. Although the Reflections 7.24.1 ADDITIoNAL RESouRCES Program follows a “contest” format, winning should not be the emphasis. Participation in the Reflections California Department of Education Program is a great way for students to explore and learn (www.cde.ca.gov/ls/he/at) about various art forms. Creating art is a valuable learn- Community Alliances for Drug Free Youth (CADFY) ing process that challenges students to use their critical (www.CADFY.org) thinking skills as well as their creative talents to create art that supports a specific theme. California Friday Night Live Partnership (www.fridaynightlive.org) Students may submit an entry in any of the six arts areas listed below. Only original works of art are accept- ed. Depending on state and local PTA guidelines, stu- Today, schools and communities throughout the nation dents may enter more than one work of art. The six arts create activities and sponsor media campaigns during areas are as follows. Red Ribbon Week to increase the public’s awareness • Literature about the problems caused by substance abuse and promote research-based prevention strategies and • Musical Composition programs throughout the year. • Photography • Visual Arts ~ Community Alliances for Drug Free Youth (CADFY), • Dance Choreography www.cadfy.org • Film/Video Production

298 California State PTA Toolkit – 2011 Programs Reflections Program

Participation in the Reflections Program is organized by 7.25.3 Responsibility school grade. Student works are critiqued with others in the same grade division. This allows recognition and • Become familiar with the materials on the California judging of artworks by appropriate developmental age State PTA website at www.capta.org, the National and skill levels. The four grade divisions are as follows: PTA website at www.pta.org, and the Reflections Packet sent to presidents in the service mailing. • Primary – Preschool – Grade 2 or up to age 7 • Intermediate – Grades 3-5 or ages 8-10 • Develop a Reflections Program planning calendar using council and district PTA due dates; identify key • Middle/Junior – Grades 6-8 or ages 11-13 steps to meet calendar due dates. (Note that this pro- • Senior – Grades 9-12 or ages 14+ gram runs early in the school year for local units; therefore the chairman may have to work around ath- The Reflections Program is structured for PTAs to rec- letic events when planning the calendar.) ognize students at the local unit, council, district, state and national PTA levels. Entries are first judged at the • Submit a Reflections Program budget to the budget local unit level, where selected works are chosen to rep- committee for approval. resent the PTA at each subsequent level depending on each state PTA structure. Once entries reach the state • Explain the Reflections Program to the principal and level, the state PTA may select entries to submit to the school staff; encourage their support and participation. National PTA. Awards of Excellence and Awards of Merit Inform parents and community members. Share infor- are recognized at the annual National PTA convention mation about the Reflections Program at a PTA/PTSA and are displayed as part of the program’s traveling meeting, share examples of last year’s entries and exhibit. have current entry forms and rules for distribution. Participation in the California Reflections Program is • Publicize the Reflections Program, theme and due open to all students in attendance at PTA/PTSA dates in the school or PTA/PTSA newsletter. The local schools where the program is sponsored. Entries are newspaper or cable TV station also could be contact- forwarded through channels. Each unit, council and dis- ed for publicity. trict PTA establishes its own due dates, allowing ade- • Select impartial, qualified judges. Inform judges of the quate time for displaying and judging of entries. PTA criteria to be used in evaluating/judging Reflections units should require due dates from their council and Program entries. (Refer to the rules for each art cate- district PTA. Only district PTAs may submit entries to the gory.) Remember to accept the judges’ selections of California State PTA. winning entries. Offer sample judging rubric: Please remember that: Interpretation of Theme: 5 points • Students may submit entries only through a PTA or Artistic Merit/Creativity: 3 points PTSA in good standing. Mastery of Medium: 2 points • All entries submitted must be original works and must IMPORTANT: Do not show student information (name, relate to the annual Reflections Program theme. address, etc.) on entries displayed for judging. • Each entry must be the work of only one student. • Suggestions for recruiting judges: ask local newspa- Assistance from teachers, parents or friends is not per or magazine editors, local authors, music instruc- permitted, except in special cases (such as for those tors, professional photographers, local artists, next- with visual or physical disabilities). level teachers or professors in respective area, dance studio professionals, professional videographers, film • Participation encourages creativity and exploration. school professors. Students should do their best, but crooked lines, incorrect musical notes, or misspelled words do not • Follow guidelines from council and district PTA disqualify anyone. regarding the number of entries that may be submit- ted. Adhere to council and district PTA due dates! 7.25.2 Future Reflections Program Theme • Make certain each entry meets all judging criteria with The National PTA is looking for a theme for its next regard to size, mounting, etc. Reflections Program. A student’s suggestion(s) for the theme ideas may be sent to the state office by the indi- • Be sure the Official Entry Form (found in Reflections vidual student or by a local PTA/PTSA. The theme may Packet sent to each unit president in the service mail- include a wide variety of subjects that will appeal to stu- ing sent in summer) is completely filled out, signed by dents in preschool through grade 12. The winning stu- both student and parent, and attached securely to dent will receive $100.00 and recognition at the National each entry, according to the National PTA rules. PTA Convention held in June. See www.capta.org for • Complete and send Participation Form A (found in more information. Reflections Packet sent to each unit president in the service mailing sent in summer) with entries, accord- ing to National PTA rules.

Programs California State PTA Toolkit – 2011 299 • Keep a copy of all Official Entry Forms and • Tape musical compositions and play them at PTA Participation Form A. functions and school events. Give a copy to a local radio station to play. • Keep a copy of all CDs and DVDs. • Organize a special program/reception/assembly • After the program, give each participant a certificate where Reflections Program photography and visual of participation. arts entries can be displayed, musical composition • Return entries to students whose work was not select- entries performed, literature entries read aloud, and ed for the next level of judging. dance choreography and film/video production entries shown. • Update the Reflections Program procedure book. • Make all Reflections Program entrants feel special. • Announce the new Reflections Program theme as Consider awarding students with certificates, ribbons, soon as it is available. The theme is announced at the medallions, buttons, plaques, trophies, art supplies, annual California State PTA convention. film, music supplies, dance performance tickets, DVDs, gift certificates, books and bookmarks. Send • Publicize any awards given to local students at other congratulatory letters to students. levels of judging. 7.25.5 Additional Resources 7.25.4 Recommended Activities National PTA Reflections Packet mailed to unit, council • Hold a Reflections Program workshop or a Family and district PTA presidents during the summer Arts Night on Saturdays, after school or at lunch and provide supplies for students to work on their projects. National PTA website, www.pta.org • Enlist support of local businesses for supplies, awards California PTA website, www.capta.org and display of Reflections Program entries. For additional information, contact the California State • Ask stores in the area to print student artwork on their PTA Reflections Program Coordinator at bags. [email protected] or 916.440.1985 ext. 329. • Inquire with local businesses that print calendars about possible use of student artwork.

• Plan a local traveling art show. 7.26 Safety/Disaster Preparedness • Print a Reflections Program Awards booklet listing the Revised January 2011 – Community Concerns program participants as well as the award recipients. Acknowledge those who supported the program PTAs have a responsibility to identify and promote aware- including parents, staff and community members. ness of safety problems in the school community and, in collaboration with others, to help develop solutions. • Display local entries in school (e.g., hallways, display case, library); at PTA functions; in local community Safety is a growing concern for the public. buildings (e.g., libraries, museums, banks, hospitals, Preparedness for emergencies and disasters, as well as nursing homes). the prevention of unintentional injuries, is a serious con- cern of those who care for children in the home, at • Publish student entries in a special Reflections school, and in the community. Program booklet or calendar. Award it to Reflections Program participants, give as a gift or present as a Activities to promote safety are related closely to and thank you to judges, teachers and volunteers. can be incorporated in all PTA efforts. 7.26.1 Recommended Actions

Please share the Reflections Packet (sent in each summer Establish an ongoing working relationship with the service mailing from the California State PTA office) with the school district and safety agencies within the community current Reflections Chairman. (e.g., local branches of the National Safe Kids Coalition). Attend safety workshops, conferences, and Important: Do not show student information (name, clinics. address, etc.) on entries displayed for judging. Research the facts on safety problems and regulations Reflections Program pins, medals, certificates and stickers in the school and community. Interview school officials, are available from the PTA Store, www.capta.org. student leaders, local police, fire officials, and members Suggestions for judges: local newspaper or magazine of health departments, safety councils, automobile editors, local authors, music instructors, professional pho- clubs, medical societies, and other groups involved in tographers, local artists, next-level teachers or professors in keeping the community safe. respective area, dance studio professionals, professional Determine what safety instruction is included in the videographers, film school professors school curriculum, K-12, and adult education programs.

300 California State PTA Toolkit – 2011 Programs Scholarships

Become familiar with the school district’s and school 7.27 Scholarships site’s state-mandated disaster preparedness program. Is it up-to-date, adequate and enforced? Funds for the scholarship program to further various kinds of higher education are approved annually by the Cooperate with school authorities to inform the public of California State PTA. these programs. Scholarships are available to graduating high school Cooperate with PTA program chairman to plan a safety seniors to commend extensive volunteer service in the program for at least one PTA meeting during the year. school and community. Scholarships are for use during Secure guest speakers from community safety agen- the first year, following high school graduation. cies. Make announcements and arrange displays, exhibits, and posters at meetings. Scholarship awards also are available to credentialed teachers, counselors, and school nurses for advanced Sponsor parent-education safety awareness programs. study, and to PTA volunteers with at least three years of Keep informed about all safety legislation and pending PTA service to continue their education. legislation at the local, state, and federal levels of gov- Applications are available from the California State PTA ernment. Study measures regulating schools and resi- Toolkit, the California State PTA office, or from the web- dential areas. site at www.capta.org.

See Job Description for Safety/Disaster Preparedness. 7.27a SCHoLARSHIP AND GRANT CoMMITTEE 7.26.2 Additional Resources Recommends necessary policies; See “Safety” in the Advocacy Topic Index for related Administers the current scholarship and grant program; resolutions, position statements or guidelines. Reviews each scholarship and grant project; California Attorney General’s Crime and Violence Prevention Center Selects scholarship and grant recipients; and (http://safestate.org) Recommends, to the California State PTA Board of California Coalition for Children’s Health and Safety Managers for adoption, amendments to the scholarship (www.sacadvocacy.com/cccsh/cccsh.html) and grant program for the following year. California Department of Consumer Affairs (www.dca.ca.gov or www.dca.ca.gov/kids/index.html) 7.27.1 Graduating High School Senior California Safe Kids Scholarship (www.usa.safekids.org) (Established 1977/1978 – Revised October 2008) California Safe School Coalition (www.casafeschools.org) Scholarships are available annually from the California State PTA to high school seniors graduating between Child Safety Network (www.csn.org) January and June of each calendar year. These scholar- California State Automobile Association ships acknowledge the achievement of high school (www.csaa and www.aaa-calif.com) seniors of volunteer work in the school and community. Scholarships are for use during the first year following Insurance Information Institute (www.iii.org) high school graduation at an accredited college, univer- sity, community college, or trade or technical school. National Education Association (www.nea.org) Application: An application and reference form are National Safe Kids (www.usa.safekids.org) located in the Toolkit, Forms, Chapter 9. Applications National Safety Council and reference forms with letters must be received in the (www.nsc.org) California State PTA office by close of business February 1. When February 1 falls on a weekend, appli- Safe Kids Worldwide (www.safekids.org) cations are due in the State PTA office by close of busi- ness the following Monday. Postmarks will not be California Emergency Management Agency accepted. (Cal EMA) (http//:www.calema.ca.gov) Qualifications: Applicant must have volunteered in the County Offices of Emergency Services (searchable on school and community and must be graduating from a the California Emergency Management Agency web- California public high school that has a PTA unit in good site, http//:www.calema.ca.gov/) standing. Applicant must be a member of the PTA/PTSA unit at his/her high school. For additional ideas, see Creating an Event 7.3 Selection: Recipients are selected by the California See “Safety” in Advocacy Topic Index for related resolutions, State PTA Scholarship and Grant Committee. Upon position statements and guidelines. selection to receive a California State PTA Graduating

Programs California State PTA Toolkit – 2011 301 High School Senior Scholarship, a check will be sent to plan to continue as public school nurses. Applicant must the recipient with the award letter. Checks will be issued be a member of a PTA/PTSA unit in good standing and to recipients by June first of the current fiscal year. have an assignment in at least one PTA/PTSA school. Selection: Recipients are selected by the California State PTA Scholarship and Grant Committee. A check 7.27.2 Continuing Education Scholarship for for the scholarship is sent to the recipient’s PTA district Credentialed Teachers and Counselors president to be presented to the recipient. (Established 1976 – Revised October 2008) Scholarships are available annually from the California State PTA for continuing education use, including sum- 7.27.4 Continuing Education Scholarships for mer study, from January 1 through December 31. PTA volunteers (Established 1993 – Revised October 2008) Application: An application and reference form are located in the Toolkit, Forms, Chapter 9. Applications Scholarships are available annually from the California and reference forms with letters must be received in the State PTA to be used for continuing education at California State PTA office by close of business accredited colleges, universities, trade or technical November 15. When November 15 falls on a weekend, schools. These scholarships recognize volunteer service applications are due in the State PTA office by close of in PTA and enable PTA volunteers to continue their edu- business the following Monday. Postmarks will not be cation. The scholarships may be utilized during the peri- accepted. od January 1 to December 31. Qualifications: Scholarships are granted to creden- Application: An application and reference form are tialed teachers and counselors who were employed full located in the Toolkit, Forms, Chapter 9. Applications time in the public schools in California during the pre- and reference forms with letters must be received in the ceding academic year, who have a minimum of three (3) California State PTA office by close of business years’ teaching/counseling experience in public schools, November 15. When November 15 falls on a weekend, who have a full-time teaching or counseling contract for applications are due in the State PTA office by close of the current year and who plan to continue as a teacher business the following Monday. Postmarks will not be or counselor. Applicant must be a member of a accepted. PTA/PTSA unit in good standing and teach or have a counseling position at that PTA/PTSA school. Qualifications: Applicant must have given three years’ volunteer service to PTA/PTSA and must hold current Selection: Recipients are selected by the California membership in a PTA/PTSA unit in good standing. State PTA Scholarship and Grant Committee and approved by the California State PTA. A check for the Selection: Recipients are selected by the California scholarship is sent to the recipient’s PTA district presi- State PTA Scholarship and Grant Committee. dent to be presented to the recipient. Continuing volunteer service in PTA/PTSA is a major cri- terion in the selection of scholarship recipients. Upon proof of enrollment, a check for the scholarship is sent to the recipient’s PTA district president to be presented 7.27.3 Continuing Education Scholarship for to the recipient. School Nurses (Established 1985 – Revised October 2008) Scholarships are available annually from the California State PTA for continuing education use at Board of Registered Nurses-(BRN) approved institutions and/or providers from January 1 through December 31. Application: An application and reference form are located in the Toolkit, Forms, Chapter 9. Applications and reference forms with letters must be received in the California State PTA office by close of business November 15. When November 15 falls on a weekend, applications are due in the State PTA office by close of business the following Monday. Postmarks will not be accepted. Qualifications: Scholarships are granted to licensed registered nurses who have been employed as school nurses in the public schools in California during the pre- ceding academic year, who have a minimum of three (3) years’ nursing experience in the public schools, who have a nursing contract for the current year and who

302 California State PTA Toolkit – 2011 Programs StateState BylawsBylaws

The California State PTA strongly recommends that unit, council and district PTA bylaws also be inserted under this section.

Table of Contents

8.1 Bylaws of the California State PTA ...... 305

303 304 State Bylaws

8.1 Bylaws of the California Congress of sion-making process establishing school policy, recog- Parents, Teachers, and Students, Inc. nizing that the legal responsibility to make decisions has been delegated by the people to boards of educa- (As Amended, May 2009) tion, state education authorities, and local education authorities; ARTICLE I — NAmE c. The organization shall work to promote the health and The name of this corporation is the California Congress welfare of children and youth and shall seek to pro- of Parents, Teachers, and Students, Inc., a branch of mote collaboration between parents, schools and the the National Congress of Parents and Teachers. It is community at large; also known and will be referred to in these bylaws as the California State PTA. d. No part of the net earnings of the organization shall inure to the benefit of, or be distributable to its mem- Hereinafter in these bylaws the term “local PTA’’ wherev- bers, directors, trustees, officers, or other private per- er used to designate a local unit shall also designate sons except that the organization shall be authorized “PTSA’’ where such may exist. and empowered to pay reasonable compensation for services rendered and to make payments and distri- butions in furtherance of the purposes set forth in ´´´ ARTICLE II — PuRPoSES Article II hereof; Section 1. The Purposes of the California State PTA, in e. Notwithstanding any other provision of these articles, common with those of the National PTA, are: the organization shall not carry on any other activities not permitted to be carried on (i) by an organization a. To promote the welfare of children and youth in home, exempt from Federal income tax under Section school, community, and place of worship. 501(c)(3) of the Internal Revenue Code, or (ii) by an organization, contributions to which are deductible b. To raise the standards of home life. under Section 170(c)(2) of the Internal Revenue c. To secure adequate laws for the care and protection Code; of children and youth. f. Upon the dissolution of this organization, after paying d. To bring into closer relation the home and the school, or adequately providing for the debts and obligations that parents and teachers may cooperate intelligently of the organization, the remaining assets shall be dis- in the education of children and youth, and tributed to one or more nonprofit funds, foundations, or organizations that have established their tax- e. To develop between educators and the general public exempt status under Section 501(c)(3) of the Internal such united efforts as will secure for all children and Revenue Code and whose purposes are in accor- youth the highest advantages in physical, mental, dance with those of the National PTA; social, and spiritual education. g. The organization or members in their official capaci- Section 2. The Purposes of the National PTA and the ties shall not — directly or indirectly — participate or California State PTA are promoted through an advocacy intervene (in any way, including the publishing or dis- and educational program directed toward parents and tributing of statements) in any political campaign on teachers and the general public; developed through con- behalf of, or in opposition to, any candidate for public ferences, committees, projects and programs; and gov- office; or devote more than an insubstantial part of its erned and qualified by the basic policies set forth in activities to attempting to influence legislation by prop- Article III. aganda or otherwise; Section 3. The organization is organized exclusively for h. The organization or members in their official capaci- the charitable, scientific, literary, or educational purpos- ties shall not endorse a commercial entity or engage es within the meaning of Section 501(c)(3) of the in activities not related to promoting the purposes of Internal Revenue Code or corresponding Section of any the organization; future Federal tax code (hereinafter “Internal Revenue Code’’). i. The organization shall not enter into membership with other organizations except such international, national or state organizations as may be approved by the California State PTA. The California State PTA or any ´´´ ARTICLE III — BASIC PoLICIES of its divisions may cooperate with other organizations The following are basic policies of the California State and agencies concerned with child welfare, but a PTA, in common with those of the National PTA: PTA/PTSA representative shall make no commitments that bind the group he represents. a. The organization shall be noncommercial, nonsectari- an, and nonpartisan; b. The organization shall work with the schools and community to provide quality education for all children and youth and shall seek to participate in the deci-

Bylaws California State PTA Toolkit – 2011 305 ´´´ ARTICLE IV — CoNSTITuENT oRgANIzATIoNS Section 10. The adoption of an amendment to any provi- sion of the bylaws of the California State PTA identified Section 1. The constituent organizations of the by a triple star shall serve automatically and without the California State PTA shall include unit, council and dis- requirement of further action by the constituent organi- trict PTAs. zation to amend correspondingly the bylaws of each a. The State Board of Managers shall be responsible for constituent organization. Notwithstanding the automatic the organization and chartering of the constituent character of the amending process, the constituent organizations of the California State PTA and for filing organization shall promptly incorporate such amend- for Employer Identification Number (EIN) applications ments in their respective bylaws. with the Internal Revenue Service as “subordinates” Section 11. Bylaws for each constituent organization (constituent organizations) (exempt letter dated shall be reviewed annually and updated every three November 18, 1943) under the name “PTA California years by the bylaws committee of the constituent organi- Congress of Parents, Teachers, and Students, Inc.,” zation. Before adoption, all proposed amendments, as hereinafter provided; accompanied by the bylaws of a constituent organiza- b. The State Board of Managers may withdraw the char- tion, shall be submitted to the State parliamentarian for ter from any of the constituent organizations for non- approval. payment of total per capita dues collected and/or Section 12. The books and financial records of each applicable insurance premiums; for commission of constituent organization shall be audited semiannually acts contrary to the declared purposes, bylaws, poli- by the auditor of the organization and a copy of each cies, procedures or programs of the National PTA adopted audit report must be sent through channels. and/or the California State PTA or upon request of the constituent organization as provided in these bylaws.

Section 2. The articles of organization include: ´´´ ARTICLE V — STATE oRgANIzATIoN a. the bylaws of such organization; and Section 1. The California State PTA shall adopt such bylaws and other articles of organization as are in con- b. the certificate of incorporation or articles of incorpora- formity with the Bylaws of the National PTA. tion of such organization (in cases in which the organ- ization is a corporation) or the articles of association Section 2. The adoption of an amendment to any provi- by whatever name (in cases in which the organization sion of the Bylaws of the National PTA that is required exists as an unincorporated association). for all constituent organizations shall serve automatically and without the requirement of further action by the Section 3. The Purposes and basic policies of National California State PTA to amend correspondingly the PTA shall in every case also be the Purposes and basic bylaws of the California State PTA. California State PTA policies of each constituent organization. shall promptly incorporate such amendments in its Section 4. Each constituent organization shall adopt bylaws. bylaws for the governance of the organization as may Section 3. The bylaws of the California State PTA and be approved by the California State PTA. Such bylaws all amendments thereto shall be subject to approval by shall not be in conflict with the National PTA or the committee on bylaws of the Board of Directors of the California State PTA bylaws. Such bylaws shall include National PTA. an article on amendments and shall include a provision establishing a quorum. Section 4. The California State PTA is responsible for compliance by the local, council or district PTAs within Section 5. Each officer or board member of a con- its area with the Bylaws of the National PTA and the stituent organization shall be a member of a local PTA. bylaws of the California State PTA. The provisions of the Section 6. A PTA member shall not serve as a voting California State PTA bylaws relating to the withdrawal of board member of a constituent organization at the local, the charter of a local PTA (and the termination of its sta- council, district PTA, region, state or national level while tus as a PTA unit) shall parallel the provisions of the serving as a paid employee of, or under contract to, that Bylaws of the National PTA relating to the withdrawal by constituent organization. the National PTA of the charter of the California State PTA as a branch of the National PTA. Section 7. The members of the nominating committee for officers of a constituent organization shall be elected Section 5. The California State PTA shall keep such per- by membership, Board of Directors/Managers, or manent books of account and records as shall be suffi- Executive Board. cient to establish the items of gross income, receipts, and disbursements of the organization, including, specif- Section 8. The bylaws of all constituent organizations ically, the number of local PTAs within its area, the shall prohibit voting by proxy. national portion of membership dues collected by such local PTAs, the amounts of such dues received by the Section 9. Each constituent organization shall include in California State PTA, and the amounts of dues remitted its bylaws provisions corresponding to the provisions of to the National PTA. such bylaws of the California State PTA as are identified herein by a triple star. 306 California State PTA Toolkit – 2011 Bylaws State Bylaws

´´´ ARTICLE VI — LoCAL PTAS/PTSAS Section 7. Each local PTA shall collect dues from its members and shall remit a portion of such dues to the Section 1. Local PTAs shall be organized and chartered California State PTA as provided in Article VII hereof. under the authority of the State PTA in the area in which the local PTA functions, in conformity with such rules Section 8. A local PTA in good standing in California is and regulations, not in conflict with the Bylaws of the one which also: National PTA, as the State PTA may in its bylaws pre- scribe. The State PTA shall issue to each local PTA in its a. Pays dues to and actively supports all branches of the area an appropriate charter evidencing the organization National and State PTA; is in good standing. b. Pays insurance premiums to the State PTA; and A local PTA in good standing is one which: c. Is composed of not less than fifteen (15) members of a. Adheres to the Purposes and basic policies of the whom at least three (3) shall serve in the offices of PTA; president, secretary and treasurer, respectively. b. Remits the national portion of the dues through the Section 9. A unit not in good standing because of non- state PTA to reach the national office by dates desig- payment of dues shall be notified in writing by March 1. nated by the National PTA; If the unit is still not in good standing by March 31 its charter shall be withdrawn. c. Has bylaws approved according to the procedures of each state; and A unit not in good standing for reasons other than non- payment of dues shall be notified in writing and shall d. Meets other criteria as may be prescribed by the indi- have its charter withdrawn in accordance with proce- vidual state PTA. dures established by the State PTA Board of Managers. Section 2. Each local PTA shall keep such permanent Section 10. Each local PTA shall, upon withdrawal of its books of account and records as shall be sufficient to charter by the State PTA, immediately cease and desist establish the items of gross income, receipts and dis- from any further use of the unit’s Internal Revenue bursements of the organization, including, specifically, Service Employer Identification Number (EIN) as a con- the number of its members, the dues collected from its stituent organization under the Group Exemption members and the amounts of dues remitted to the Number issued to the California State PTA. California State PTA. Such books of account and records shall at all reasonable times be open to inspec- Section 11. Upon the withdrawal of a unit PTA’s/PTSA’s tion by an authorized representative of the California charter, the State PTA shall have the right to collect and State PTA. transfer any funds, including funds deposited by the PTA/PTSA with a financial institution, over which the Section 3. The charter of a local PTA shall be subject to PTA/PTSA or its officers have or had signature authority withdrawal and the status of such organization as a PTA or control. unit shall be subject to termination by a two-thirds (2/3) vote of the Board of Managers in the manner and under Section 12. Before being accepted by the State Board of the circumstances provided in the bylaws of the State Managers, each new unit shall submit its bylaws to the PTA. State parliamentarian for approval and the organization- al papers to the California State PTA Office for process- Section 4. Each local PTA is obligated, upon withdrawal ing. The per capita dues must be received in the State of its charter by the State PTA: PTA office. A majority affirmative vote of the State Board of Managers is required for acceptance as a new unit. a. To yield up and surrender all of its books and records and all of its assets and property to the State PTA or Section 13. The privilege of making motions, debating to such agency as may be designated by the State and voting at local unit meetings shall be limited to PTA or to another local PTA organized under the members of the association who are present and whose authority of the State PTA; dues are paid and who have been members of the association for at least the previous thirty (30) days. The b. To cease and desist from the further use of any name privilege of holding office shall be limited to members of that implies or connotes association with the National the association whose dues are paid and who have PTA or the State PTA or status as a constituent organ- been members for at least thirty (30) days preceding ization of the National PTA; and nominations. c. To carry out promptly under the supervision and direc- Section 14. Each local PTA/PTSA shall require two sig- tion of the State PTA all proceedings necessary or natures on all checks. Any two of the following are desirable for the purpose of dissolving such local PTA. authorized to sign: president, treasurer or other elected Section 5. Each officer or board member of a local PTA officer other than the secretary or auditor. The author- shall be a member of such local PTA. ized signers shall not be related by blood or marriage or reside in the same household. Section 6. Only members of a local PTA who have paid dues for the current membership year may participate in the business of that association.

Bylaws California State PTA Toolkit – 2011 307 Section 15. Each local PTA/PTSA shall require that indi- ARTICLE VIII — offICERS viduals counting cash/checks shall not be related by blood, marriage, or reside in the same household. Section 1. The officers of the State PTA shall be a presi- dent, a president-elect, nine (9) vice presidents, secre- tary, treasurer, parliamentarian and director of legisla- tion. ´´´ ARTICLE VII — mEmBERShIP ANd duES Section 2. Except for the office of president, these offi- Section 1. Every individual who is a member of a local cers shall be elected biennially in the odd-numbered PTA is, by virtue of that fact, a member of the National years. The president-elect shall succeed automatically PTA and of the California State PTA by which such local to the office of president. The parliamentarian and the PTA is chartered, and is entitled to all the benefits of director of legislation shall be appointed biennially by such membership. the president, subject to ratification by the Board of Section 2. Membership in each local PTA shall be made Managers. The term of office shall be from July 1 available by such local PTA, without regard to race, through June 30 or until their successors are elected. color, creed or national origin. Section 3. No one shall be eligible to a State elective Section 3. Each local PTA shall conduct an annual office who has not served at least two years on the enrollment of members but may admit persons to mem- State Board at the time of assuming office. At least one bership at any time. year of this time shall be served during the two years immediately preceding the election. To be eligible to the Section 4. Each member of a local PTA shall pay annual office of president-elect, a person shall have served at dues to said organization as may be prescribed by the least one term on the Board of Directors. This term is organization. The amount of such dues shall include the not limited to the term immediately preceding the elec- portion payable to the State PTA (the “state portion’’) tion. and the portion payable to the National PTA (the “nation- al portion’’). No one shall serve in the same office two consecutive terms, and no person shall serve in more than one office Section 5. The National PTA portion, as recommended concurrently. A person who has served two consecutive by the board of directors and approved by a two-thirds terms as an elected State officer shall not be eligible to (2/3) majority vote of the voting body at the National another elective office until the expiration of at least one PTA Annual Convention, shall be two (2) dollars and term. This provision shall not apply to the offices of twenty-five (25) cents per annum. president or president-elect. A person filling any unex- pired term is eligible for election to the same office or Section 6. The California State PTA portion shall be one election to any other office if he has served one-half or (1) dollar and twenty-five (25) cents of each member’s less of a term. dues per annum. ´´´ Section 4. Each officer of the State PTA shall be Section 7. The state and national portions of the dues a member of a local PTA within California. paid by each member to a local PTA shall be set aside by the local PTA and remitted to the State PTA through Section 5. Each officer of the State PTA shall act in like the council financial officers to the district PTA financial capacity on the Board of Managers and the Board of officers. State and national portions of the dues shall be Directors. paid by November 15 and monthly thereafter. Those local PTAs not in council shall forward dues to the dis- trict PTA financial officers. The district PTA financial offi- ARTICLE IX — duTIES of offICERS cers shall remit the state and national portions of the dues at least monthly to the State PTA office with first Section 1. The president shall preside at all meetings; remittance due December 1. Unit representation for con- shall appoint biennially the parliamentarian, the director vention as provided in Article XV, Section 5, is deter- of legislation, the chairmen of standing committees, the mined by total per capita dues received in the State PTA commissioners, the legislation advocates and the con- office by March 31. sultants subject to ratification by the Board of Managers; shall act as an ex officio member of all committees Section 8. The California State PTA shall make remit- except the nominating committee; shall prepare the tances, on a monthly basis, to the National PTA of the annual State report required by the National PTA; and amounts due to the National PTA. shall perform such other duties as required by the office. Section 9. Reference in these bylaws to “member’’ and The president may create and appoint special commit- “members’’ shall not constitute anyone a “member’’ with- tees as necessary subject to ratification of the Board of in the meaning of Section 5056 of the California Managers. The president may call a meeting of the Corporations Code. For purposes of the Nonprofit Board of Managers, or the Board of Directors, at any Corporation Law, the term “member’’ shall include the time deemed necessary and must call such meetings California State PTA Board of Managers (as set forth in upon written request of a quorum. Article X - Board of Managers). When the president in writing or the Board of Directors by a two-thirds affirmative vote declares that the presi-

308 California State PTA Toolkit – 2011 Bylaws State Bylaws dent is unable to discharge the powers and duties of shall coordinate the National PTA member-to-member that office, such powers and duties and privileges of that network. office shall be assumed immediately by the president- elect as acting president. The president shall be returned to office upon his written declaration that no ARTICLE X — BoARd of mANAgERS inability exists, the Board of Directors concurring by a two-thirds affirmative vote. Should the Board of Section 1. There shall be a Board of Managers com- Directors not concur, at the president’s request, the posed of the officers, the director of legislation, the president’s written declaration shall be referred to the immediate past president, the chairmen of standing Board of Managers at its next scheduled meeting for committees, the commissioners, the legislation advo- resolution and may be accepted by a two-thirds vote. cates, the consultants, the district PTA presidents and all National PTA Board members residing in California. Section 2. The president-elect shall be an aide to the president. In the absence of the president, the presi- A district PTA first vice president, or an elected repre- dent-elect shall assume the duties of the president. In sentative, shall be granted the right to vote on the Board the absence of the president-elect the vice presidents in of Managers when officially representing the district PTA their order shall assume the duties of the president. The in the absence of the president. order and duties of the vice presidents shall be deter- mined by the Board of Managers and shall be noted in Section 2. Each member of the Board of Managers shall the Standing Rules and Procedures. The vice presidents be a member of a local PTA within the state of shall serve as chairmen of commissions. California. Section 3. It shall be the duty of the secretary to keep Section 3. There shall be an Advisory Board consisting an accurate account of all meetings; to be prepared to of not less than seven (7) members approved by the read on call the minutes of any meeting within the past Board of Managers. two years; and to file all records with the State PTA Section 4. The president, Board of Directors, and district office. PTA presidents shall meet to ratify all appointments prior Section 4. The treasurer shall be responsible for the to the first meeting of the Board of Managers. funds and securities of the California Congress of Section 5. The Board of Managers shall manage the Parents, Teachers, and Students, Inc., and shall cause affairs of the State PTA except that of modifying any to be kept a full and accurate account of the receipts action of the delegates at the annual convention. All and disbursements in books belonging to the organiza- vacancies in office shall be filled by the Board of tion. The treasurer shall render a written statement to Managers. the Board of Managers at each meeting and an Annual Report of the financial condition of the organization. The Section 6. The Board of Managers shall meet at a time treasurer shall prepare or cause to be prepared an and place convenient to a majority of the members, the Annual Report for audit. time and frequency to be determined by the Board of Managers. Twenty-five (25) members shall be a quo- All funds and securities shall be deposited in the name rum. of the California Congress of Parents, Teachers, and Students, Inc. in banks or other depositories approved Section 7. Members of Board of Managers may partici- by the Board of Directors. Two signatures shall be pate in and act at any meeting of a State PTA commis- required on all checks drawn on bank accounts or with- sion or committee via teleconferencing using equipment drawals from savings accounts and for authorizations or with which all commission or committee members partic- transactions involving securities. The following seven ipating in the meeting can communicate with each other persons shall be authorized signatories: president, pres- at the same time. Participation in such meeting shall ident-elect, treasurer, vice president for convention, constitute attendance and presence in person at the executive director and two other elected officers residing meeting. Quorum shall be established by roll call and in close proximity to the State PTA office. identification of individual commission or committee members. The treasurer shall be chairman of the finance commis- sion. Section 8. The Board of Managers shall determine the place of business of the State PTA. Section 5. It shall be the duty of the parliamentarian to attend all meetings of the State PTA and give advice on Section 9. When any person ceases to hold the office parliamentary procedure when called upon. He shall which entitles him to be a member of the Board of instruct the nominating committee and the election Managers, he shall automatically cease to be a member board. The parliamentarian shall be entitled to all rights of the Board of Managers and shall be relieved of all and privileges of membership including the right to duties and responsibilities incident to such membership. make motions, debate and vote. Section 10. Each member of the Board of Managers Section 6. The director of legislation shall be responsible shall in each case deliver to his successor (or to the for implementing the State PTA legislation program and State PTA office) all books, records and documents held in his possession by virtue of his office or chairmanship

Bylaws California State PTA Toolkit – 2011 309 not later than fifteen (15) days following the end of his Section 6. The Board of Directors shall employ an exec- term. All funds shall be returned to the State PTA office. utive director and such other employees as may be found necessary to carry on the work of the State PTA. Section 11. Special committees as necessary may be created by the Board of Managers. Section 7. Any elected or appointed officer or commis- sioner may be removed from his or her position by a Section 12. The Board of Managers shall be responsible two-thirds (2/3) affirmative vote of the Board of for the administration of the Honorary Service Award Directors, in accordance with due process, whenever Program, including the adoption of rules and regulations the Board of Directors deems such removal will serve governing the issuance of awards. the best interest of the State PTA. Section 8. Nonliability of Directors and certain Officers. ARTICLE XI — BoARd of dIRECToRS a. Volunteer Directors. Pursuant to Section 5239 of the Section 1. The Board of Directors of this corporation Nonprofit Public Benefit Corporation Law of the State shall consist of the elected officers of the State PTA, the of California, there shall be no personal liability to a parliamentarian, the director of legislation and the chair- third party on the part of a volunteer director or volun- man of the district PTA presidents. teer president, vice president, secretary, treasurer or parliamentarian of the State PTA (the “corporation’’) Section 2. Following the election of officers the Board of caused by the director’s or officer’s negligent act or Directors shall omission in the performance of that person’s duties as a director or officer, if all the following conditions are a. determine such standing committees as are deemed met: necessary; and (1) The act or omission was within the scope of the b. provide for the composition of the commissions. director’s or officer’s duties; Section 3. The Board of Directors of this corporation (2) The act or omission was performed in good faith; shall meet before or during each regular meeting of the Board of Managers, or in special session at the call of (3) The act or omission was not reckless, wanton, the president, or upon written request signed by a quo- intentional, or grossly negligent; rum of the Board and filed with the secretary, provided written notice has been sent to all directors fifteen (15) (4) The corporation has complied with the require- days in advance of the meeting. The president shall fix ments of subsection (b) below. the time and place of special meetings of the Board of This limitation on the personal liability of a volun- Directors. A majority of the Board of Directors shall con- teer director or officer does not limit the liability of stitute a quorum. the corporation for any damages caused by acts Section 4. Directors may participate in and act at any or omissions of a volunteer director or volunteer meeting of the Board of Directors via teleconferencing officer, nor does it eliminate the liability of a direc- using equipment with which all directors participating in tor or officer provided in Section 5233 or 5237 of the meeting can communicate with each other at the the Nonprofit Public Benefit Corporation Law of same time. Participation in such meeting shall constitute the State of California in any action or proceeding attendance and presence in person at the meeting. brought by the Attorney General. Quorum shall be established by roll call and identifica- b. Requirement to Obtain Liability Insurance. In order to tion of individual directors. obtain the full benefit of the limitation of liability set Section 5. The Board of Directors of this corporation forth in subsection (a) above, the corporation and the shall transact all business relating to the State PTA as directors shall make all reasonable efforts in good an incorporated body and shall perform the duties of the faith to obtain liability insurance in the form of a gen- Board of Managers between meetings and such other eral liability policy for the corporation or a director’s duties as may be requested of it by the convention or by and officer’s liability policy. the Board of Managers provided that the action of the c. Paid Directors and Officers. Any director or officer Board of Directors shall not conflict with that of the who receives compensation by the corporation for act- Board of Managers. ing in his or her capacity as a director or an officer, as The Board of Directors shall make a report to the Board the case may be, shall have no liability based upon of Managers at each meeting and may make recom- any alleged failure to discharge such person’s obliga- mendations to the Board of Managers, commissions or tions as a director, including, without limiting the gen- committees of the Board of Managers or Board mem- erality of the foregoing, any actions or omissions bers in order to expedite the transaction of business. which exceed or defeat a public or charitable purpose to which the corporation, or assets held by it, are ded- The Board of Directors shall appoint the California State icated, (i) so long as such compensated director or PTA representative to the National Council of State officer complies with provisions of Section 9 of these meetings based on the subject to be discussed. bylaws, and (ii) except as provided in Section 5233 of

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the Nonprofit Public Benefit Corporation Law of the when the need therefor is indicated by the circum- State of California. stances and without knowledge that would cause such reliance to be unwarranted. Section 9. Indemnity for Litigation. The corporation here- by agrees to exercise the power to indemnify any per- Section 12. Self-Dealing Transactions. Pursuant to son who was or is a party or is threatened to be made a Section 5233 and except as provided in Section 5233 of party to any proceeding by reason of the fact that such the Nonprofit Public Benefit Corporation Law of the person is or was a director, officer, employee or other State of California, the corporation shall not be a party agent (as defined in Section 5238 of the Nonprofit to a transaction in which one or more of its directors has Public Benefit Corporation Law of the State of a material financial interest (“Interested Director’’) California) of the corporation, to the full extent allowed unless: under the provisions of said Section 5238 relating to the power of a corporation to indemnify any such person. a. Approval by Attorney General. The Attorney General, The amount of such indemnity shall be so much as the or the court in an action in which the Attorney General Board of Directors determines and finds to be reason- is an indispensable party, has approved the transac- able, or, if required by said Section 5238, the amount of tion before or after it was consummated; or such indemnity shall be so much as the court deter- b. Approval by Board. Prior to entering into the transac- mines and finds to be reasonable. tion, after full disclosure to the Board of all material Section 10. Interested Persons/Conflict of Interest facts as to the proposed transaction and the Policy. Pursuant to Section 5227 of the Nonprofit Public Interested Director’s interest and investigation and Benefit Corporation Law of the State of California, no report to the Board as to alternative arrangements for more than forty-nine percent (49%) of the directors serv- the proposed transaction, if any, the Board in good ing on the Board may be “interested persons.’’ For the faith and by a vote of a majority of the directors then purposes of this section, “interested persons’’ means in office (without including the vote of the Interested either (i) any person currently being compensated by Director): the corporation for services rendered to it within the pre- (1) Resolves and finds that vious twelve (12) months whether as a full-time or part- time employee, independent contractor, or otherwise, (a) the transaction is in the corporation’s best excluding any reasonable compensation paid to a direc- interests and for the corporation’s own benefit; tor as director; or (ii) any brother, sister, ancestor, descendant, spouse, brother-in-law, sister-in-law, son-in- (b) the transaction is fair and reasonable as to the law, daughter-in-law, mother-in-law or father-in-law of corporation; and any such person. The provisions of this section shall not (c) after reasonable investigation under the cir- affect the validity or enforceability of any transaction cumstances as to alternatives, the corporation entered into by the corporation. could not have obtained a more advantageous Section 11. Standard of Conduct. Pursuant to Section arrangement with reasonable efforts under the cir- 5231 of the Nonprofit Public Benefit Corporation Law of cumstances; and the State of California, a director shall perform the (2) Approves the entire transaction; or duties of a director, including duties as a member of any committee of the Board upon which the director may c. Interim Approval by Authorized Committee or Person. serve, in good faith, in a manner such director believes If it is not reasonably practicable to obtain approval of to be in the best interests of the corporation and with the Board prior to entering into such transaction, and, such care, including reasonable inquiry, as an ordinary prior to entering into said transaction, a committee or prudent person in a like position would use under similar person authorized by the Board approves the transac- circumstances. In performing the duties of a director, a tion in a manner consistent with the procedure set director shall be entitled to rely on information, opinions, forth in subsection (b) of this section; and the Board, reports or statements including financial statements and after determining in good faith that the corporation other financial data, in each case prepared or presented entered into the transaction for its own benefit and by: that the transaction was fair and reasonable as to the corporation at the time it was entered into, ratifies the a. One or more officers or employees of the corporation transaction at its next meeting by a vote of the majori- whom the director believes to be reliable and compe- ty of the directors then in office, without counting the tent in the matters presented; vote of the Interested Director. b. Counsel, independent accountants or other persons In light of the foregoing limitations, all directors shall fill as to matters which the director believes to be within out an annual questionnaire dealing with this subject such person’s professional or expert competence; or matter. c. A committee of the Board upon which the director does not serve, as to matters within its designated authority, which committee the director believes to merit confidence, provided, that in any such case, the director acts in good faith, after reasonable inquiry

Bylaws California State PTA Toolkit – 2011 311 ARTICLE XII — NomINATIoNS ANd ELECTIoNS Section 4. Elections shall be held biennially in the odd- numbered years at the annual convention meeting. Any person who is qualified to be an elected officer may be nominated by one of the following procedures: Section 5. Section 1. Nomination by Committee. a. At the March Board meeting in an election year, an election board shall be selected. The president shall a. At the January meeting of the Board of Managers in appoint a chairman and a vice chairman from the an election year, a nominating committee of seven (7) membership of the Board of Managers. Five (5) addi- members and three (3) alternates shall be elected by tional members and three (3) alternates shall be nom- ballot after nominations have been made from the inated and elected by the Board of Managers from the floor. Two of the members and one alternate shall be membership at large. The election board shall be from the district PTA presidents. Five members and instructed in its duties by the parliamentarian. Ballot two alternates shall be from the Board of Managers voting at convention shall be supervised by the elec- other than the district PTA presidents. No more than tion board. The chairman shall see that the ballots are two members of the nominating committee shall prepared, ballot boxes secured, and shall make all reside in the same district PTA. Each group is to be necessary preparations for the election. nominated and elected separately by the Board of Managers. A plurality shall elect. b. At the same meeting and in the same manner, a board of tellers of the same size shall be elected. This b. No person shall be eligible to serve on two consecu- board shall have charge of the counting of the ballots tive nominating committees. and the chairman shall report the results of the elec- c. The president, president-elect and a person who is tion. eligible only for the office of president-elect shall not Section 6. Election by ballot shall be held as soon as be eligible to be elected to the nominating committee. convention scheduling allows. Notice of the election d. The nominating committee shall, with the consent of date shall be published in the CALL to convention. For five of its members, prepare a list of nominees for election of officers, a plurality shall elect. Each delegate each office. must be registered at least one calendar day before casting an election ballot. e. The consent of candidates must be secured before the slate is announced. Section 7. When there is but one candidate for an office, the ballot for that office may be dispensed with and the f. The report of the nominating committee shall be pre- election held by voice vote at the close of nominations. sented to the Board of Managers, shall be published in the CALL to convention, and shall be presented at Section 8. During an emergency such as that described the first meeting of the convention. in Article XV, Sections 7 and 8, nominations may be reported and election held on the same day. In the event Section 2. Nomination by Petition. a convention is not held, the Board of Managers at the last meeting of the biennium shall elect the officers. a. An official nominating petition, obtained from the State office, shall be completed and delivered to the State president or secretary no later than forty-eight (48) hours prior to the opening of convention. ARTICLE XIII — CouNCIL ANd dISTRICT PTAS b. The petitioners shall be delegates to the convention at Section 1. The State shall be divided into not less than which the officers are to be elected and shall number eight (8) district PTAs. The boundaries of district PTAs not less than two percent (2%) of the delegate body and the procedure for their establishment or change attending the last previous convention. shall be determined by the State Board of Managers after consultation with the district PTA involved. c. Nominations received by petitions shall be presented by the president following the report of the nominating Section 2. The California State PTA may create or committee. establish councils in counties, cities or other areas des- ignated by its Board of Managers for the purpose of Section 3. Nomination at the Meeting. conference, leadership training, and coordination of the efforts of local PTA units, and may prescribe the form At the conclusion of the report of the nominating com- and contents of the bylaws or other articles of organiza- mittee and the report of any nomination by petition, tion of such councils. The local PTA unit that shall be eli- nominations may be made from the floor providing the gible for membership and participation in the work of nominee has given consent and has filed a written any council shall be determined by the California State notice with the president of intent to be nominated from PTA. Councils shall not legislate for local units. the floor at least thirty (30) days prior to the beginning of the state convention. ´´´ Section 3. The State Board of Managers shall be responsible for the procedure by which a council is When the opportunity for all nominations has been ful- organized or reorganized. Three (3) or more local PTAs filled following any of the foregoing procedures, the may be organized into the council upon the recommen- nominations shall be closed. dation of the district PTA in which they are located and

312 California State PTA Toolkit – 2011 Bylaws State Bylaws subject to the approval of the State Board of Managers. the purpose of dissolving such council or district PTA; Each council shall determine its own method of securing and funds for its work. d. To cease and desist from any further use of the ´´´ Section 4. Each council and district PTA, upon its Internal Revenue Service Employer Identification organization, shall submit a copy of its bylaws to the Number (EIN). State parliamentarian for approval.

´´´ Section 5. Each council and district PTA in good standing in California is one which complies with ARTICLE XIV — STATE ANd LoCAL RELATIoNShIPS National PTA Bylaws and State PTA guidelines, which Section 1. There shall be a Grievance Committee com- includes: posed of five (5) members of the Board of Directors. a. Adheres to the Purposes and basic policies of the Section 2. This committee shall review any allegation(s) PTA; by constituent organizations of the Bylaws of the b. Adheres to the State PTA policies and procedures; National PTA, the State PTA or their own bylaws or other practices or activities that may tend to defeat the c. Has bylaws approved according to the procedures of Purposes and/or basic policies of PTA, and shall make the State PTA; prompt report to the Board of Directors of the results of such review and of its recommendation for action. d. Has at least three (3) elected officers: president, sec- retary and treasurer; Section 3. The Board of Directors shall give due consid- eration to the report of the committee and shall accord e. Forwards the national and state portion of per capita the constituent organization an opportunity to be heard dues to the State PTA by the deadline date; and to respond to the report. If, upon such consideration f. Pays insurance premiums to the State PTA; and hearing, the Board of Directors finds a violation by a constituent organization, it may, by a two-thirds vote of g. Forwards all insurance premiums received from units its members then in office, place the constituent organi- by the deadline date; and zation on probation and require the constituent organi- zation to take appropriate action within a period of time h. Meets other criteria as may be prescribed by the stipulated by the Board of Directors. When such a State PTA. requirement has been made by the Board of Directors, ´´´ Section 6. A council and district PTA not in good and if the recommended action is not taken within the standing shall be notified in writing by March 1. If the allotted period of time, the Board of Directors may, by a council or district PTA is still not in good standing by two-thirds vote of its members then in office, grant the March 31, its recognition shall be withdrawn in accor- constituent organization an extension of time not less dance with procedures established by the State PTA than six (6) weeks nor more than eighteen (18) months Board of Managers. in which to achieve satisfactory compliance with the action required by the Board of Directors. ´´´ Section 7. Each council and district PTA shall keep such permanent books of account and records as If it becomes necessary to withdraw the charter from a shall be sufficient to establish the items of gross income, unit or withdraw the acceptance from a council or district receipts and disbursements of the organization, includ- PTA, at least fifteen (15) days notice, in writing, must be ing, specifically, the number of members, the dues col- given before the recommendation comes before the lected from its units, and the amounts of dues remitted State Board of Managers for action. The procedures as to the State PTA. Such books of account and records stipulated in Article VI, Section 4 or 10, of these bylaws, shall at all reasonable times be open to inspection by an as appropriate, shall be followed. authorized representative of the State PTA. Section 4. Expulsion, Suspension, Termination of ´´´ Section 8. Each council and district PTA is obli- Members. If grounds appear to exist for expulsion or gated, upon withdrawal of acceptance by the State PTA: suspension of a PTA member, the following procedure shall be followed: a. To yield up and surrender all of its books and records and all of its assets and property to the State PTA or a. The member shall be given fifteen (15) days’ prior to such agency as may be designated by the State notice of the proposed expulsion, suspension or termi- PTA, to be held for the benefit of another constituent nation. Notice shall be given by any method reason- organization established by the State PTA; ably calculated to provide actual notice. Any notice given by mail shall be sent first class or registered b. To cease and desist from further use of any name that mail to the member’s last address as shown on the implies or connotes association with the National PTA PTA’s records. or the State PTA or status as a constituent organiza- tion of the National PTA; b. The member shall be given an opportunity to be heard, either orally or in writing, at least five (5) days c. To carry out promptly under the supervision of the before the effective date of the proposed expulsion, State PTA all proceedings necessary or desirable for suspension or termination. The hearing shall be held,

Bylaws California State PTA Toolkit – 2011 313 or the written statement considered, by the Grievance having a current membership card and evidence of, or Committee authorized by the Board of Directors to receipt for, payment of convention registration fees as determine whether the expulsion, suspension or ter- determined annually by the Board of Managers. mination should take place. A delegate shall serve only at the convention for which c. The Board of Directors, upon recommendation from elected. the Grievance Committee, shall decide whether or not the member should be expelled, suspended or termi- Section 5. Each association in good standing is entitled nated, or sanctioned in some other way. The decision to be represented at the annual convention meeting by of the Board of Directors shall be final. the president-elect or president or elected alternate and one additional elected delegate. Each association of d. Any action challenging an expulsion, suspension or over 250 memberships but less than 501 is entitled to termination of membership, including a claim alleging two elected delegates in addition to the president-elect defective notice, must be commenced within one (1) or president. An association which has a membership of year after the date of the expulsion, suspension or ter- 501 but less than 751 is entitled to three elected dele- mination. gates in addition to the president-elect or president. Associations that have memberships of 751 or more may send four elected delegates in addition to the presi- ARTICLE XV — ANNuAL CoNVENTIoN dent-elect or president. In no case shall an association be entitled to more than a total of four elected delegates Section 1. There shall be an annual convention meeting in addition to the president-elect or president. of the State PTA in April or May. The time, place and any proposed business to be addressed at the meeting A delegate shall not be allowed to represent more than shall be determined by the Board of Managers (excep- one association and must have been a member of that tion: Article XII, Section 4). Proposed business may local association at least thirty (30) days prior to conven- include, but is not limited to; election of officers, tion or a member of a feeder school where applicable. California State PTA bylaw amendments, the California This shall not apply to associations organized within State PTA Legislation Policies and California State PTA ninety (90) days prior to convention. Legislation Platform, and resolutions. The Board of Section 6. A delegate serving in an official capacity from Managers shall publish a CALL to convention including the opening of the first general meeting to the close of all proposed business to be sent to all associations convention may have his delegate status removed for comprising the State PTA at least thirty (30) days prior actions contrary to the bylaws, policies or procedures of to convention. Written notification of emergency busi- the organization. ness being presented for consideration at the annual convention meeting shall be given to delegates twenty- A disciplinary committee appointed from the State Board four (24) hours in advance. of Managers shall serve as the official body in all cases where due process must be applied and shall have the Section 2. One-third (1/3) of the delegates registered power to terminate a delegate’s status in accordance and eligible to vote at the annual convention and repre- with the following procedures: senting a majority of district PTAs shall constitute a quo- rum. a. The charge in writing and signed by fifteen (15) dele- gates shall be presented to the president. Section 3. At the annual convention meeting, the dele- gates shall be b. The notice of the charge, time and place of hearing shall be presented to the delegate. a. Members of the Board of Managers, including the par- liamentarian and the district PTA presidents; c. The delegate hearing shall be conducted by the disci- plinary committee and a decision rendered by the b. Three delegates or their alternates elected from each committee. district PTA executive board, one of the delegates being the president-elect in an election year; d. The decision shall be reported to the membership at the next general meeting. c. One delegate or alternate elected from each council executive board, in addition to the council president or e. The hearing shall be held immediately should the president-elect, or elected alternate; offense occur on the final day of convention. d. Accredited delegates elected in proportion to associa- Section 7. In cases of extreme emergency the Board of tion membership according to Article XV, Section 5 of Managers shall have the power to limit the length of the these bylaws in addition to the local association presi- session of the annual convention of the State PTA and dents or presidents-elect or their elected alternates; make such other changes in the rules governing the and convention as shall be necessary to conform to the abridged time of the convention. e. Past State presidents. Section 8. The Board of Managers by a two-thirds (2/3) Section 4. The privilege of making motions, debating vote of its members then in office may cancel or defer and/or voting at convention shall be limited to delegates any annual convention when it deems such action to be

314 California State PTA Toolkit – 2011 Bylaws State Bylaws required by the existence of a national or statewide ness with the organization. The audit committee shall be emergency. Such action may be taken by the president responsible for recommending to the Board of Directors: on his own responsibility after polling the members of the Board of Managers to the extent reasonably possi- a. retention and termination of the independent auditor; ble under the then existing circumstances when the b. the auditor’s compensation; emergency is such as to render it impracticable to con- vene a meeting of the Board. During the existence of c. determination, in consultation with the auditor, that the such emergency the Board of Managers may adopt affairs of the California State PTA are in order, and such measures for the conduct of the affairs of the State PTA as it may deem to be required without regard to the d. review and approval of the audit. restrictions or limitations of these bylaws.

´´´ ARTICLE XVIII — PARLIAmENTARY AuThoRITY ARTICLE XVI — NATIoNAL CoNVENTIoN The rules contained in the current edition of Robert’s Section 1. The State PTA shall be entitled to accredit to Rules of Order Newly Revised shall govern the National the annual convention as its delegates: PTA and its constituent organizations in all cases in which they are applicable and in which they are not in a. The president of the State PTA; conflict with these bylaws, and the Bylaws of the National PTA, or the articles of incorporation and the b. One additional delegate from among the members of Nonprofit Public Benefit Corporation Law of the State of the State PTA for each one thousand members, or California. major fraction thereof, of the State PTA, as shown on the books of the treasurer of the National PTA as of March 31 preceding the annual convention. ARTICLE XIX— AmENdmENTS Section 2. The selection of these delegates and their alternates (other than the president of the State PTA, Section 1. These bylaws may be amended at any annu- who shall be a delegate ex officio) shall be authorized al convention by a two-thirds (2/3) vote provided there by the Board of Managers. Procedures for the selection shall have been published in the CALL for convention a of delegates and distribution of credential cards allocat- copy of the proposed amendment or amendments. ed to the State PTA shall be specified in the Standing ´´´ Section 2. The adoption of an amendment to any Rules and Procedures of the Board of Managers. provision of the bylaws of the State PTA identified by a triple star shall serve automatically and without the requirement of further action by the constituent organi- ARTICLE XVII — fISCAL YEAR ANd AudIT zations to amend correspondingly the bylaws of each constituent organization. Notwithstanding the automatic Section 1. The fiscal year shall be from July 1 to June character of the amending process, the constituent 30, inclusive. organizations shall promptly incorporate such amend- Section 2. The books and financial records of the ments in their respective bylaws. California Congress of Parents, Teachers, and Students, Section 3. The adoption of an amendment of any provi- Inc., shall be audited at the close of the fiscal year and sion of the bylaws of the State PTA identified by a dou- at any other time deemed necessary by the Board of ble star sign (´´) shall automatically, and without the Managers. The audit shall be performed in accordance requirement of further action by the constituent organi- with the Nonprofit Integrity Act of 2004 (SB 1262 – Sher, zations, amend correspondingly the bylaws of each con- Chapter No. 919, Statutes of 2004). The report of the stituent organization. Notwithstanding the automatic regular audit shall be made to the Board of Managers character of the amending process, the constituent not later than the fall board meeting. The report of any organizations shall promptly incorporate such amend- specially ordered audit shall be made to the Board of ments in their respective bylaws. Managers at its next regular meeting. Explanation of Starred Articles and Sections Section 3. An audit committee shall be appointed each term by the board of directors and ratified by the board Articles and Sections designated with a double star sign of managers, consisting of members of the finance com- (´´) indicate provisions in the bylaws that are required mission and exclusive of the president and treasurer, as by the California Corporations Code. Triple stars (´´´) stipulated in the Nonprofit Integrity Act of 2004 (SB 1262 indicate provisions in the bylaws of the California State – Sher, Chapter No. 919, Statutes of 2004). The chair- PTA and National PTA that are to be included in unit, man of the audit committee may not be a member of the council and district PTA bylaws where appropriate. budget committee and members of the budget commit- tee must be a minority of the audit committee. Members of the audit committee may not receive any compensa- tion from the California State PTA other than as mem- bers of the Board of Managers and they may not have any material financial interest in any entity doing busi-

Bylaws California State PTA Toolkit – 2011 315 316 California State PTA Toolkit – 2011 Bylaws FormsForms The California State PTA recommends that copies be made of the following forms to keep the original forms intact for future reproduction needs.

Table of Contents

Annual Unit Historian Report Form (2.3.6a; 2.3.15a) ...... 319 Annual Council Historian Report Form (2.3.6a) ...... 321 Application for Youth Group Sponsorship or Renewal (2.7.1b) ...... 323 Award Forms Honorary Service Award Order Form (7.6.3) ...... 324 Honorary Service, Continuing Service, Golden Oak, Very Special Person Honorary Service Award Nomination Form (7.6.3) ...... 325 In Memoriam or Tribute Donation (7.6.3) ...... 326 PTA Unit Spotlight Award (7.6.2)...... 327 Conflict/Whistleblower Form...... 329 Event/Program Planning Evaluation (7.3.6) ...... 330 Event Planning Worksheet (7.3.1) ...... 331 Final Action Plan (7.4.3) ...... 333 Needs Assessment Worksheet (7.4.1) ...... 334 Service Provider/Speakers/Program Participants Check List (7.3.2a) ...... 335 Facsimile Consent Form (2.1) ...... 336 Finance Annual Financial Report (Sample) (5.3.3e)...... 337 Audit Checklist (5.3.3d) ...... 338 Audit Report (5.3.3d; 5.8.5)...... 339 Authorization to Purchase on the Internet (5.7.4) ...... 340 Authorization to Transfer Funds Between Accounts (5.6.5) ...... 341 Budget (Sample) (5.3.3a; 5.5)...... 342 Cash Verification Form (5.3.3g; 5.6) ...... 343 Check and Checkbook Register (Sample) ...... 344 Committee Report (2.3.8; 2.3.14; 5.5; 7.2-7.3) ...... 345 Donation Receipt (5.6.2) ...... 346 Facilities Use Permit Addendum (1.3.4a; 2.3.8b; 5.1.7) ...... 347 Fiduciary Agreement (5.1.5) ...... 348 Financial Secretary’s Report (5.3.3c) ...... 349 Hold Harmless Agreement (5.1.7)...... 350 Ledger (Sample) ...... 351 Payment Authorization/Request for Reimbursement (5.3.3h; 5.7) ...... 352 Request for Advance/Payment Authorization (5.7.5) ...... 353 Treasurer’s Report (Sample) (5.3.3b) ...... 354 Unit Remittance Form (5.3.3f)...... 355 Workers’ Compensation Annual Payroll Report Form (5.3.3i; 5.11.5) ...... 356

317 Grants Grant Application for Unit, Council and District PTAs (7.16)...... 357 Cultural Arts (7.16.3), Healthy Lifestyles (7.16.5) Leadership Development (7.16.4), Outreach Translation (7.16.2) or Parent Education (7.16.1) Grant Report for Unit, Council and District PTAs (7.16) ...... 361 Photography Release...... 362 PTA Brochures Benefits of Membership for You, Students, Your School ...... 363 English and Spanish (3.2.6) Partners In Education Series (2.3.7) The School Board and PTA ...... 367 The Site Administrator and PTA...... 369 The Superintendent and PTA...... 371 The Teacher and PTA ...... 373 Professional Governance Standards (2.3.10)...... 375 PTA Style Guide (6.3.2) ...... 377 Scholarships Continuing Education Credentialed Classroom Teachers and Counselors (7.27.2) ...... 379 PTA Volunteers (7.27.4) ...... 383 School Nurses (7.27.3) ...... 387 Graduating High School Seniors (7.27.1) ...... 391 Volunteer Tally Sheet (2.3.13a) ...... 394

318 ANNUAL UNIT HISTORIAN REPORT FORM REPORTING PERIOD: JULY 1 to JUNE 30, ______

Instructions 1. District PTA number/name ______2. Complete this form (front and back) and make TWO copies 3. File ONE copy in unit Historian’s procedure book Send TWO copies to your council Council Name ______Council Address ______DO NOT SEND COUNCIL DUE DATE ______THIS REPORT TO THE CALIFORNIA OR, if out-of-council, send TWO copies to your district PTA STATE PTA OFFICE – SEND THROUGH District PTA Address ______PTA CHANNELS DISTRICT PTA DUE DATE ______

UNIT INFORMATION

STATE PTA IDENTIFICATION # ______(Number on label of mailings from California State PTA)

NAME OF PTA/PTSA HISTORIAN, or person making report o Pre-school o Elem. o Jr./Middle o High

Address of above PRESIDENT’S NAME

City, Zip PRESIDENT’S SIGNATURE

Telephone/Fax DATE______

E-mail

TOTAL UNIT VOLUNTEER HOURS REPORTED______

The California State PTA requires filing of annual historian reports in accordance with unit, council and district PTA bylaws. Information on this report is used for advocacy and program planning purposes. Please total your unit mem- bers’ volunteer hours (which should be projected through June 30). These should include participation in school and community service or activities benefiting children, unit, council, district, state and National PTA programs, projects, training, and PTA-related travel, telephone, meetings, paperwork time. Then complete the back side of this report. Provide Secretary with a copy of this report.

09/2010

California State PTA Toolkit – 2011 319 Please check all appropriate items: Briefly describe one or two of the following PTA programs or activities that were most successful and beneficial to your students, families and/or school. (Not a fundraiser.) Use an additional sheet, if needed. q Observed PTA Founders Day Unit Visited This Term by: q Council q PTA District q Held a Special Event q State PTA Representative

Awarded: q Advocacy/Legislative Activities q Very Special Person q Golden Oak q Continuing Service q Honorary Service Members Attended: q National PTA Life Award q State PTA Convention q National PTA Convention Applied for PTA Awards: q State PTA Legislation Conference q National PTA Awards q California PTA Spotlight Award – Any Area Other PTA Training by: q Council Use of PTA Publications & Resources: q District PTA q Toolkit q California State PTA q PEP Guide (Parents Empowering Parents) q Unit Regularly Represented at Council Meeting q Pocket Pals (or District PTA Meeting, if out-of-council) q Promotional PTA Brochures q Year Unit Bylaws Last Revised ______q Insurance and Loss Prevention Guide Unit Membership Promotion Applied for or Supported Application for California q Conducted Membership Kick-off Campaign at State PTA Scholarships/Grants: Beginning of School Term q Graduating High School Senior q Continued Membership Promotion Throughout q School Nurse q Teacher School Term q PTA Volunteer q Parent Involvement q Students Actively Involved in Membership q Outreach/Translation q Healthy Lifestyles Promotion q Participated in National PTA’s Reflections Program Received Held a Reflections Program Recognition Event q Met Membership Challenge q PTA Spotlight Award q At School q In the Community

Unit Visited This Term By:

09/2010

320 California State PTA Toolkit – 2011 ANNUAL COUNCIL HISTORIAN REPORT FORM REPORTING PERIOD: JULY 1 to JUNE 30, ______

Instructions 1. District PTA number/name ______2. Complete this form (front and back) and make ONE copy for council Historian’s procedure book. 3. Send report to your District PTA Historian or President WITH UNIT REPORTS ATTACHED. District PTA Address ______DO NOT SEND City ______Zip ______THIS REPORT TO Council Report due to District PTA by: ______THE CALIFORNIA STATE PTA OFFICE – District PTA Report due in California State PTA office no later than June 1. SEND THROUGH PTA CHANNELS

COUNCIL INFORMATION

STATE PTA IDENTIFICATION # ______(Number on label of mailings from California State PTA)

NAME OF COUNCIL HISTORIAN, or person making report

Address of above COUNCIL PRESIDENT’S NAME

City, Zip COUNCIL PRESIDENT’S SIGNATURE

DATE______Telephone/Fax

E-mail

TOTAL NUMBER AS OF DATE OF REPORT TOTAL VOLUNTEER HOURS REPORTED

Units in Council ______UNIT ______

Units Reporting ______(______%) COUNCIL ______

GRAND TOTAL OF VOLUNTEER HOURS REPORTED______

The California State PTA requires filing of annual reports in accordance with unit, council and district PTA bylaws. Information on this report is used for advocacy and program planning purposes. Please total your council's volunteer hours (which should be projected through June 30). These should include participation in school and community service or activities benefiting children, unit, council, district, state and National PTA programs, projects, training, and PTA-related travel, phone, meetings, paperwork time. Then complete the back side of this report. Provide Secretary with a copy. 09/2010

California State PTA Toolkit – 2011 321 Please check all appropriate items. Briefly describe the most outstanding program or project. Use an additional sheet if needed. q Set at least 3 goals for each year and periodically q Observed Founders Day with an event reviewed them q Participated in HSA Program (presented PTA Awards) q Conducted at least one outstanding program/project q advocacy q parenting q health q Membership growth promoted to units q safety q welfare q other q Used PTA publications in workshops, programs, q Provided leadership training/instruction to member training (other than the California State PTA Toolkit) units such as: q Parents Empowering Parents (PEP) Guide q Communicated with units via q Pocket Pals q newsletter q telephone tree q other q Promotional PTA Brochures q Insurance and Loss Prevention Guide q Communicated and worked with q Other q School Districts q Allied Agencies q Participated regularly at district level – meetings, q Community Groups events q Actively supported legislation at any level q Participation by council or units in PTA scholarship (local to federal) and grant program q Promoted unit participation in legislative activity q Promoted bylaws review/revision to units q Conducted bylaws training for units q Promoted and/or publicized the Mission Statement of the California State PTA ______Year council bylaws last revised

01/2009

322 California State PTA Toolkit – 2011 This is the only approved or authorized agreement and must be signed in duplicate, one copy for the Youth Group, one copy for the PTA.

APPLICATION FOR YOUTH GROUP SPONSORSHIP OR RENEWAL

TO ______DATE ______

FROM ______

We, the undersigned, request sponsorship/renewal of sponsorship of the above-named youth group. We have read and understand the California State PTA “Conditions Governing Sponsorship of Youth Groups’’* attached to this agree ment and understand that the only obligations of the sponsoring PTA are 1. helping to secure qualified and able adult leadership, 2. helping to arrange for a meeting place, 3. providing opportunities for youth service. We, the undersigned, acknowledge and agree that the PTA assumes no obli gation, expressly or other wise, re spon si bil i ty or liability for the competence, the actions or omissions of any person or persons who may have been or may become active as a leader of, student or non-student participant in, or otherwise associat- ed with or acting on behalf of any organization or group sponsored by the PTA.

______YOUTH GROUP LEADER

______ADDRESS

______

We,______, agree to sponsor the above-named youth group from ______to ______and to assume only the obligations above stated.

______DATE PTA PRESIDENT

*Copy Limits of Cooperation (Conditions Governing Sponsorship of Youth Groups) (Cooperating with Other Organizations 2.7.1) and attach to this agreement.

California State PTA Toolkit – 2011 323 2327 L Street, Sacramento, CA 95816-5014 916.440.1985 • FAX 916.440.1986 • [email protected] • www.capta.org HONORARY SERVICE AWARD ORDER FORM In purchasing an award through California State PTA, a donation is made to the California State PTA Scholarship and Grant Program in the honoree’s name to assist in the education of other individuals. (When faxing orders use blue or black ink only.) SHIP TO:

Name ______Street Address ______City ______Zip ______Contact Person ______Telephone (____) ______E-mail ______Presented By ______PTA/PTSA Unit # ______(name of unit, council or district PTA) Council ______District PTA # ______

qTY AWARD (See Toolkit 7.6 for description) PRICE ADD PIN TOTAL

VERY SPECIAL PERSON AWARD (NO Certificate Available) 15.00 q 8.00 HONORARY SERVICE AWARD CERTIFICATE 30.00 q 5.00 CONTINUING SERVICE AWARD CERTIFICATE 30.00 q 14.00 GOLDEN OAK SERVICE AWARD CERTIFICATE 60.00 q 20.00

Prices subject to change WITHOUT notice. Prices include sales tax. Do NOT send coins, currency or postage stamps as payment for an order. TOTAL $

PRINT OR TYPE NAME AS DESIRED TO APPEAR ON CERTIFICATE OFFICE USE ONLY CERTIFICATE TYPE FIRST NAME LAST NAME AWARD NO. 1. q HSA q CSA q GOSA 2. q HSA q CSA q GOSA 3. q HSA q CSA q GOSA 4. q HSA q CSA q GOSA 5. q HSA q CSA q GOSA

AWARDSARE NOT MAILEDTORECIPIENTS • ALLOW 4 TO 6 WEEkS FOR DELIVERY RECIPIENT’SNAME MUST APPEARONTHISFORM • NO REFUNDS — NO EXCHANGES

PAYMENT REqUIRED METHOD OF PAYMENT (Check appropriate box) Allow 4 to 6 weeks for delivery. WITH ALL ORDERS q CHECK or MONEY ORDER payable to California State PTA MAIL ORDERS –A fee of $25.00 will be charged for any check returned due to insufficient funds. California State PTA –Two signatures required on ALL PTA/PTSA checks. 2327 L Street Sacramento, CA 95816-5014 q MasterCard q VISA CIN # ______(PERSONAL credit cards only) FAX ORDERS – 916.440.1986 Zip Code ______CREDIT CARD ONLY DO NOT MAIL FAXED ORDERS ___/___/___/___/ ___/___/___/___/ ___/___/___/___/ ___/___/___/___/ ______/ ______Credit Card Number Exp. Date FOR INFORMATION CALL 916.440.1985 ext. 105 Print Name ______No PhoNe orders Signature ______

FOR OFFICE USE ONLY: Authorization # ______Ck # ______AMT.______q PTA q PER Reference # ______Invoice # ______2011

324 California State PTA Toolkit – 2011 2327 L Street, Sacramento, CA 95816-5014 916.440.1985 • FAX 916.440.1986 • [email protected] • www.capta.org HONORARY SERVICE AWARD* NOMINATION FORM FOR UNIT, COUNCIL AND DISTRICT PTAs

The Honorary Service Award Selection Committee requests that members of ______PTA/PTSA assist in the selection of deserving recipients for recognition at PTA/PTSA event or at a PTA meeting. Nominated individuals or organization who have made significant contributions to the well being of children, youth or families in this school and/or community can be considered for this award. Current members, officers and teachers may also be considered for this award.

*Honorary Service Award Program includes the Honorary Service Award (HSA), Continuing Service Award (CSA), Golden Oak Service Award (California’s highest honor), Very Special Person Award (VSP) and Donations in name of individual or organization. (See Toolkit, Section 7.6.3 Honorary Service Award (HSA) Program)

HONORARY SERVICE AWARD PROGRAM

– – – please print – – – Specify award category: q Honorary Service Award (HSA) q Very Special Person Award (VSP) q Continuing Service Award (CSA) q Donations q Golden Oak Service Award

Name of individual nominated: ______

Title or position: ______

Name of organization nominated: ______

Contact Person: ______Address: ______Telephone: (_____)______E-mail: ______

Reason for nomination:

______

Name of person submitting the nomination: ______

Telephone: (_____)______E-mail: ______Date:______

All nominations will be considered. The HSA Selection Committee will select the recipient.

Nomination DUE DATE for presentation: ______, 20____ PLEASE RETURN FORM TO: ______PTA/PTSA ______

Sept. 2005 California State PTA Toolkit – 2011 325 In Memoriam or Tribute Donation

Print Donor Name ______Address ______City ______Zip ______E-mail ______Telephone (______) ______

I wish to pay by PayPal (Click here to donate electronically.) – for website use  Check (Make check or money order payable to California State PTA.)

 VISA  MasterCard

Credit Card Number______Exp. Date ______Name of Card Holder ______CIN # ______Signature ______Zip Code ______

Please accept this contribution in  Memoriam  Tribute In the amount of $______In the name of ______To be used for California State PTA  graduating high school senior scholarships

 PTA volunteer scholarships

 grant program

 leadership outreach

 other ______

Print name and address of the individual to receive notice of the donation. Name ______Address ______City ______State______Zip ______Thank you  Please send me information on how I can become a PTA member.

Mail or fax to: California State PTA, 2327 L Street, Sacramento, CA 95816 FAX (916) 440-1986 | Phone (916) 440-1985 | [email protected] | www.capta.org

326 California State PTA Toolkit – 2011 2327 L Street, Sacramento, CA 95816-5014 916.440.1985 • FAX 916.440.1986 • [email protected] • www.capta.org PTA UNIT SPOTLIGHT AWARD For complete program details, see the California State PTA Toolkit, PTA Unit Spotlight Award Program 7.6.2.

Name of PTA/PTSA______Check one: q Elementary q Jr. High/Middle/Intermediate q High CA State PTA Unit #

Council (if in council) ______District PTA______

Unit PTA President ______

Telephone (_____) ______E-mail ______

Address ______City______Zip______

Please mark appropriate award category(ies) to be considered ___ Leadership Development Award APPLICATION FORMATTING REqUIREMENTS Word Processed or typed in black ink ___ Programs for Student Achievement Award Standard 12-point font or equivalent type ___ Environmental Award Double-spaced with 1" margins all sides ___ Family Involvement Award Each award category 3 pages maximum ___ Membership and Outreach Award 3 additional single-sided supplemental pages per category No folders or sheet protectors ___ Collaboration Award No colored paper or 3-D attachments ___ Advocacy Award No unauthorized use of copyright materials ___ Student Involvement

Award Application questions: Prepare a brief narrative for the following questions. Be as specific as possible. Put the name of the award you are applying for at the top of the page. Include the question or its number with each answer. Answer the questions in the order they are listed. At the end of each question are the point values that will be used in the selection process. You may apply for one or more of the award categories using this application.

1. Describe the program/project, including how or why it was developed. Do not describe a fundraiser ...... 35 points 2. Describe the implementation of the program ...... 35 points 3. Describe how your PTA Unit or Council continued to promote and sustain the objectives of the program throughout the year ...... 20 points 4. Describe the impact/outcome ...... 10 points

Submitted by ______Mail completed application to: California State PTA PTA Position ______Attn: Award Coordinator 2327 L Street Sacramento, CA 95816-5014 Council PTA President Signature ______For questions/clarification, e-mail: District PTA President [email protected] Faxes will not be accepted

(By signing this application, you are affirming that this PTA unit is in good standing, bylaws are current and qualified for Ready, Set…Remit! Award). All materials become the property of the California State PTA and cannot be returned.

All applications must be received in the California State PTA office, not postmarked, by February 1.

03/2011

California State PTA Toolkit – 2011 327 How to fill out the PTA Unit Spotlight Award Application

• Fill out the entire application. Your California State PTA Unit number can be found in your Bylaws. • The application must be signed by your council and district president. By signing the application, the president has affirmed that you are a unit in good standing. • What does in good standing mean? • Per Capita dues (membership money) forwarded through channels • Insurance premiums forwarded through channels • Worker’s Compensation Annual Payroll Report received Additional Requirements • Qualified for Ready, Set…Remit! Award (30 members submitted through channels by October 30) • Bylaws are current • Follow the application formatting requirements exactly. You may use the one application for multiple categories. Put the name of the award category at the top of the page. If you are applying in more than one category, make sure to complete one award category in its entirety before going on to the next. • Any new programs conducted since the last application due date (February 1) are eligible.

What do the different award categories mean? Here are some examples.

Leadership Development: Efforts to increase leadership capacity and participation in leadership development opportu- nities to ensure long-term growth and overall effectiveness of the unit or council. • Team building, mentoring programs, development for emerging leaders, participation in training opportunities offered by PTA as well as outside agencies, etc.

Programs for Student Achievement: The implementation of programs and projects that support student achievement. • Planning creative programs and events that focus on Education, Arts, Health, Safety, etc., that support student success.

Environmental: The implementation of programs that promote conservation and environmental responsibility and awareness. • Waste reduction/recycling, air quality and conservation of non-renewable resources, etc.

Family Involvement: Programs that promote student success and the well-being of families by increasing the participa- tion of parents and family members in their children's education, their schools and their lives. • Family events and programs, parenting classes/education (outside speakers/presentations), parent and family support/resource development, etc.

Membership and Outreach: Membership campaign efforts that are successful in increasing membership while raising awareness of PTA’s mission and the value of membership; efforts that include effective outreach; efforts to include under-served and under-represented populations, non-traditional families and diverse community groups with quantifi- able success in increasing membership within the targeted population. • Successful and creative campaign that focuses on the value of PTA and parent involvement in student success; • Successful campaign that focuses on enlisting the participation of parents, students, and community members in the education process. • Successful campaign that increases involvement of under-represented populations of the community and results in a PTA board and membership that is reflective of its community.

Collaboration: Partnerships that are mutually beneficial and structured to connect individuals, enhance student learning, assist schools and families and involve community members. • Community agencies with similar goals to PTA, education foundations, local businesses that connect education programs with the workplace, senior citizens groups and community service learning, etc.

Advocacy: Efforts to advocate and speak on behalf of the education, health, safety and welfare of children at the school, in the community, and at the state and national level. • Efforts that train parents and students to be better advocates. Efforts that strengthen parents’ and students’ roles in decision making in educational issues. Legislative activities that support the education, health and wel- fare of children and youth, etc.

Student Involvement: Efforts to increase student involvement and participation in all aspects of PTA/PTSA • Soliciting students input on their priorities and interests: planning programs and events with students, which have been identified by students, as having value; collaboration of students and adults (PTA leaders, principals, administrators); students serving on boards in chairmanships, appointed or elected positions, programs run by students that promote PTA’s mission. 03/2011

328 California State PTA Toolkit – 2011 2327 L Street, Sacramento, CA 95816-5014 916.440.1985 • FAX 916.440.1986 • [email protected] • www.capta.org

CONFLICT/WHISTLEBLOWER FORM

ANNUAL QUESTIONNAIRE UNIT NAME ______

NAME: ______Telephone: (______) ______PTA POSITION: ______Occupation: ______Name of Employer: ______Employer’s Address: ______City State Zip

1. I have read the California State PTA Conflict of Interest Policy (Section 2.3.2): ___ Initial 2. I have read the California State PTA Whistleblower Policy (Section 2.3.11): ___ Initial 3. I understand that as a board member, I have a responsibility to review the tax return: ___ Initial 4. Are you currently being compensated by the PTA for services rendered to the organization (whether as a part-time or full-time employee, independent contractor, consultant or otherwise) within the previous 12 months? __Yes __No 5. Do you anticipate the receipt of compensation from the PTA for the rendering of services as described in question 1 above during the upcoming 12 months? __Yes __No 6. If any person bearing any of the following relationships to you is currently being compensated by the PTA for services rendered to it as described in question 4 above within the previous 12 months, please list his or her name in the following space and indicate the person’s relationship to you by using the relationships designated below (if no such person is being compensated, please print the word “none” in the first space): __Yes __No Relationships: brother, sister, ancestor, descendent, spouse, brother-in-law, sister-in-law, son-in-law, daughter-in-law, mother-in-law, father-in-law

Name ______Relationship ______7. If any person bearing any relationship to you as described in question 6 above anticipates the receipt from the PTA for the ren- dering of services to it as described in question 4 above within the next 12 months, please list his or her name in the following space and indicate this person’s relationship to you (if no such person anticipates receipt of such compensation, please print the word “none” in the first space). Name ______Relationship ______8. Are you a director, an officer, an employee or an owner in any business or entity which has done business within the previous 12 months with the California State PTA, or currently is, or is contemplating doing business with the business? __Yes __No If yes, please explain type of business, type(s) of transaction(s), relationship: ______

Date: ______, 20___ Signature ______

Type or print name______

California State PTA Toolkit – 2011 329 330 aionaSaePATokt–2011 PTAState California Toolkit –

EVALUATION This form can be reproduced for as many Action Steps as necessary.

Problem statement______Solution statement ______

Action Estimated Actual Time Modifications Continuing Steps Time Frame Frame Budget Dollars Spent Action Taken Responses to the Plan Action Needed EVENT PLANNING WORkSHEET

PRIMARY EVENT INFORMATION

Chairperson Contact Information

Activity Date

Location Time

APPOINTED COMMITTEE MEMBERS

Name Contact Information

1

2

3

4

5

6

7

CHECk WHEN COMPLETED r OK with insurance r OK with PTA budget r Program approved by unit r Received staff input r OK with school calendar r Funds allocated by unit r Hospitality arranged r Volunteers confirmed r Handouts collected from non-participating service providers r Parental permission slip r Parking logistics r Publicity materials r Developed r Signage r Developed r Duplicated r Crossing guards r Duplicated r Distributed r Special requirements r Letters/fliers to parents & staff r Evaluation form(s) r Flag r PTA newsletter distributed r Developed r Judges r Press releases and/or Public r Duplicated r Custodian Service Announcements (PSAs) to media

California State PTA Toolkit – 2011 331 PROGRAM EXPENSES

Facility use permit $ Custodian $ Refreshments $

Fliers $ Handouts $ Signs $

Postage $ Nametags $ $

PUBLICITY

Fliers Due date Newsletter articles Due date Media releases Due date

EqUIPMENT & AUDIOVISUAL REqUIREMENTS

Item Quantity Location Item Quantity Location

SPECIAL CONTACTS (JUDGES, SPEAkERS, SERVICE PROVIDERS)

Name Contact Information

1

2

3

4

NOTES

______

______

______

______

______

332 California State PTA Toolkit – 2011 FINAL ACTION PLAN FORM This form can be reproduced for as many Action Steps as necessary.

Problem statement______Solution statement ______

Action Person Time Budget Time Resources Evaluation Steps Responsible Frame Needs Allocated Needed Method aionaSaePATokt–2011 PTAState California Toolkit – 333 NEEDS ASSESSMENT WORkSHEET

Unit Name ______

Street Address ______

City, Zip Code______

The purpose for conducting a needs assessment is to determine if an identified concern is truly a problem that should be dealt with through broad-based community action. The members of our PTA executive board are con- cerned about

______

______

______

We would like to know your thoughts on this subject. Your response to the questions below will assist us in deter- mining whether or not you concur in our concern and the direction we should take if you agree there is a problem.

1.In your opinion is there a problem? r Yes r No 2.Is the school affected by the problem? r Yes r No 3.Is the neighborhood affected by the problem? r Yes r No 4.Is the problem citywide? r Yes r No 5.Are the following groups of people affected by the problem? • Students r Yes r No • Families r Yes r No • School staff r Yes r No • Everyone r Yes r No 6.Additional comments ______

______

______

Your name ______Your title ______

The agency you represent, if any ______

Your address ______

Your telephone (_____)______E-mail ______

Please return to ______No later than ______

For additional information please contact ______at______

334 California State PTA Toolkit – 2011 SERVICE PROVIDER/SPEAkERS/PROGRAM PARTICIPANTS CHECk LIST

Name Daytime telephone ( )

Organization/Agency/Specialty

Scheduled time commitment

Initial contact date E-mail

Copy of letter attached r Yes r No r Response sheet received and copy attached r Curriculum Vitae received r Organization/agency evaluation form distributed to provider (at check-in time) r Organization/agency evaluation form returned (at the end of the Health Fair) r Thank you note sent

Equipment/supplies/space needed: r ______r ______r ______

Notes ______

______

______

______

______

______

______

______

California State PTA Toolkit – 2011 335 FACSIMILE CONSENT FORM

CONSENT FOR FAX CONTACT: New rules issued by the Federal Communications Commission (FCC) on July 3, 2003, require that associations must obtain the signed, written consent of a recipi- ent, even association members, in order to fax meeting notices, meeting registrations and other "unso- licited advertisements" for the specific fax number to which the fax is to be sent.

Unless the ______PTA/PTSA has a signed consent form on file, we will no longer be able to fax to you any material inviting you to participate in meetings and education- al programs. Legislative updates and information items are not covered by the new FCC rules, so you may continue to receive some information via fax; however, that information will be limited.

Please complete the FACSIMILE CONSENT FORM no later than ______and either fax the signed form to (______)______or deliver to ______.

FACSIMILE CONSENT FORM I understand that by providing my fax number(s), I consent to receive communications sent via fac- simile by or on behalf of the ______PTA/PTSA. I understand that the ______PTA/PTSA may not share my contact information with other organizations.

NAME ______ADDRESS ______STREET ______CITY ______ZIP______E-MAIL ______FAX NUMBER(S) (Include area codes and list all that ______PTA/PTSA may use.)

(______)______(______) ______

Signature ______Date______

Print Name ______

PTA/PTSA Position______

r I do not wish to receive communications by facsimile.

336 California State PTA Toolkit – 2011 ANNUAL FINANCIAL REPORT (SAMPLE) FISCAL YEAR ______

Name of Unit ______IRS EI # ______Council ______District PTA ______

BALANCE ON HAND from previous year $ ______RECEIPTS Savings account interest $ ______Checking account interest $ ______Membership dues (unit portion only) $ ______Fundraising (list total gross income individually) xxx $ ______xxx $ ______Donations $ ______TOTAL $ ______

RECEIPTS NOT BELONGING TO UNIT Council, district, state, and National PTA membership per capita $ ______Founders Day freewill offering $ ______TOTAL $ ______TOTAL RECEIPTS $ ______

DISBURSEMENTS (List Budget Categories) Operating expenses Membership envelopes $ ______Insurance premium $ ______Newsletter and publicity $ ______Council/district leadership workshops $ ______Convention (State/National PTA) $ ______Officers’ and chairmen’s reimbursement $ ______Past president’s pin $ ______Honorary Service Award $ ______Program expenses Programs and assemblies $ ______Reflections Program $ ______Parent Involvement $ ______Emergency preparedness $ ______Hospitality $ ______Fundraising Carnival $ ______Book fair $ ______Gift wrap $ ______TOTAL $ ______

DISBURSEMENTS NOT BELONGING TO UNIT Council, district, state, and National PTA membership per capita $ ______Founders Day freewill offering $ ______TOTAL $ ______TOTAL DISBURSEMENTS $ ______BALANCE ON HAND $ ______

Signature ______Date ______

California State PTA Toolkit – 2011 337 AUDIT CHECkLIST Unit Name ______Date ______DESCRIPTION YES NO r Bylaws & Standing Rules r Budget(s) r Last Audit Report r Ledger r Checkbook register r Cancelled checks (including voids) r Authorizations for Payment r Cash Verification Forms r Bank statements, bank books and deposit slips r Receipts/bills r Cash receipts r Executive board minutes r Association minutes r Committee reports r Monthly Treasurer Report r Monthly Financial Secretary Reports r Annual Financial Report r Workers’ Compensation Annual Payroll Report form r IRS Forms 990/990EZ/990N r State Form 199 r State Form RRF-1 If required: r IRS Form 941 r IRS Form 1099 r State Form DE-6 r State Form DE-542 Financial records provided: (Originals) r r Beginning Balance Records 1. Check to see if amount shown on first bank statement (adjusted for outstanding checks and deposits) corresponds to the r r starting balance recorded in checkbook register, ledger, treasurer’s report and ending balance of last audit Bank Reconciliation 1. All bank statements reconciled since last audit by treasurer and reviewed monthly by non-check signer r r 2. Ending balances (checkbook register, ledger and treasurer report) agree with last bank statement r r (adjusted for outstanding checks and deposits not posted to bank statement) 3. Deposits and Checks Written: (signed by two authorized check signers per the bylaws) a) Recorded in checkbook register r r b) Recorded in ledger in proper columns r r c) Agree with treasurer reports r r 4. Bank charges and interest recorded in checkbook register, ledger and treasurer reports r r Membership 1. Amount recorded and deposited equals total number of memberships r r # ______(members) @ $ ______(membership dues listed in bylaws) 2. Amount forwarded to council/district PTA equals total number of memberships r r # ______(members) @ $ ______(amount listed in bylaws) Insurance – premium(s) forwarded to council/district PTA by due date r r Minutes 1. All expenditures approved and recorded in executive board minutes r r (List those expenditures not approved on recommendation report) 2. All expenditures approved/ratified in association minutes r r (List those expenditures not approved on recommendation report) 3. Committee minutes record plans, proposed expenditures, and total of monies earned r r Authorizations for Payment (signed by secretary and president) r r 1. All authorizations written for approved amounts (List missing authorizations on recommendation report) r r 2. All authorizations have receipt/bill attached (List missing receipts/bills on recommendation report) r r 3. Authorizations match checks written r r Income 1. Deposits properly supported r r 2. Cash Verification Forms used with two people counting money r r 3. Income received matches deposits recorded in checkbook register, ledger and treasurer reports r r 4. Designated income spent as specified r r Financial Secretary Reports 1. Filed monthly r r 2. Receipts/Deposits agree with ledger & register r r Treasurer Reports 1. Filed monthly r r 2. Agree with ledger and checkbook register r r 3. Annual Financial Report r r Committee Reports 1. Committee reports for all fundraisers submitted or report in minutes. r r Reporting Forms and Tax Returns 1. Verify on Audit Report that all forms have been filed annually (if required) r r Audit Reports 1. Audit done semiannually r r 2. Prepare and present written report with recommendations to executive board r r 3. Present audit report to association for adoption r r 4. Forward report to the next level PTA (See Bylaws, Duties of Officers, Auditor) r r Audit Recommendations All “No” answers should be included in the report as recommendations to change financial procedures. At the completion of the audit, meet with president and financial officers to discuss recommendations and any corrections r r as needed. When errors have been corrected by a financial officer and accounts are accurate, draw a double line in red ink where the audit concludes on all records. Sign & date the audited materials. Mismanagement – Is mismanagement suspected? (Contact district PTA president immediately for assistance.) r r

338 California State PTA Toolkit – 2011 AUDIT REPORT

Date ______Fiscal Year______Name of Unit ______IRS EI Number ______Council ______District PTA ______Bank Name ______Account # ______Bank Address ______City/Zip ______Dates covered by this audit ______Check numbers reviewed in this audit ______

BALANCE ON HAND at time of last audit ______(date) $ ______RECEIPTS since last audit $ ______TOTAL $ ______DISBURSEMENTS since last audit $ ______BALANCE ON HAND ______(date) $ ______*

BANk RECONCILIATION Last BANk STATEMENT balance ______(date) $ ______DEPOSITS not yet credited (add to balance) $ ______$ ______$ ______$ ______

CHECkS OUTSTANDING (List check number and amount) #______$______#______$______#______$______#______$______#______$______#______$______

TOTAL outstanding checks (subtract from balance) $ ______BALANCE in checking account ______(date) $______* *These lines must balance r I have verified that all tax forms, PTA- and government-required forms have been filed, if required.

The following is all that needs to be read when the auditor’s report is given: I have examined the financial records of the treasurer of ______PTA/PTSA and find them r correct r substantially correct with the following recommendations r partially correct more adequate accounting procedures need to be followed so that a more thorough audit report can be given r incorrect Audit completed ______Auditor’s Signature ______Audit adopted ______

(Copies: unit president, secretary, and treasurer; council treasurer or auditor and district PTA treasurer or auditor as directed by the district PTA. Attach copy of tax form(s) to next level PTA, if required to file.)

Submit separate report of explanation and recommendations to executive board. A separate audit form must be completed for each bank account.

California State PTA Toolkit – 2011 339 AUTHORIZATION TO PURCHASE ON THE INTERNET

Date: ______

Internet Vendor: ______

Reason for Purchase: ______

Budget Account:______

Date Motion Approved: ______

Amount Approved: ______

Requested by Committee Chair: ______

Authorized by: ______

______

This form must be signed by two authorized check signers before any internet transaction may be made. Signatures by facsimile copy will be accepted.

DATE OF RECEIPT OF GOODS ______Date of Reimbursement ______

SIGNATURE ______

06/2008

340 California State PTA Toolkit – 2011 AUTHORIZATION TO TRANSFER FUNDS BETWEEN ACCOUNTS

Date: ______

Reason for transfer: ______

Transfer from account: ______

Transfer to account: ______

Amount to transfer: ______

Requested by: ______

Authorized by: ______(Authorized Check Signer)

______(Authorized Check Signer)

This form must be signed by two authorized check signers before any transfer may be made. Signatures by facsimile copy will be accepted.

Date of Transfer ______Bank Transaction Number ______

10/2010

California State PTA Toolkit – 2011 341 BUDGET (SAMPLE) FISCAL YEAR ______

Name of Unit ______IRS EI # ______Council ______District PTA ______Bank Name ______Account # ______Bank Address ______

BALANCE ON HAND from previous year $ ______ESTIMATED RECEIPTS Interest income $ ______Membership dues (unit portion only) $ ______Fundraising (list individually) ______$ ______$ ______TOTAL $ ______RECEIPTS NOT BELONGING TO UNIT Council, district, State and National PTA membership per capita $ ______Founders Day freewill offering $ ______TOTAL $ ______TOTAL RECEIPTS $ ______ESTIMATED DISBURSEMENTS Operating expenses Membership envelopes $ ______Insurance premium $ ______Newsletter and publicity $ ______Council/district PTA leadership workshops $ ______Convention (State/National PTA) $ ______Officers’ and chairmen’s reimbursement $ ______Past president’s pin $ ______Honorary Service Award $ ______Program expenses Programs and assemblies $ ______Reflections Program $ ______Parent Involvement $ ______Emergency preparedness $ ______Hospitality $______Fundraising Carnival $______Book fair $ ______Gift wrap $______Carry-over to next year $ ______Unallocated reserves $ ______TOTAL $ ______DISBURSEMENTS NOT BELONGING TO UNIT Council, district, State and National PTA membership per capita $ ______Founders Day freewill offering $ ______TOTAL $ ______TOTAL DISBURSEMENTS $ ______BALANCE ON HAND $ ______

______Date ______Treasurer’s Signature

342 California State PTA Toolkit – 2011 CASH VERIFICATION FORM (Membership, Fundraisers, Donations)

UNIT NAME______

ACTIVITY ______DATE ______

COINS CHECkS Attach adding machine tape of itemized checks. ______x 1¢ = ______#______$______#______$______x 5¢ = ______#______$______#______$______x 10¢ = ______#______$______#______$______x 25¢ = ______#______$______#______$______x 50¢ = ______#______$______#______$______x $1 = ______#______$______#______$______

TOTAL $ ______#______$______#______$______#______$______#______$______

CURRENCY #______$______#______$______x $ 1 = ______#______$______#______$______x $ 5 = ______#______$______#______$______x $ 10 = ______#______$______#______$______x $ 20 = ______#______$______#______$______x $ 50 = ______#______$______#______$______x $100 = ______#______$______#______$______

TOTAL $ ______TOTAL $ ______

GRAND TOTAL $ ______

Membership Dues

# ______members @ $ ______(dues) = $ ______+ donations = $ _____ Grand Total $ ______

FOR OFFICIAL USE ONLY

Signature ______Amount Received: $ ______

Signature ______Signature ______

Signature ______Date ______

California State PTA Toolkit – 2011 343 CHECk AND CHECkBOOk REGISTER (SAMPLE)

Number Date Description of Transaction Payments (-) ¸ Fee (-) Deposit/Credit (+) Balance 7/1/03 Balance forward 1500 00

1096 9/1/03 Bay Council 30 00 ¸ 1470 00 (membership envelopes) DEP 9/21/03 Membership ¸ 300 00 1770 00 (30 @ $10) 1097 9/24/03 Bay Council 120 00 ¸ 1650 00 (30 members) 1098 10/02/03 VOID 0 00 ¸ 1650 00

DEP 10/02/03 Membership ¸ 1000 00 2650 00 (100 @ $10) 1099 10/05/03 Bay Council 400 00 ¸ 2250 00 (100 members) DEP 10/28/03 Fall Festival ¸ 2700 00 4950 00

2000 11/5/03 a-b-c novelties 210 00 ¸ 4740 00 (festival) 11/07/03 Returned check ¸ (30 00) 4710 00 (R. Brown #3100 - festival) 11/07/03 Bank fee ¸ 10.00 4700 00 (for returned check)

Sample reconciled checkbook register

My PTSA 1010 6200 Oak Court Date January 1, 2007 Pleasant Oaks, CA 99000-1100

PAY TO THE ORDER OF Meat Market $ 39.40 Thirty-nine and 40/100 ------DOLLARS VOID AFTER 30 DAYS Jane Courtly FOR meat - spght. dinner John Price TWO SIGNATURES REQUIRED "503796" "456782345" 6897567"1010"

Sample check

344 California State PTA Toolkit – 2011 COMMITTEE REPORT

Please write a committee report for all PTA activities. Attach any detailed information as requested or needed. Report to be filed with president, secretary, treasurer, historian, auditor, committee chairman and others if requested.

Activity Details Name of activity ______Date held ______Time ______Location ______Approved by PTA membership on: (date) ______Presented in cooperation with (list group, agency or organization) ______

Goals ______Money to be used for ______

Committee Details Chairman ______Secretary ______Members (including students) ______Consultants ______

Meetings Date(s) meetings were held: (1)______(2)______(3)______(4)______(5)______

Financial Details Proposed budgeted income $______Actual income $______Proposed budgeted expense $______Actual expense $______Net income $______

Volunteer Details Number of volunteers needed to conduct activity adequately: ______Total volunteer hours: ______

Recommendations r Do again r Do NOT do again r Do again, but modify (explain in #11 below)

Report Details. Attach any detailed information as requested. 1. Was insurance company contacted prior to planning? r Yes r No Was extra coverage required? r Yes r No Cost?______2. Was the Insurance and Loss Prevention Guide reviewed prior to event? r Yes r No 3. Was a written contract required? r Yes r No Association approval? r Yes r No Signed by president and one elected officer? r Yes r No 4. Was the timing of the activity appropriate? r Yes r No If not, suggest more appropriate date(s): ______5. Attach a detailed timeline to report. 6. Were there any special requirements? r Yes r No Explain:______7. How was activity publicized? ______Attach any articles or fliers 8. Specify equipment needs: ______9. Special contacts/contact information (Speakers, judges, service providers): ______10. Attach a detailed financial report. Attach copies of all inventory reports and cash verification forms for auditor. 11. Additional comments: ______NOTE The California State PTA strongly suggests that any fundraiser be audited immediately if a large amount of monies was raised.

Prepared by______Date ______

Report due 30 days after completion of activity.

California State PTA Toolkit – 2011 345 DONATION RECEIPT

Date ______

Name ______

Cash contribution $ ______

In-kind non-cash items exceeding $250 in value (description of items): ______

“Quid Pro Quo” contributions (Contributions that are made partly as a contribution and partly in payment for goods and services received, for example, a ticket price that is higher than its normal value). For Quid Pro Quo contributions of more than $75, list item(s) and total amount paid for each. ______

In consideration of their donation, donor received (e.g., value of meal): ______

The California State PTA is a tax-exempt nonprofit organization as described in Section 501(c)(3) of the Internal Revenue Code. This exemption applies to all the California State PTA’s constituent organizations.

Authorized by ______

IRS EIN______

PLEASE RETAIN FOR YOUR TAX RECORDS THANk YOU FOR YOUR SUPPORT

346 California State PTA Toolkit – 2011 Note: This Addendum is to be used with agreements to use school facilities, when such agreements are required by the school district.

FACILITIES USE PERMIT ADDENDUM

______(Name of Application)

This Addendum amends that certain application to ______(name of school district) (The “School District”) for use of the facilities at ______(name of facility) signed by ______(the “PTA”), (name of PTA) dated ______(the “Application”). (date of application)

Notwithstanding anything to the contrary contained in the Application, the School District and the PTA agree that California Education Code Section 38134(i) is incorporated into and supersedes any conflict part of the application. California Educational Code Section 38134(h) provides as follows:

Any school district authorizing the use of school facilities or grounds under subdivision (a) shall be liable for any injuries resulting from the negligence of the district in the ownership and maintenance of those facilities or grounds. Any group using school facilities of grounds under subdivision (a) shall be liable for any injuries resulting from the negligence of that group dur- ing the use of those facilities or grounds. The district and the group shall each bear the cost of insuring against its respective risks and shall each bear the costs of defending itself against claims arising from those risks. Notwithstanding any other provision of law, this subdivision shall not be waived. Nothing in this subdivision shall be construed to limit or affect the immu- nity or liability of a school district under Division 3.6 (commencing with Section 810) or Title 1 of the Government Code, for injuries caused by a dangerous condition of public property [California Education Code Section 38134(i)].

PTA SCHOOL DISTRICT

______(Name of PTA) (Name of School District)

By ______By ______

Title ______Title ______

Date ______Date______

California State PTA Toolkit – 2011 347 FIDUCIARY AGREEMENT

The ______PTA/PTSA (PTA), hereby gives to the ______of ______Public School District, a monetary grant in the amount of ______dollars ($______) check number ______, dated and signed by ______president and ______treasurer of the ______PTA.

The gift money is for the sole purpose of ______

It is hereby agreed that the gift monies will be spent for the above-stated purpose on or before ______. Any portion of such funds that is unused or unexpended as of such date shall be reimbursed in full to the ______PTA within seven (7) business days of the expiration date.

The PTA hereby gives to the ______of ______Public School District, the following equipment ______

The ______Public School District accepts ownership of the above described equipment, accepts responsibility for the installation, operation and maintenance of the above described equipment, and will keep the above described equipment at ______, for a period of no less than ______(______) years.

The conditions set forth in this Fiduciary Agreement are restrictions placed by the PTA upon the donation and use of the above described money or equipment. ______PTA/PTSA President Date

______PTA/PTSA Treasurer Date

______School Administrator Date

______School District Administrator Date

348 California State PTA Toolkit – 2011 FINANCIAL SECRETARY’S REPORT (SAMPLE)

______PTA November 14, 2010 – December 14, 2010

A monthly report must reflect the duties of a financial secretary as assigned in the bylaws and should include:

RECEIPTS (Listing of monies received and given to treasurer to deposit.)

11/13 Carnival $ 1,450.00 11/17 Membership dues (150 @ $9) 1,350.00 11/21 Book fair 349.50 12/05 Gift wrap 5,000.00 12/10 Founders Day freewill offering 213.00 TOTAL $ 8,362.50

DEPOSITS (Listing of monies deposited — a duplicate copy of deposit slip is given to treasurer.) 11/14 Carnival $ 1,450.00 11/18 Membership dues (150 @ $9) 1,350.00 11/22 Book fair 349.50 12/06 Gift wrap 5,000.00 12/11 Founders Day freewill offering 213.00 TOTAL $ 8,362.50

______Financial Secretary Signature Date

California State PTA Toolkit – 2011 349 California State PTA insurance does not cover vendors/concessionaires/service providers. Consequently, all vendors/concessionaires/service providers are required to provide Evidence of Insurance to each PTA, unless annual Evidence of Insurance has been filed with the California State PTA Insurance Broker.

HOLD HARMLESS AGREEMENT FOR PTA FUNDRAISING VENDORS/CONCESSIONAIRES/SERVICE PROVIDERS

Insurance Requirements: (a) Workers’ Compensation Insurance. Required if you have employees engaged in the performance of work under the agreement. (b) Comprehensive General Liability. Required $1,000,000. Combined Single Limit. This policy shall cover, among other risks, the contractual liability assumed by vendor/concessionaire/service provider under the indemnification provision set for in the agreement, and include Bodily Injury, Property Damage, Personal Injury and Products Liability if Applicable. (c) Automobile Liability Insurance. Required only if you are providing transportation (e.g., limousine or bus service) at PTA event. $5,000,000 limit required. $1,500,000 for limos with 15 or fewer passengers.

If you (vendor/concessionaire/service provider) fall under (b) or (c), a Certificate of Insurance showing policy limits and an endorsement to the policy MUST be submitted with your contract.

Contract containing the following language MUST be added to the above policies (b) and (c) as an Additional Insured:

The California Congress of Parents, Teachers, and Students, Inc. (California State PTA), including all unit, council and district PTAs and all their officers, directors, members and volunteers. The insurance afforded by this policy shall be primary insurance to any other valid and collectible insurance available to PTA and

______(Name of vendor/concessionaire/service provider)

I/We ______(vendor/concessionaire/service provider) agree(s) to defend and to indemnify and hold harmless, the California Congress of Parents, Teachers, and Students, Inc. (California State PTA), including all unit, council and district PTAs and all of their officers, directors, members and volunteers with respect to my/our liability for “bodily injury,” “property damage” or “personal and advertising injury” to the extent caused by my/our acts or omissions or for the acts or omissions of those acting on my/our behalf: A. In the performance of my/our ongoing operations; or B. In the sale or distribution of my/our products; or C. In connection with my/our premises rented to you.

NOTE: The terms and conditions of this agreement shall apply with respect to Vendor’s/Concessionaire’s/Service Provider’s operations for any unit, council, district or State PTA in California.

DATE: ______SIGNED: ______(Vendor/Concessionaire/Service Provider)

NAME OF ENTITY: ______TITLE: ______

Vendor: If you wish to be included as an approved vendor on the PTA Insurance website then contact our broker at (818) 662-4200. January 2011

350 California State PTA Toolkit – 2011 LEDGER SAMPLE

RECEIPTS Membership Dues Founders Date Received From Deposits Total Receipts Fund Raising Day & Other Local C/U/S/N Donations 7/1/03 Balance forward 1,500.00

9/21/03 Membership (30 @ $10) 300.00 300.00 180.00 120.00

10/2/03 Membership (100 @ $10) 1,000.00 1,000.00 600.00 400.00

10/28/03 Fall festival 2,700.00 2,700.00 2,700.00

11/6/03 Membership (12 @ $10) 120.00 120.00 72.00 48.00

11/25/03 Donation 25.00 25.00

12/1/03 Winter Craft Fair 1,500.00 1,500.00 1,500.00 25.00

12/7/03 Pizza Night (90 @ $8) 720.00 720.00 720.00

6,365.00 7,865.00 852.00 568.00 4,920.00 25.00 ======audited by Mary Smith 1-15-04 ======

1/20/04 Membership (10 @ $10) 100.00 100.00 60.00 40.00

DISBURSEMENTS Total Fund Raising Supplies & Date Paid To Check No. Dues Programs Misc. Disbursements Expenses Equipment

9/1/03 Bay Council (memb envelopes) 1096 30.00 30.00

9/24/03 Bay Council (30 Members) 1097 120.00 120.00

10/2/03 VOID 1098 .00

10/5/03 Bay Council (100 Members) 1099 400.00 400.00

11/5/03 a-b-c novelties (festival) 2000 210.00 210.00

11/10/03 Bay Council (12 Members) 2001 48.00 48.00

12/4/03 Crafts Galore (craft fair) 2002 575.00 575.00

12/10/03 Pizza Stop (20 pizzas) 2003 150.00 150.00

1,533.00 568.00 935.00 30.00

======audited by Mary Smith 1-15-04 ======

1/21/04 Bay Council 2004 40.00 40.00

California State PTA Toolkit – 2011 351 PAYMENT AUTHORIZATION/REqUEST FOR REIMBURSEMENT ATTACH ALL RECEIPTS TO THIS EXPENSE STATEMENT

Name ______PTA Position ______Address ______City/Zip ______Telephone (______)______E-mail ______

Expenditure was for: ______

List Expenditures: ______$ ______

______$ ______

______$ ______

______$ ______

TOTAL EXPENSE $ ______

Total Amount Claimed From Above $ ______

Minus Advance Received $ ______

Reimbursement Claimed $ ______

Not claimed – donate to PTA $ ______

Refund to PTA (Enclose Check) $ ______

Signature ______Date ______

FOR PTA TREASURER USE: r Membership-approved activity r Funds released by membership r Executive Board-approved expenditure

Check Number Category Amount Advanced Expenses Amount Owed or Due

President’s signature: ______Date: ______

Date approved in minutes:______Secretary’s signature: ______

03/2009

352 California State PTA Toolkit – 2011 ______PTA REqUEST FOR ADVANCE/PAYMENT AUTHORIZATION

ATTACH ALL RECEIPTS TO THIS EXPENSE STATEMENT

Name ______Telephone (____) ______Address ______City/Zip ______

Funds being requested for: ______

List estimated costs: ______$ ______

______$ ______

______$ ______

______$ ______

TOTAL ADVANCE REqUESTED $ ______

I request the above advance for expenses of authorized ______PTA business. Within two weeks of the completed assignment, I agree to submit an expense statement along with the required receipts and to refund any unused portion of the advance or to claim money due to me, providing the total is not in excess of the approved amount.

Signature ______Date ______

FOR PTA TREASURER USE: r Membership-approved activity r Funds released by membership r Executive Board-approved expenditure

Budget Category Budgeted Amount Check Number Amount

President’s signature: ______Date: ______

Date approved in minutes:______Secretary’s signature: ______

1/2011

California State PTA Toolkit – 2011 353 TREASURER’S REPORT (SAMPLE) ______PTA November 14, 2010 – December 14, 2010

CHECkING ACCOUNT BALANCE ON HAND 11/14/2010 $ 4,250.00

INCOME 11/15 DEP: Carnival $ 1,450.00 11/17 DEP: Membership dues, unit portion (150 @ $5) 750.00 11/22 DEP: Book fair 349.50 12/05 DEP: Gift wrap 5,000.00 12/10 NSF check #1113 – Book Fair purchase (16.50) TOTAL 7,533.00 7,533.00

FUNDS NOT BELONGING TO THE UNIT INCOME 11/17 DEP: Membership, 150 @ $4.00 (council/district/State/National PTA) $600.00 12/10 DEP: Founders Day freewill offering 213.00 TOTAL 813.00 813.00 TOTAL INCOME $12,596.00

EXPENSES Ck # 3150 Cajon Council, insurance premium $ 195.00 Ck # 3151 Mary Smith, Carnival expenses 55.00 12/10 Bank fee, NSF Ck # 1113 10.00 Ck # 3153 Patty Harper, hospitality 7.49 Ck # 3154 Book Fair Company 120.00 Ck # 3155 VOID Ck # 3156 Cajon Council, convention/2 delegates 260.00 Ck # 3157 Susan Bird, office supplies 15.29 Ck # 3158 VOID 0.00 Ck # 3159 Beverly Anderson, postage 3.70 12/13 Transfer to savings 5,000.00 TOTAL 5,666.48 5,666.48

FUNDS NOT BELONGING TO THE UNIT EXPENSES: #3152 Cajon Council, 150 members @ $4.00 (council/district/State/National PTA) $600.00 #3160 Cajon Council, Founders Day Freewill Offering 213.00 813.00 813.00 TOTAL EXPENSES $ 6,479.48

BALANCE ON HAND 12/14/2010 $ 6,116.52

SAVINGS ACCOUNT BALANCE ON HAND 11/14/2010 $ 8,649.55

12/10 DEP: Interest 4.32 12/13 DEP: Transfer from checking 5,000.00

Withdrawals 0.00

BALANCE ON HAND 12/14/2010 $ 13,653.87

Signature ______Date ______

354 California State PTA Toolkit – 2011 UNIT REMITTANCE FORM Units must use this sheet when submitting monies to council.

Date ______

Unit Name ______State PTA ID Number ______Unit Address ______City/Zip ______Council ______District PTA ______

Total membership on this report: ______

DESCRIPTION AMOUNT Membership dues: # ______@ $ ______(Council, district, State, National PTA portions) $ Insurance Premium (through channels to State PTA by 12/20) Late Charge Insurance (assessed by State PTA if after 12/20) Workers’ Compensation Surcharge and form (through channels to State PTA by 1/31) Founders Day Freewill Offering Council Assessments District PTA Assessments Membership Envelopes

CHECk # TOTAL $

Treasurer ______Telephone (______)______Address ______City/Zip ______E-mail______

Make check payable to: ______Council. Mail to council treasurer: Name ______Address______City/Zip______

All checks must have TWO SIGNATURES.

Make a copy for your records.

The following statement must appear on all local remittance statements in order that the National PTA publication, our Children may qualify for second-class entry mailing:

“A portion of the total sum sent for the National portion of PTA membership dues is payment for one year’s subscription to our Children of the National Congress of Parents and Teachers, which will be sent to the president of each local unit.”

California State PTA Toolkit – 2011 355 2327 L Street, Sacramento, CA 95816-5014 916.440.1985 • FAX 916.440.1986 • [email protected] • www.capta.org

EVERY UNIT, COUNCIL AND DISTRICT PTA MUST COMPLETE AND RETURN THIS FORM EVEN IF NO ONE WAS PAID WORkERS’ COMPENSATION ANNUAL PAYROLL REPORT (Attach insurance premium payment to Report and forward to council/district PTA as directed by their due date. Payment must be received from district PTA on or before January 31.)

Name of PTA ______District PTA ______Address ______Council ______City ______Zip ______

Please note: List only those employees that PTA pays directly. Attach copies of all DE-6 and DE-542. Do NOT list when monies are donated to school district for employee salaries. Do NOT list company name, only individual names.

DOES PERSON PAID CARRY HIS/HER OWN WORkERS' DATES WORkED TYPE OF WORk PAYROLL NAME OF WORkER COMPENSATION INSURANCE? BE SPECIFIC AMOUNT PAID JAN 5, ____ TO YES* NO JAN 4, ____ 1 2 3 4 5 6 7 8 9 10 11 12

A Total Payroll for ALL Employees

B Less $1000 - $1,000.00

C Gross Payroll

D Premium due for additional Workers’ Compensation insurance coverage. ____% of Gross Payroll (Line C)

*If yes, worker must supply the PTA with a Certificate of Insurance from his/her Workers’ Compensation insurance carrier. This report form must be completed and forwarded through channels to reach the California State PTA office no later than January 31. • Unit, council and district PTAs are required to file this form, even if no one was paid. • Report ALL paid workers – attach additional Payroll Report detail pages(s) as necessary. • Attach copies of quarterly employee reporting forms DE-6 and DE-542 for Independent Contractors. • Write “NO ONE PAID” across form if no one was paid. • Signed by treasurer or president. • Forward through channels (unit to council to district). DO NOT send directly to the California State PTA office. • See California State PTA Toolkit, “Workers’ Compensation Annual Report,” 5.3.3i for more information. Date ______Signed ______Telephone (______) ______Position ______

356 California State PTA Toolkit – 2011 2327 L Street, Sacramento, CA 95816-5014 916.440.1985 • FAX 916.440.1986 • [email protected] • www.capta.org

GRANTS CULTURAL ARTS, HEALTHY LIFESTYLES, OUTREACH TRANSLATION AND PARENT EDUCATION Unit, Council, and District PTAs

CULTURAL ARTS Develop and implement student-centered cultural arts programs which complements the California State PTA’s commitment to a quality arts education.

The programs and projects should focus on expanding the students’ awareness and appreciation of the field of cultural arts and/or enriching and enhancing arts education programs and must be sponsored by the PTA applying for the grant.

OUTREACH TRANSLATION Translate PTA written materials and oral presentations in an effort to involve every member of the school community. Presentations or materials must be sponsored by the PTA applying for the grant. The California State PTA may use these translated materials when appropriate. Copy of the translated material must accompany the evaluation report.

HEALTHY LIFESTYLES GRANT Healthy Lifestyles Grants are available from the California State PTA to develop, promote and implement programs, projects and activities that will improve the overall health of children and adults. Refer to the Insurance Loss and Prevention Guide for approved activities.

PARENT EDUCATION Develop and implement parent education programs and projects in such areas as health, child development, child abuse prevention or parenting skills. Programs or projects must be sponsored by the PTA applying for the grant.

California State PTA Toolkit – 2011 357 CULTURAL ARTS, HEALTHY LIFESTYLES, OUTREACH TRANSLATION AND PARENT EDUCATION

AVAILABILITY California State PTA grant funds are available for PTAs in good standing to develop and implement programs and projects at the unit, council and district PTA level.

APPLICATION AND DUE DATE – November 15 An application may be obtained from • the website at www.capta.org • the California State PTA Toolkit • the California State PTA office

The final application packet must include: 1. completed application form. a. MUST be signed by the unit, council or district PTA president. 2. the most recent PTA fiscal year-end audit. 3. the current fiscal year budget. 4. a description of the program’s goals and anticipated outcomes [no more than three (3) pages, total] including; a. the number of students served. b. description of activities planned to implement project and goals. c. timeline for project. d. proposed project budget. e. description of other project funding applied for or received. f. explanation of project implementation, if less than the amount requested is awarded. g. description of project evaluation.

Application due date: • applications must be mailed; facsimiles will not be accepted. • must be received in the California State PTA office by close of business November 15. • when November 15 falls on a weekend, applications are due in the State PTA office by close of business the following Monday. • postmarks will not be accepted. • applications will not be considered if received after due date.

SELECTION Unit, council or district PTA grant recipients are selected by members of the California State PTA Scholarship and Grant Committee. All applicants will be notified of their standing by letter in January or February. A check for the grant is sent to each unit, council or district PTA recipient in February.

GRANT REPORT AND EVALUATION DUE DATE – June 1 Grant funds must be expended by June 1.

The detailed grant report must include: 1. the project’s goals and objectives, 2. an evaluation of the outcomes, 3. the program/project budget, 4. an accounting of actual expenditures.

The grant report must be received in the California State PTA office no later than June 1. • Postmarks will not be accepted. • Forward copies of all translated materials to the California State PTA with report. • Any funds NOT used for the purpose stated on the original grant application must accompany the report to the California State PTA Scholarship and Grant Committee. (Refer to Grant Report Form, Forms, Chapter 9).

10/2010

358 California State PTA Toolkit – 2011 District PTA # ______

2327 L Street, Sacramento, CA 95816-5014 916.440.1985 • FAX 916.440.1986 • [email protected] • www.capta.org GRANT APPLICATION CULTURAL ARTS, HEALTHY LIFESTYLES, OUTREACH TRANSLATION AND PARENT EDUCATION Unit, Council, and District PTAs DUE DATE IN THE CALIFORNIA STATE PTA OFFICE – NOVEMBER 15 APPLICATIONS WILL NOT BE CONSIDERED IF RECEIVED AFTER THE DUE DATE

CHECK ONLY ONE June 1 – Grant Report and Evaluation Due Date o CULTURAL ARTS • Grant funds must be expended by June 1. A report detailing the project’s goals and objectives, an o HEALTHY LIFESTYLES evaluation of the outcomes, and a budget and an o OUTREACH TRANSLATION accounting of actual expenditures must be returned to the California State PTA office no o PARENT EDUCATION later than June 1. Submit a separate application for each grant type. • Any funds not used for the purpose stated on the • PTA must be in good standing. original grant application must accompany the • Application must be signed by unit, council or district PTA president. report. (See Forms, Grant Report Form.) Copies of • Completed form must accompany all required documentation. translated materials must accompany the report.

Please type or print legibly.

PTA Name______California State PTA ID#______

PTA Council______District PTA______

Contact Person______PTA position ______First Name Last Name ______Telephone (____)______Street Address City/State Zip Code *SIGNATURE of contact person ______E-mail ______*Approval date by PTA general membership ______Grant Amount Requested $ ______*SIGNATURE of PTA president ______Date ______Telephone (____) ______q Unit q Council q District PTA *REQuIRED

Return Application in the Following Order: PROVIDE THE FOLLOWING: o Current fiscal year-end PTA audit 1. Completed application form (one page). 2. Response to items 1-7, no more than 3 pages total. o Current fiscal year PTA budget 3. Copy of current fiscal year-end PTA audit. o Completed application form 4. Copy of current fiscal year PTA budget. Required documentation, including 1. Description of project and its purpose. Include goals, number of Paper clip the documents together – DO NOT STAPLE. students served, and expected outcomes. 2. Description of activities planned to implement project and goals. MAIL TO: 3. Timeline for project. California State PTA 4. Proposed project budget. 2327 L Street 5. Description of other project funding applied for or received. Sacramento, CA 95816-5014 6. Explanation of project implementation, if less than the amount requested is awarded. FACSIMILES WILL NOT BE ACCEPTED 7. Description of project evaluation.

OFFICE USE ONLY: q Unit in good standing q Most recent fiscal year-end PTA Audit q Current PTA budget

California State PTA Toolkit – 2011 359 360 California State PTA Toolkit – 2011 2327 L Street, Sacramento, CA 95816-5014 916.440.1985 • FAX 916.440.1986 • [email protected] • www.capta.org GRANT REPORT CULTURAL ARTS, HEALTHY LIFESTYLES, OUTREACH TRANSLATION AND PARENT EDUCATION Unit, Council, and District PTAs

DUE DATE JUNE 1

Provide a summary of your program. Forward copies of all translated materials. Grant funds not expended for the original purpose stated on the grant application must be returned with this report.

Recipient:______District PTA:______(Unit, Council, or District PTA)

Contact Person: ______First name Last name

Address:______Street

______City Zip Code

Telephone (_____)______E-mail: ______

TYPE OF GRANT RECEIVED: q Cultural Arts q Healthy Lifestyles Amount Received $______q Parent Education Amount Spent $______q Outreach Translation Funds Returned* $______*(Payable to the California State PTA.)

PROVIDE THE FOLLOWING: 1. Project description and purpose. 2. Project budget and actual expenditures. 3. Project evaluation summary including suggested improvements. 4. Copies of all translated materials. 5. Copies of any printed materials developed.

How many students were served?______How many adults were served?______Will this be a continuing program/project for your PTA? q Yes q No

Explain: ______

Contact Person Signature:______Date: ______

MUST BE RECEIVED IN THE CALIFORNIA STATE PTA OFFICE NO LATER THAN JUNE 1.

MAIL TO: California State PTA 2327 L Street Sacramento, CA 95816-5014

FACSIMILES NOT ACCEPTED California State PTA Toolkit – 2011 361 2327 L Street, Sacramento, CA 95816-5014 916.440.1985 • FAX 916.440.1986 • [email protected] • www.capta.org

PHOTOGRAPHY RELEASE

Permission to use child’s Permission to use adult image, name, image, name and/or school. organization name, and/or title.

I, ______, I, ______, (Print Parent/Guardian’s Full Name) (Print Full Name) am the parent or guardian of: am an adult 18 years of age or older.

______, ______(Print Name of Minor Child) (Print Title)

______. ______(Print Name of Child’s School) (Print School or Organization Name)

I hereby grant and assign the California State PTA, its units, councils, districts and legal representatives, the irrevocable and unrestricted right to use and publish for editorial, trade, advertising or any other purpose and in any manner and medium, including website and internet promotion, all photographic, video, and digital images as indicated below:

o PHOTO / IMAGE ONLY of my child. o PHOTO / IMAGE ONLY of myself.

o PHOTO / IMAGE ONLY of my child with o PHOTO / IMAGE ONLY of myself with SCHOOL NAME. SCHOOL NAME or ORGANIZATION.

o PHOTO / IMAGE of my child o PHOTO / IMAGE of myself with my with my CHILD’S NAME, NAME, my ORGANIZATION, and/or my and my child’s SCHOOL’S NAME. TITLE.

By signing this, I hereby release the California State PTA, its units, councils, districts and its legal represen- tatives from all claims and liability relating to said photographs, video and digital images.

Date: ______

Parent/Guardian/Adult Signature: ______

Print Name as Signed: ______

Address, City, Zip: ______

Telephone: ______E-mail: ______

Please complete and return to:

______

362 California State PTA Toolkit – 2011 PTA Student Benefits Include... Purposes of the PTA... . Enrichment events beyond those provided by To promote the welfare of children and youth in local schools and their districts. home, school, community, and place of worship. . PTA funding to benefit all students. To raise the standards of home life. . Opportunity to participate in the National To secure adequate laws for the care and protec- PTA Reflections Program to explore and tion of children and youth. develop creative talents. To bring into closer relation the home and the . Knowledge that the PTA works to ensure. school, that parents and teachers may cooperate that students attend classes in buildings that intelligently in the education of children and Benefits of are clean, safe and in good repair. youth. . Assurance to parents that PTA planned. activ- To develop between educators and the general Membership for ities comply with California State PTA insur- public such united efforts as will secure for all ance program requirements and are safe for children and youth the highest advantages in You, students. physical, mental, social, and spiritual education. . Assurance that no child will be exploited as a means for the PTA to raise funds. Students,

Mission Statement of the California State PTA Your School Parent, Teacher, Student The mission of the California State PTA is to positively impact the lives of all children and Associations (PTSA)... families by representing our members, and . Recognize the student contribution to the empowering and supporting them with skills in organization and encourage optimum student advocacy, leadership and communications. Founded in 1897, PTA is a national

aionaSaePATokt–2011 PTAState California Toolkit – involvement. California State PTA Board of Managers, October 2009 organization of several million members that advocates for children, youth and families on . Maximize interaction between students, federal, state and local issues. The voices of parents and other adults who care about all Be a PTA Member! members strengthen the effectiveness and students in the school and for those who vol- advocacy of PTA at the state and national unteer personal time to share special skills Contact PTA today! level. and talents with students. . Provide leadership experience for students as California State PTA PTA membership is a source of pride for PTA committee members, chairmen and offi- 2327 L Street schools and communities and provides a cers. Sacramento, CA 95816-5014 variety of local benefits. Through programs 916.440.1985 FAX 916.440.1986 and services, an active PTA on a school cam- . Unite students and adults in advocacy efforts [email protected] www.capta.org to effect positive change in your school and pus benefits each child in the classroom, the individual member and the local community. 363 community. October 2010 PTA Member Benefits Include... . Opportunities to be involved at school and to . Knowledge that as part of a nationally recog- . The right to express opinions at PTA council take part in volunteer-organized activities that nized organization you can help accomplish and district meetings and at the annual enhance the educational environment at your the PTA’s goals for effective change. California State PTA Convention. child’s school. California State PTA’s advocacy led to the passage of . Opportunities to attend workshops and online legislation to allow 55 percent rather than a two-thirds . The opportunity to be better connected with majority of voters to pass local school bonds, to reduce e-learning programs to develop the skills and the school, the principal, and the staff. The class sizes, and to keep junk food out of our California knowledge to manage the organization. opportunity to acknowledge that you consider schools. PTA continues its advocacy to restore the arts into our schools. . Opportunities to apply for PTA scholarships your child’s education important and that you and grants for continuing education: graduat- want to be involved. . Power to determine the association’s priori- ing high school senior, classroom teacher, When parents are involved, students achieve more, ties, and vote on the budget and expenditures school nurse, counselor, and PTA volunteer. regardless of socio-economic status, ethnic/racial back- recommended by the executive board. ground, or the parents’ educational levels. Students of . Access to PTA websites for information on involved parents generally have higher grades and test . The right to vote in the election of officers, issues affecting children and youth. scores, better attendance, and determine the future of the association, and more consistently completed homework. seek election to office. . Participation in the shared PTA network to . Access to information on issues and programs learn about successful programs and activi- . Access to helpful materials that are repro- ties. concerning the education, health, and welfare ducible in newsletters and for programs. of children and youth. . Specialized PTA assistance to resolve ques- . Confidence that the California State PTA tions on required nonprofit filings with the . The right to attend PTA meetings, ask ques- insurance program protects the association’s tions and vote on issues. Internal Revenue Service, California assets: bonding, general and director and offi- Franchise Tax Board, Attorney General’s . Personal growth as a parent and volunteer cer liability, and Workers’ Compensation. office and other governmental agencies. leader. PTA School Community Benefits Include... . Recognition that there is power in association. . Assistance with outreach to uninvolved par- . Opportunities to collaborate with other . Volunteer hours that substantially increase the ents to promote communications between education, health, safety and child advocacy school’s ability to provide more services to home and school. organizations. students and provide evidence of support for . A pool of informed PTA members to serve on . Confidence that the California State PTA funding such as grant applications. committees and task forces to examine issues insurance program satisfies the California . Enrichment programs and activities that are and seek solutions. Education Code concerning liability for use valued by the community. . Opportunities to meet with parents to discuss of school facilities by the association. . PTA council or district leader availability for critical issues and concerns at regular PTA . California State PTA grants awarded for PTA help in resolving questions and concerns. meetings or at separate parent/administrator material translation, leadership development – Toolkit California State PTA 2011 meetings. and parent education, and arts and health pro- . Ability to reach parents through established grams, achieved through PTA, school, com-

PTA meetings and newsletters. munity, and/or agency collaboration. 364 Beneficios para el estudiante... Los propósitos de la PTA...

. Eventos de enriquecimiento no cubiertos por el pre- Promover el bienestar de los niños y jóvenes en el supuesto de las escuelas localaes o el distrito escolar. hogar, la escuela y la comunidad, y en los lugares de . Los fondos de la PTA se usan en provecho de todos culto religioso. los estudiantes. Mejorar la calidad de vida en el hogar. . Oportunidad de participar en el programa Reflexiones, organizado por la PTA a nivel nacional, con el cual se Procurar leyes adecuadas para el cuidado y la protec- exploran y desarrollan el talento y la creatividad. ción de los niños y jóvenes. . Certeza de que la PTA trabaja duro para asegurar que Estrechar la relación entre el hogar y la escuela de los salones de clase estén limpios, seguros y que se les manera que padres y maestros puedan colaborar con hagan a tiempo las reparaciones necesarias. inteligencia en la educación de los niños y jóvenes. Beneficios de . Asegurarles a los padres que las actividades planeadas Unificar los esfuerzos entre los educadores y el público por la PTA cumplen con los requisitos del programa en general de manera que niños y jóvenes sean los membresía de seguro estatal y sean seguros para los estudiantes. beneficiarios directos de una educación espiritual, social, mental y física. . Certeza de que no se explotará a ningún estudiante para usted, obligándole a que recause fondos para la PTA. los estudiantes, Asociaciones de Padres, su escuela Maestros y Estudiantes DECLARACIóN DE LA MISIóN (PTSA)... DE LA PTA DE CALIFORNIA La misión de la PTA de California es de . Reconocer la contribución del estudiante a la organi- impactar positivamente la vida de todos los niños y zación y animarle a que participe plenamente en la las familias representando a nuestros miembros, y escuela. capacitándolos y apoyándolos con habilidades en Fundada en 1897, la PTA es una organización defensa activa, liderazgo y comunicaciones. nacional de varios millones de miembros que aionaSaePATokt–2011 PTAState California Toolkit – . Lograr el máximo de interacción entre estudiantes, aboga por los niños, jóvenes y familias en padres y otros adultos interesados en el bienestar y Junta directiva de la PTA de California, octubre 2009 asuntos federales, estatales y locales. Las progreso del estudiantado, como son los voluntarios voces de los miembros fortalecen la eficacia y que comparten su tiempo y sus talentos con los estudi- antes. la defensa de la PTA a nivel del estado y ¡Hágase miembro de la PTA! nacional. . Aportar la provechosa experiencia de personas ¡Pongase en contacto con habilidad de liderazgo, abriéndoles las puertas PTA es una fuente de orgullo para las escuelas para que participen en la PTA, como miembros de los con la PTA hoy! y las comunidades y ofrece una variedad de distintos comités, como directores y representantes. beneficios locales. A través de programas y . Unificar a estudiantes y adultos para que juntos, con California State PTA servicios, una PTA activa en una escuela una sola voz, sean mas efectivos a la hora de lograr 2327 L Street beneficia a cada niño en el salón de clase, al cambios en la escuela y en la comunidad. Sacramento, CA 95816-5014 miembro individuo y a la comunidad local. 916.440.1985 FAX 916.440.1986 [email protected] www.capta.org 365 Octubre 2010 Beneficios de ser miembro de la PTA incluyen... • Oportunidades para involucrarse en la escuela y tomar • El conocimiento mayor sobre asuntos de educación per- • El derecho de expresar la opinión propia en reuniones parte como voluntario en las actividades organizadas mite a la PTA ser más efectiva en el logro de sus metas. del concejo de la PTA, en reuniones distritales y en la para mejorar la educación de sus hijos. convención anual del capítulo estatal de la PTA de A nivel estatal, la PTA de California estuvo al frente de California. • La oportunidad de estar mejor conectado con la la lucha que logró cambiar la ley de votación para escuela, con el director y el personal del plantel. Es un aprobar los bonos escolares, reducir el número de • Oportunidades de asistir a talleres de trabajo y a pro- modo en que los padres pueden participar mas activa- alumnos por aula de clase, y sacar de las escuelas gramas de aprendizaje en línea o electrónico, a través mente en algo tan importante como la educación de sus las máquinas expendedoras de comida-chatarra. Se de los cuales se desarrollan las destrezas y el hijos. logró que, la defensa de PTA ha guiado el paso de la conocimiento que propician el buen funcionamiento de legislación para permitir el 55% en vez de una may- la organización. Se ha comprobado que, cuando los padres participan oría de dos tercios. La PTA continúa en su labor de activamente en la educación, aumentan los logros • La PTA brinda oportunidad de becas a los que desean representación para que se traigan de vuelta a las académicos de los hijos, independientemente del nivel continuar estudiando: al estudiante de último año de escuelas los programas de arte. socioeconómico del estudiante y del grupo étnico/racial secundaria, al maestro, a la enfermera del plantel esco- al que pertenezca, o incluso del nivel de preparación • Tener poder para determinar las prioridades de la orga- lar, al consejero, e incluso al voluntario miembro de la que tengan los padres. Los estudiantes cuyos padres nización y para votar en asuntos de presupuesto y gastos PTA. son miembros activos de la PTA suelen ser los que recomendados por la junta ejecutiva. • Acceso a portales electrónicos en la Internet con todo logran las notas más altas y salen mejor en los • Asimismo tiene el derecho de votar para elegir repre- tipo de información sobre asuntos de interés para el exámenes; además, suelen tener mejor asistencia y ter- sentantes, y así determinar el futuro de la organización. bienestar del niño y el adolescente. minar su tarea. • Acceso a materiales útiles que son reproducibles en • Participación en la red de miembros de la PTA para • Lograr acceso a información sobre asuntos y boletines y para los programas. enterarse sobre los programas y actividades programas de educación, de salud y el bienestar disponibles. de los niños y adolescentes. • Generar confianza en la PTA de California el que su seguro proteja los bienes de la organización: bonos; • Cualquier organización sin fines de lucro necesita asis- • Tener el derecho de asistir a las reuniones, hacer pre- responsabilidad legal general y del director; y programa tencia especializada a la hora de hacer la obligatoria guntas y dar su voto en una variedad de asuntos. de Compensación Legal al Trabajador. declaración fiscal ante el Servicio de Recaudación de • Crecer como padres y como voluntarios en el Impuestos (IRS), la Junta de Franquicias y Fisco del liderazgo. Estado de California, la Procuraduría General, y otras oficinas gubernamentales.

Beneficios de pertenecer al capítulo local de la PTA, una comunidad escolar efectiva... • El poder que da asociarse y ser reconocido como una • A través de las reuniones y de los boletines de la PTA, • Oportunidades de colaborar con otras organizaciones organización activa. los padres y los estudiantes consiguen información educativas, de salud y bienestar de los niños. valiosa. • Gracias a las horas de servicio prestadas por • Confianza en que el seguro de la PTA estatal de los voluntarios a la PTA, la escuela provee más • Asistencia para los padres que no participan y California satisface el código estatal de educación servicios al estudiantado y proporciona evidencia de promover la comunicación entre el hogar y la esuela. referente al uso de las instalaciones de la escuela. apoyo para financiación tales como formularios de sub- • Una red de miembros informados que sirven dentro de • Subsidios de la PTA de California para traducción de sidio. los varios comités para examinar los problemas y lograr materiales, desarrollo de liderazgo y educación de los • Enriquecimiento de programas y actividades soluciones. padres, programas de arte y salud logrado a través de

importantes para la comunidad. la PTA, escuela, comunidad, y/o colaboración de la – Toolkit California State PTA 2011 • Oportunidades para reunirse con los padres para agencia. • Liderazgo del consejo o distrito de la PTA disponible para discutir asuntos y preocupaciones en las reuniones ayudar a resolver cualquier pregunta y preocupación. de la PTA o con un representante de la escuela. 366 PTA’s nonpartisan policy prohibits the PTA from endorsing or oppos- Questions to consider in ing a candidate for public office. working more effectively PTAs may support or oppose issues with school boards: and principles. • How many members serve on the school board? What are their names and how can they PTAs should: be contacted? • Find out when regular or special school • How are school board members board elections will be held. chosen? • Be aware that, by law, PTA (as a non- • How often and where does the profit association) must remain neutral school board meet? Are the in any candidate election. PTA may meetings aired on cable televi- take positions on issues only. PARTNERS sion, radio, or via webcast? • Alert community members to the com- • When does the school board ing election (or appointment) of school IN reserve time on its agenda for board members. the public to speak, as required • Emphasize citizen obligation to register EDUCATION: by law? The and vote. • Does the school board have a • Publicize the duties of a school board written policy on parent member and the qualifications of the involvement that agrees with candidates by providing profiles of all School Board PTA policy and the California candidates in a non-biased manner. state mandate on parent • Sponsor candidate forums where all involvement? school board candidates are invited to • What is the relationship of site and PTA speak. (This may be done in coopera- council(s) or other school/parent tion with other nonpartisan organiza- committees to the school board? tions, e.g., League of Women Voters.) • Does the school board agenda aionaSaePATokt–2011 PTAState California Toolkit – Encourage citizens to evaluate carefully include a report from PTA? each school board candidate on the abil- Where are agendas, minutes, ity to represent the whole community on reports, etc., available? all educational issues.

2327 L Street, Sacramento, CA 95816-5014

367 916.440.1985 • FAX 916.440.1986 • [email protected] • www.capta.org ´´´´´´´´´ 11/08 Partnership, teamwork and cooperation • Overseeing the educational programs Promoting cooperation between PTA liaison to the school board are the building blocks of education and business operations of the district PTA and the school board A PTA liaison to the school board is a leadership today. The school board and according to the California Education PTA bylaws encourage participation in valuable resource to both groups. The PTA can form an effective partnership Code. the decision-making process to develop duties of the PTA liaison to the school • Exercising fiscal authority. The board to achieve quality public education. school policy. board include: adopts the budget, approving all expen- • Knowing PTA policies, structure and ditures. PTA as an organization is devoted to the Working cooperatively with the school position statements and voicing the • Long-range planning and goal setting well-being of all children and youth. It board requires the knowledge and PTA’s consensus, not personal views or for educational programs of the district. provides parents, teachers and students understanding of each participant’s role, opinions, on an issue. • Approval of curriculum and adoption of with the means to participate and work responsibility and authority. • Studying agendas and reports in textbooks in accordance with state law effectively with the school board. At the advance of meetings. and California State Department of same time, PTA helps the school board PTA and school boards can be valuable • Introducing self to school board Education regulations and local goals. become informed about the community partners by: members, and clarifying the role of • Representing the public as the employer and the needs of children. • Establishing regular two-way PTA liaison. of school personnel in any collective communication. • Attending school board meetings bargaining process. School boards are responsible for taking • Appointing liaisons to attend each regularly, and then reporting to PTA. the lead in identifying the community’s other’s respective board meetings and • Encouraging parents to attend school education needs and in meeting those making reports at those meetings. board meetings. needs through local school policies. School board structure and • Communicating important school • Alerting the PTA unit, council or dis- meetings issues being considered by the school trict PTA to issues that may require School districts and their governing board. PTA study and action. • Sharing PTA in California, National The school board’s role boards vary greatly in size. Some families • Keeping members informed of school have children in one school district for board/PTA actions and policies PTA’s Our Children, PTA printed and The school board is charged with the electronic newsletters and other responsibility for all aspects of education elementary school and in another for sec- through reports in newsletters, ondary schools. It is important to know meetings and special programs. appropriate PTA publications with in a school district. The board acts in con- school board members. formity with state and federal laws and the following: • Presenting PTA positions on issues. California Department of Education rules • The geographic area and name of one’s • Reporting PTA concerns and parents’ and regulations. The board must also act in school district(s). reactions to school policies and conformity with other state rules and regu- • The organizational structure of the community issues. School board elections and PTA lations that impact school district activities school district(s) and the responsibilities • Promoting the school board’s written Leadership on local school boards is of (e.g., health and welfare, safety, etc.). of each part of that structure. parent involvement policy as mandated vital interest to all citizens. • How to encourage student participation by California law. The school board is legally responsible for on school site councils and secondary • Ensuring that PTA has representation School board members are either elected policies that govern the operation of the school forums. on school and district advisory or appointed to serve a specified number school district. The school board’s main • How to get an item for discussion on committees and task forces. of years. It is important for PTAs to be functions are: the school board agenda. • Inviting school board members to involved in either process. • Policy-making. • How to address the school board and participate by helping plan and/or • Choosing and evaluating the superin- voice the PTA’s position on issues. attend PTA meetings, conferences, PTA members, including local, state and tendent, and approving selection proce- • Which decisions the school board has workshops and open forums. National PTA officers, may serve on the authority to make, and which are • Encouraging parents to attend school school boards, as long as they do not

dures for other personnel. – Toolkit California State PTA 2011 made by a school site council or other board meetings. seek PTA endorsement or use their PTA school/parent committees. office to promote their candidacy. 368 • Observe strict confidentiality about all matters seen or heard at The Need for a Real Partnership school. Every volunteer is Today, there is an undeniable need for expected to honor the ethical parents and administrators to work considerations and legal respon- sibilities regarding the privacy of together to build strong partnerships in students and their records. education. In PTA, parents and admin- istrators work to improve education Site administrator and PTA and the well-being of children and president: Partners working youth. together The site administrator and the PTA With nearly one million members in president represent two important California, PTA is both the largest and PARTNERS groups in the school: staff and par- ents. the most active child advocacy organi- IN • Meet regularly at agreed-upon zation in the state. PTA volunteers are times. Discuss issues. Review part of a network unlike any other par- EDUCATION: The Site plans for events. Keep each other ent organization. As such, they have informed. extensive resources and impact when • Work out problems or misunder - standings promptly in a direct, advocating for improved education Administrator honest way—privately. Keep an within a community. open mind. Listen to each other. • Be positive and enthusiastic and PTA about the school when working with parents and community • Develop a win-win attitude. Celebrate each other’s accom- aionaSaePATokt–2011 PTAState California Toolkit – plishments.

2327 L Street, Sacramento, CA 95816-5014

369 916.440.1985 • FAX 916.440.1986 • [email protected] • www.capta.org ´´´´´´´´´ 11/08 Partnerships, teamwork and coopera- • Implement the school district’s proce- • Planning for and facilitating parent- • Schedule forums for parents/community tion are the building blocks of educa- dures for student admission, registration, teacher conferences, scheduling the con- that build support for public education. tion leadership today. The site adminis- placement, instruction, evaluation, ferences at times when parents can trator and PTA can form an effective behavior, due process, and student attend, and educating parents and teach- record maintenance. ers how to use these conferences to partnership to achieve quality public PTA and site administrator • Supervise all school personnel, includ- build parent-teacher-student teamwork. education. partnership ing training and evaluation, hiring and • Being sensitive to the varied circum - A working partnership between the site firing according to the policies and stances in students’ lives that affect administrator and PTA, dedicated to the Effective partnership requires the knowl- guidelines established by the school behavior and academic performance. edge and understanding of each partici- well-being of all children and youth, board. can strengthen family life and improve pant’s role, responsibilities and authority, • Oversee the school building, safety, which includes setting goals and working educa tion for children. maintenance and security. Partnership with PTA cooperatively to achieve them. Working • Prepare the budget and being account- together can lead to success for all students. To further the PTA partnership, the site The PTA should: able for budget expenditures. administrator can: • Present PTA/community concerns and • Ensure that the school is in compliance • Be an active PTA member. issues to the site administrator. Develop with applicable local, state and federal • Be active in PTA, attending meetings a process that allows for frank and open PTA laws. PTA as an organization is devoted to the and encouraging teachers to participate. discussion. well-being of all children and families. It • Encourage PTA to keep its primary • Focus on education and how to benefit *A school site council is a group of people focus on education issues and parent students. provides parents, teachers and students at the local school who have decision- with the means to participate and work education rather than fund-raising. • Encourage the site administrator to share making power for the school. Councils • Work together to solve problems and set goals for and concerns about the school. effectively with the site administrator. At include elected teacher, staff and parent the same time, PTA helps the site adminis- goals that will benefit all students. • Work with the site administrator and/or representatives, and generally include a • Help the PTA plan activities to accom- school site council to set goals and help trator become informed about the commu- site administrator. Students must be repre- nity and the needs of children and families. plish specific goals (for example, plan programs/activities to achieve sented on high school councils; middle encouraging PTA to plan events that these goals. school student participation is optional. promote children’s well-being, home- • Be alert to staff and community talents school cooperation, and community bet- and resources, and draw on them for Site administrator’s role terment). These events often strengthen It is the site administrator’s leadership that the benefit of the entire school. Partner with parents/guardians the school’s business and community • Encourage the site administrator to sets the tone of the school, the climate of The site administrator is responsible for relationships as well. learning, the level of professionalism, the promote fair discipline for all children. local implementation of the school dis- • Work with PTA to develop a program Volunteer to serve on a committee to morale of the staff, and the degree of con- trict’s parent involvement policy. The site for training and utilizing parent and cern for students. write a discipline code, if one does administrator can ensure parent involve- community volunteers, who can help not exist. ment by: school staff enrich all areas of the • Work with the site administrator to • Being available to the community. school. develop annual school reports and the School official (scheduling meetings for the public at • Write a regular column for the PTA annual local site budget. Authorized The main duties of the site administrator different times — days, evenings and newsletter to keep parents informed of PTA representatives can speak in are to weekends.) current education issues. support of budgets and other issues at • Ensure that the school follows the cur- • Inviting parents to make private appoint- • Provide space for a parent resource cen- school board and local government riculum guidelines adopted by the ments to discuss concerns. ter and suggesting materials to include meetings. school board and/or school site council*. • Ensuring that parents feel welcome at in the center. • Disseminate the annual school – Toolkit California State PTA 2011 • In cooperation with the school staff, and comfortable in the school. • Recognize PTA and community volun- accountability report card (SARC). determine the instructional strategies teers’ efforts for their contributions to used in the school. the school. 370 The Benefits of Partnership Together PTA and the school superin- Parents/Guardians are a child’s tendent can work toward a quality first educator and school partner education for all children by develop- Parents/Guardians share responsibility ing a working partnership, communi- for their children’s education by: cating with each other, sharing in the • Sending to school a child who is decision making and mobilizing the ready and eager to learn, self-disci- community to action. plined and prepared to accept the The Need for a Real Partnership authority of school staff. • Seeking the advice of teachers to Today, there is an undeniable need for parents and the superintendent to understand their children’s growth work together to build strong partner- and learning—and sharing informa- ships in education. In PTA, parents tion that will help school staff plan PARTNERS and the superintendent work to for their children. IN improve education and the well-being • Showing commitment to education of children and youth. by attending parent-teacher confer- EDUCATION: ences, open houses, PTA meetings, The With nearly one million members in student concerts and other school California, PTA is both the largest programs, whenever possible. and the most active child advocacy • Attending programs to learn about Superintendent organization in the state. PTA volun- current issues and trends in educa- teers are part of a network unlike any tion. other parent organization. As such, they have extensive resources and • Understanding and working for the and PTA impact when advocating for passage of school measures. improved education within a commu- • Learning about and actively support- nity. ing school programs, cur riculum, aionaSaePATokt–2011 PTAState California Toolkit – regulations and procedures.

2327 L Street, Sacramento, CA 95816-5014

371 916.440.1985 • FAX 916.440.1986 • [email protected] • www.capta.org ´´´´´´´´´ 11/08 Partnership, teamwork and cooperation • The superintendent presents recom- Superintendent • Making it a priority to involve the are the building blocks of education mendations to the school board at the State law requires school boards to community in addressing school dis- leadership today. The school superin- annual budget meetings. develop policies for parent involvement. trict issues. tendent and PTA form an effective part- • In addition to school board policy, The superintendent sets the tone for how • Helping the community identify edu- nership to achieve quality public educa- federal/state laws govern the superin- such policies are implemented. PTA is cation-related areas of interest, con- tion. tendent’s actions. critical to this implementation, since it cern and need. represents a broad base of parents and • Documenting PTA input to the school The superintendent serves as the chief Note: In communities where site-based community members. board. executive officer (CEO) of the school management is in place, decision-mak- • Recognizing PTA’s involvement. district. The superintendent interacts ing and staff responsibilities may be del- The superintendent can help the partner - • Becoming an active PTA member. with the school board, site administra- egated differently. ship succeed by: tors, parents, community leaders, teach- • Implementing school district policies ers and students. A good working part- on parent involvement. PTA nership between PTA and the school Superintendent and PTA as educa- • Sharing school district parent/commu- By joining together the voices of par- superintendent enhances opportunities tion leaders nity involvement policies and proce- ents, teachers and community members, for quality education for young people. • Build positive community relation- dures. the PTA becomes a powerful partner ships to support public schools. • Listening to parents. with the superintendent in working for PTA as an organization is devoted to the • Bring together community members to • Strongly encouraging all schools to quality education. well-being of all children and families. support public education. have a PTA and helping PTA organize It provides parents, teachers and stu- • Form coalitions, as needed, for action one, if necessary. The PTA can help the partnership suc- dents with the means to participate and regarding education issues. • Requiring PTA and community partic- ceed by: work with the superintendent. At the ipation in school-wide and district- • Becoming familiar with school poli- same time, PTA helps the superintendent wide advisory groups and committees. cies and procedures. become informed about the community Building a partnership with PTA • Sharing the decision-making process • Understanding and using administra- and the needs of children and families. The PTA and the school superintendent with parents, teachers and students, tive channels. have a common goal—quality educa- where applicable. • Knowing the different responsibilities The superintendent’s role tion. Reaching this goal takes a team • Providing school board agendas, and roles of the board, superintendent The superintendent presents the school effort of parents, teachers and adminis- administrative agendas and action and site administrator. board with a vision to help identify trators working together. items to the PTA. • Setting priorities and goals each year goals for the school district. Together, • Assisting site administrators and PTA and sharing these with the superin- the superintendent and school board pri- In achieving this partnership, both the officers in developing a working rela- tendent. oritize education goals and objectives. superintendent and PTA have important tionship. • Involving people who will participate roles to play. • Meeting and conferring with the PTA actively on committees and task and other community groups at their forces. Official duties meetings. • Mobilizing coalitions, when necessary, • Assigning key adminis trators to repre- to achieve education goals to support • The superintendent receives general sent the superintendent to meet with school issues. directions and outlines of goals and PTA and community groups. policies from the school board. • Working with elected officials on mat- • The superintendent organizes staff to ters that concern children. – Toolkit California State PTA 2011 accomplish these goals and policies and evaluates staff efforts. 372 The Need for a Real Partnership Today, there is an undeniable need Parents/Guardians are a child’s first for parents and educators work educator and school partner together to build strong partnerships Parents/Guardians share responsibili- in education. In PTA, parents and ty for their children’s education by: teachers working to improve educa- • Sending to school a child who is tion and the well-being of children ready and eager to learn, self-disci- and youth. plined and prepared to accept the authority of school staff. With nearly one million members in • Seeking the advice of teachers to California, PTA is both the largest understand their children’s growth and most active child advocacy and learning—and sharing infor- organization in the state. PTA volun- mation that will help school staff teers are part of a network unlike any PARTNERS other parent organization. As such, plan for their children. they have extensive resources and • Showing commitment to education IN impact when advocating for by attending parent-teacher confer- improved education within a commu- ences, open houses, PTA meetings, EDUCATION: The nity. student concerts and other school programs, whenever possible. Home and school are a child’s major • Attending programs to learn about influences. The partnership between current issues and trends in Teacher teachers and parents can help chil- education. dren develop into responsible and • Understanding and working for the reliable citizens. passage of school measures. and PTA • Learning about and actively Children and youth need the support supporting school programs, of both teachers and PTA. cur riculum, regulations and proce- aionaSaePATokt–2011 PTAState California Toolkit – dures.

2327 L Street, Sacramento, CA 95816-5014

373 916.440.1985 • FAX 916.440.1986 • [email protected] • www.capta.org ´´´´´´´´´ 11/08 Partnerships, teamwork and cooperation The teacher’s role How PTA helps teachers • Advising parents on how they can rein- are the building blocks of education Teachers can encourage parent involvement in A PTA can assist teachers in creating an envi- force learning at home. leadership today. Teachers and PTA form their school by: ronment favorable to learning by: • Assisting parents to become more an effective partnership to achieve quali- • Setting a friendly tone in communication with • Helping to integrate in-school and out-of- involved in their children’s education.• ty education. PTA has always considered parents. school activities. Helping to establish coalitions of teachers an integral part of the PTA • Instituting a regular means of communica tion • Providing insight into family and communi- organizations that work for children. organization. with parents/guardians throughout the school ty structures, attitudes and influences that • Contacting state legislators and mem- year, including weekly classroom print or elec- affect children. bers of Congress on matters that con- Research shows that parent involvement tronic newsletters, teacher-parent journals, good • Working to improve curriculum. cern children. plays an important role in learning. Parent news phone calls or weekly student folders. • Offering programs that improve the lives of involvement is enhanced by a positive • Establishing a clear policy on homework, its children and youth (Red Ribbon Week, Building community support parent-teacher relationship. Teachers are purpose, how much time it should take and alcohol and drug abuse prevention, civic Educating children is a shared responsi- the critical link in a successful partnership how parents can help. responsibility). bility. Positive results occur when parents between home and school. PTA is an • Making sure that parents/guardians understand • Encouraging informal discussions between and teachers support each other. Working effective means of bringing parents and classroom programs and policies, and the parents and teachers. as a team, parents and teachers can enlist teachers together. importance of parent support. • Working for adequate funding for schools. community support for education, as well • Supporting parent and community volunteers • Making parents and other members of the as improve the well-being of all children PTA as an organization is devoted to the in the school. school community more aware of what is and families. well-being of all children and families. It • Sharing with the PTA current topics in educa- happening in their school. provides parents, administrators and stu- tion and issues of concern to teachers. • Recruiting room representatives and skilled By working together, PTAs and teachers dents with the means to participate and • Joining PTA and attending PTA meetings, volunteer aides to assist at the school and in can encourage community members to work effectively with educators. At the serving on committees and in leadership posi- the classroom. support education by: same time, PTA helps educators become tions and joining in PTA programs and projects. • Encouraging community members to informed about the community and the • Discussing PTA programs at teachers’ meet- How teachers help PTA become informed about education needs of children and families. ings and sharing tips about successful ways to The teacher can assist a PTA in promoting the issues. involve parents in the classroom and on the education, health, and well-being of children • Working to maintain a strong public Building a partnership school campus. and youth by: school system with Through PTAs and PTSAs (Parent- • Becoming an active PTA member. quality educational programs Teacher-Student Associations), parents PTA’s role • Attending PTA meetings, serving on PTA for all children and youth. and teachers may work together to A PTA can encourage parents/guardians to be committees, and participating in PTA pro- • Supporting training for teachers, site achieve common objectives. They may involved in their children’s education by: grams and projects. administrators, school board members, work to: • Informing parents of school policies and pro- • Encouraging other teachers, parents, and parents and community members in • Promote education, health and well- grams. students to join PTA. their roles as shared decision-makers. being of children and families in the • Helping parents understand the impor tance of • Alerting PTA to parents’ needs. • Urging communities to support profes- home, school and community. school rules and procedures. • Notifying PTA of school concerns such as sional development for teachers. • Offer parents programs to improve par- • Strengthening communication between teach- absenteeism and safety to and from school. • Providing parent education and training enting skills. ers and parents through classroom newsletters, • Encouraging the school to participate in the programs for parents and community • Secure passage of adequate laws for the workshops, and invitations to classroom Reflections Program, National PTA’s cultur- members. protection of children and youth. events and activities. al arts project. • Furnishing opportunities for • Strengthen home-school cooperation • Providing information to parents on parenting • Explaining to parents the school programs parents to focus on school and student and communication. skills and ways to support children’s learning and policies and the importance of parental successes through school site councils, at home. support. exhibits, open houses, award cere- Fostering parent involvement • Encouraging volunteer programs in the monies, performances, and other such Parent involvement in education becomes schools and in classrooms. events. a reality when there is strong support • Assisting parents through outreach programs from the school site. When teachers effec- and referrals to community resources. California State PTA Toolkit – Toolkit California State PTA 2011 tively partner with parents, they strength- • Ensuring that parents are full participants in en children’s education as well as their parent/teacher conferences. school community. 374 Professional Governance Certificate The California State PTA has adopted the professional governance standards. Every PTA

is encouraged to adopt professional governance ______standards. ______ID#

The California State PTA will issue a certificate District to each PTA that adopts the professional gover- nance standards. ______Mission Statement of the California State PTA The mission of the California State PTA is to

positively impact the lives of all children and Print Name families by representing our members and empowering and supporting them with skills in advocacy, leadership, and communications.

California State PTA Board of Managers, July 2007

Purposes of PTA Professional

To promote the welfare of children and youth in ______home, school, community, and place of worship. Governance aionaSaePATokt–2011 PTAState California Toolkit – To raise the standards of home life. Council To secure adequate laws for the care and protec- Standards tion of children and youth. ______

To bring into closer relation the home and the 916.440.1985 • 916.440.1986 • • FAX www.capta.org [email protected] school, that parents and teachers may cooperate

intelligently in the education of children and ______youth. Mail to: 2327 California Street, L State 95816-5014 Sacramento, PTA, CA ______To develop between educators and the general public such united efforts as will secure for all children and youth the highest advantages in

375 physical, mental, social, and spiritual education. Mailing Address Mailing ______Adopted Date President Signature PTA PTA that your PTA has adopted the that Professional your Governance PTA Standards. Certificate PTA will be mailed. Name of PTA The California State PTA would for like The its to California work. recognize State Please your PTA notify PTA the California State Professional Governance The Individual Board Member Standards A PTA board member is a person elected or appointed to serve on a PTA executive board. Individual board members bring unique skills, values and beliefs to the PTA board and in order to The bylaws and standing rules for each function effectively, individual board members must work together for the association. To be PTA provide a framework for the organi- effective, an individual board member: zation. In order to operate effectively using this framework, • Recognizes and respects differences of perspec- • Participates in opportunities for training PTA executive boards and individual tive and style among the individual board mem- • Commits the time and energy necessary to be an board members will benefit from adher- bers informed and effective leader ence to professional standards of gover- • Acts with dignity and understands the implica- • Assists those with less experience nance. tions of demeanor and behavior • Understands the distinctions between PTA and • Honors the confidentiality of board discussions the school staff and refrains from performing • Is open to new ideas and suggestions functions that are the responsibility of the school Professional governance standards • Is familiar with the bylaws in respect to the indi- district specify principles involved in governing vidual position as well as the organization as a • Values, supports and advocates for public educa- responsibly and effectively and were whole tion developed to support PTA boards in • Understands that authority rests with the board • Represents the PTA only when authorized to do their efforts to enhance their member- as a whole and not with individuals so ship’s and the community’s understand- • Understands that the basis for all authority rests ing about the responsibilities of the PTA with the membership board.

The PTA executive Board “With strong leadership, PTA will have the The members of the PTA executive board work together as a governance team which assumes competent, committed people necessary to be effective advocates for children and youth.” collective responsibility for building unity and creating a positive climate during term of office. California State PTA Toolkit To operate effectively, the executive board: • Develops a unity of purpose by involving par- • Takes collective responsibility for the board’s • Works collaboratively with other groups and ents/guardians, students, staff and community performance agencies that share the same concerns on issues • Communicates a common vision • Proposes for adoption by the membership a fis- that affect children and youth • Operates with trust and integrity cally responsible budget based on the organiza- • Encourages individual board members to attend • Remains responsive to input from the school tion’s vision and goals available training opportunities community • Monitors the fiscal health of the association reg- • Serves as a communication link between the • Governs in a professional manner, treating ularly home, school and community everyone with civility and respect • Ensures that safe and appropriate activities are • Evaluates the activities and direction of the – Toolkit California State PTA 2011 • Fulfills requirements set within bylaws and provided to implement the goals board on a regular basis standing rules • Provides community leadership on issues that 376 affect children and youth JANUARY 2007 Commas cont. OFTEN-USED PTA WORDS • Between names of states and nations used with after-school programs fundraising activities president-elect cities at-risk fundraiser (noun) preteen – Los Angeles, California, is a big city. back-to-school handout (noun) school-based • For dates with month, day, and year bylaws health-care clinics seat belt – October 30, 2007 caregiver HIV/AIDS self-esteem • When the day of the month is omitted, so is the citywide Internet statewide comma curricula (plural) kindergartner teenage/teenager – June 2007 curriculum (singular) nationwide T-shirt day care (noun) noncommercial vice president Apostrophes day-care (adjective) nonpartisan Washington, D.C. • Singular possessive - PTA’s office dropout nonprofit website • Plural possessive nouns not ending in “s” e-mail nonsectarian well-being everychild. onevoice. – children’s books extracurricular online year-round •“It’s” means “it is”; not the possessive, “its size.” flier (NOT flier) preschool • Plural possessive nouns ending in “s” – unit PTAs’ collaboration • Not with plural nouns, figures PTA’S VISUAL IDENTITY – PTAs advocated for arts education Phoebe Apperson Hearst – legislation in the 2000s WRITING STYLE Use: • Active tenses, not passive; • Verbs, not adverbs; See the National PTA website www.pta.org regarding • 4 p.m., 10-11 a.m., noon and midnight; use guidelines for the logo and tagline. Customize the • Chairman, not chair or chairperson; logo for the unit, council or district PTA using Arial Black Style • People, not persons; or Helvetica Black font for the PTA name. Use Times • Parent involvement; Roman font for the tagline. Black or dark blue color is • Either Dr. Jane Jones or Jane Jones, Ed.D., preferred, or reverse white on a colored background. not Dr. Jane Jones, Ed.D.; • United States as a noun, U.S. as an adjective. Tips: • Rewrite to avoid using etc., and/or, he/she, s/he. Mission Statement of the aionaSaePATokt–2011 PTAState California Toolkit – (usually, a plural form does the trick: California State PTA Guide “A student likes his/her homework” becomes The mission of the California State PTA is to “Students like their homework.” positively impact the lives of all children and families • Beware singular noun plural pronoun problems. by representing our members, and empowering and “Speak with the teacher about your child’s home- supporting them with skills in advocacy, leadership work. Their success depends on it.” This is incor- and communications. rect because the antecedent of “their” is the singu- Capitalization, lar “child.” Better: “Speak with the teacher about California State PTA Board of Managers, October 2009 Number Use, your child. Your student’s success depends on it.” • The term disability is preferred to handicap. Punctuation, • Use “people first” style – “a student with a disabili- ty,” rather than “a disabled student.” California State PTA Spelling, Terminology • Include year of passage with names of all laws 2327 L Street, Sacramento, CA 95816-5014 except those passed in current legislative session. 916.440.1985 • FAX 916.440.1986 and Visual Identity • No all cap headlines (except CALL to Convention). www.capta.org • [email protected] 377 for • Conform to time, date, place format: meeting is at 10 a.m., May 4, at the Capitol. June 2009 PTA Publications CAPITALIZATION TITLE CAPITALIZATION Use Numerals for California Congress of Parents, Teachers and • For titles in text, capitalize the first and last words • Large numbers such as million and billion Students, Inc. and all nouns, pronouns, adjectives, verbs, adverbs, – $12 million California State PTA – not CSPTA or CAPTA and subordinate conjunctions (therefore, however). • Percentages State PTA • Articles (a, an, the), conjunctions (and, or, for, but), and – 15 percent (spell out “percent”) National Congress of Parents and Teachers prepositions of three letters or less (for, to, on) are • Ages National Parent Teacher Association lowercase, unless they are the first or last words of a – age 3 to 6 National PTA title or subtitle. – 26-year-old (hyphenate) Parent Teacher Association • The infinitive “to” should be capitalized. • Pages Parent-Teacher-Student Association • Use typeset italic or boldface for titles of books, – page 2 PTA or PTSA – no periods periodicals, movies, videos, plays, operas, reports, • Ratios 3-to-1; No. 1 killer of teens Founders Day pamphlets, and kits. Sacramento County, but Sacramento and – California State PTA Toolkit PUNCTUATION Quotation Marks San Joaquin counties – The Communicator • Always set outside the comma and the period. – National PTA Quick-Reference Guide Nouns or Adjectives Forming Part of Proper Name • Always set inside the colon and the semicolon. – Parents Empowering Parents (PEP) Guide of an organization • Set outside or inside the exclamation point, depending • When the title or designation precedes the name, it Sun Elementary PTA on whether the marks belong to the quoted matter. is capitalized. If it follows the name, it is lower case. Hillside Council PTA • Use single quotation marks for quotations within – President-elect Jones Twenty-Fifth District PTA quotations. – Jane Jones, president University of California • A quoted passage of four lines or more may be used – Sarah Smith, president-elect Do not capitalize association or unit, council, without quotation marks if indented from the body of – Henry Jones, the principal of the school district PTA, university when used alone. material. – James McCay, Ed.D., principal • Use quotation marks for themes, such as for Terms specific to California state PTA • Capitalize schools of a university, but not courses or conventions, workshops, or administrations. Advisory Board departments. Capitalize languages. • Avoid overuse of exclamation marks! Board of Directors – School of Journalism • Ellipses (…) should be treated as a word with a space Board of Managers – biology department before and after. At the end of a sentence, a period is California State PTA Annual Convention – UCLA Spanish department still needed (for a total of four dots). CALL (to board or convention) • Dashes require space before and after. Continuing Service Award – CSA DO NOT CAPITALIZE “everychild. onevoice.” • Association, unit, council, district PTA, or board of Colons and semicolons Golden Oak Service Award education unless used as part of a name of a specific • Use a colon only if the introductory phrase can Honorary Service Award – HSA group; stand alone as a sentence. Mission Statement of the California State PTA • Titles after the word “the” or after a name; • Do not use a colon after a verb. Purposes of the PTA – as title or in a sentence • Organizational terms such as bylaws, chairman, • Capitalize the first word after a colon if it is a proper Vice President for Communications (etc.) committee, director, parent education, preschool, noun or the start of a complete sentence. For a policy, scholarship, grant, vice president, workshop; vertical list, capitalize the first word of each item, PTA Projects, Programs or Workshops • Seasons of the year, directions (north, southeast), use commas or semicolons with a final period if the PTA Leadership Training state, nation, federal, flag. phrases are lengthy. Reflections Program • Use semicolons to separate elements of a series when “SMARTS: Bring Back the Arts!” NUMBERS the individual elements contain information that is set When To spell out Numbers off by commas or to join two clauses when a coordi- state or National Government Terms • At the beginning of a sentence, except for years; nating conjunction (and, but, for) is not present. Titles (Governor, Senator and Assembly Member) • One through nine, 10 and above use numerals; capitalized ONLY when preceding a name th • First through ninth, after 10 use numerals; Commas Legislature, Senate and Assembly capitalized when th • First grade, grade one, first-grader; 10 grade, grade Use a comma: California State PTA Toolkit – Toolkit California State PTA 2011 referring to the California bodies th 10, 10 -grader • Before the conjunction only when the series of items Note: More than 100 (not over 100) and fewer than 100 or phrases is complicated or lengthy. (not less than 100). – The flag is red, white and blue. • Before an independent phrase: “He gave me an 378 apple, and I ate it.” 2327 L Street, Sacramento, CA 95816-5014 916.440.1985 • FAX 916.440.1986 • [email protected] • www.capta.org

CONTINUING EDUCATION SCHOLARSHIP FOR CREDENTIALED CLASSROOM TEACHERS AND COUNSELORS

Continuing Education Scholarships for Credentialed Teachers and Counselors for up to $500.00 each are available from the California State PTA to elementary and secondary teachers and counselors employed in California public schools.

AVAILABILITY California State PTA scholarship funds are available for continuing education course(s). The course(s) must be at an accredited college or university from January 1 through December 31. Courses must be completed by December 31 of the year following the awarding of the scholarship. qUALIFICATIONS Scholarships are awarded to credentialed teachers and counselors 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' teaching/counseling experience in California public schools; 3. who have a full-time teaching or counseling contract for the current year; 4. who plan to continue as a teacher or counselor; and 5. who are members of a PTA/PTSA unit in good standing, and teach or have a counseling position at that PTA/PTSA school.

APPLICATION AND DUE DATE The application and accompanying reference forms may be obtained from: • the website at www.capta.org; • the California State PTA Toolkit; and • the California State PTA office.

The final application packet must include: 1. a completed application form; 2. a legible copy of applicant's current PTA/PTSA membership card on an 8½" x 11" sheet of paper; 3. an essay describing a. your current teaching/counseling assignment; b. other teaching/counseling assignments and dates of service; c. how the course(s) will improve your effectiveness as a teacher/counselor; d. any PTA/school/student extracurricular activities in which you are involved; 4. reference forms and letters in sealed envelopes; a. reference form and letter written specifically for this scholarship application; b. first reference form and letter completed by applicant’s current administrator, or representative; and c. second reference form and letter completed by current PTA president, or representative. d. Note: Each completed reference form and letter should be given to the applicant in a sealed envelope.

Mailing instructions: 1. Original application, and reference forms with letters must be mailed together in ONE envelope; a. Faxed submissions will not be accepted. 2. The application must be received in the California State PTA office by close of business November 15. a. Postmarks will not be accepted. Application will not be considered if received after due date or if any of the required materials are missing. b. When November 15 falls on a weekend, applications are due in the State PTA office by close of business the following Monday.

SELECTION Recipients are selected by members of the California State PTA Scholarship and Grant Committee. All applicants will be notified of their standing by letter in January. A check for the scholarship is sent directly to each recipient.

FOLLOW-UP Scholarship recipients must provide proof of enrollment and completion of coursework to the California State PTA office by June 1.

California State PTA Toolkit – 2011 379 District PTA # _____

2327 L Street, Sacramento, CA 95816-5014 916.440.1985 • FAX 916.440.1986 • [email protected] • www.capta.org

APPLICATION CONTINUING EDUCATION SCHOLARSHIP FOR CREDENTIALED CLASSROOM TEACHERS AND COUNSELORS

DUE DATE IN THE CALIFORNIA STATE PTA OFFICE — NOVEMBER 15 APPLICATION WILL NOT BE CONSIDERED IF RECEIVED AFTER DUE DATE

Please type or print legibly. ______Last Name First Name Middle Name ______Street Address City/State Zip Code

(______)______Telephone E-mail Total number of years: as a credentialed teacher/counselor ______credentialed teacher/counselor in California ______Complete Name of School Telephone ______Street Address of School City/State Zip Code SIGNATURE of applicant (required)______Date ______

List all credentials held: Provide the Following: 1. Describe your current teaching/counseling assignment. ______2. List other teaching/counseling assignments and dates of ______service. 3. Describe how the course(s) will improve your ______effectiveness as a teacher/counselor. ______4. Describe your involvement in PTA/school/student extracurricular activities. ______Return Application Packet in the Following Order: List course(s) selected for continuing education. If course sched- • Completed application form ule is not available, please indicate subject area/field of interest. • Legible copy of your current membership card on ______8½" x 11" sheet of paper • Essay response to items 1-4, above [no more than two ______(2) pages total] • Two (2) reference forms with letters, in sealed envelopes. Name accredited college or university you plan to attend. ______Paper clip the documents together – DO NOT STAPLE

RETURN TO: California State PTA, 2327 L Street, Sacramento, CA 95816-5014 FACSIMILES WILL NOT BE ACCEPTED

OFFICE USE ONLY q Copy of current membership card q Two (2) reference forms with letters q Unit ID Number ______q Unit in good standing 380 California State PTA Toolkit – 2011 2327 L Street, Sacramento, CA 95816-5014 916.440.1985 • FAX 916.440.1986 • [email protected] • www.capta.org

REFERENCE FORM CONTINUING EDUCATION SCHOLARSHIP

DATE DUE TO CALIFORNIA STATE PTA OFFICE BY APPLICANT – NOVEMBER 15

CHECk APPLICABLE SCHOLARSHIP: o SCHOOL NURSES — On a separate sheet, give an evaluation of the abilities and characteristics of the applicant, as well as comments regarding applicant's personal and professional qualifications. Include any of the applicant's PTA or other volunteer work of which you are aware. Information provided will be considered confidential. Please limit letter to one page.

o TEACHERS & COUNSELORS — On a separate sheet, give an evaluation of the abilities and charac- teristics of the applicant, as well as comments regarding applicant's personal and professional qualifica- tions. Include any of the applicant's PTA/school/student extracurricular activities of which you are aware. Information provided will be considered confidential. Please limit letter to one page.

o PTA VOLUNTEERS — On a separate sheet, give an evaluation of the abilities and characteristics of the applicant, as well as comments regarding applicant's personal and professional qualifications. Unit/council/district PTA president – describe applicant's PTA volunteer involvement. Information provided will be considered confidential. Please limit letter to one page.

RETURN THIS FORM WITH LETTER OF RECOMMENDATION IN A SEALED ENVELOPE DIRECTLY TO APPLICANT

APPLICANT’S NAME ______

Form completed by ______

Title/Position ______

Mailing Address ______

______

Telephone (_____) ______E-mail ______

SIGNATURE ______Date ______

California State PTA Toolkit – 2011 381 382 California State PTA Toolkit – 2011 2327 L Street, Sacramento, CA 95816-5014 916.440.1985 • FAX 916.440.1986 • [email protected] • www.capta.org

CONTINUING EDUCATION SCHOLARSHIP FOR PTA VOLUNTEERS

Continuing Education Scholarships for PTA Volunteers for up to $500.00 are available from the California State PTA to enable PTA volunteers to continue their education.

AVAILABILITY California State PTA scholarship funds are available to PTA volunteers. Scholarships for continuing education must be taken at an accredited college, university, trade, technical or adult school. Scholarships may be utilized from January 1 to December 31. Courses must be completed by December 31 of the year following the awarding of the scholarship. qUALIFICATIONS Scholarships are awarded to PTA volunteers 1. who have given (3) three years’ volunteer service to PTA; 2. who plan to continue providing volunteer services to PTA; and 3. who are current members of PTA/PTSA units in good standing.

APPLICATION AND DUE DATE The application and accompanying Reference Form may be obtained from: • the website at www.capta.org; • the California State PTA Toolkit; • the California State PTA office.

The final application packet must include: 1. a completed application form; 2. a legible copy of applicant's current PTA/PTSA membership card on an 8½" x 11" sheet of paper; 3. an essay describing a. your PTA/PTSA leadership responsibilities and volunteer services; b. how the course(s) specified in the application form will improve your effectiveness as a PTA volunteer in working with children and youth; c. your involvement in school/student extracurricular activities; 4. reference forms and letters in sealed envelopes; a. reference form and letter written specifically for this scholarship application; b. first reference form and letter completed by applicant’s unit, council or district PTA president; and c. second reference form and letter completed by a person unrelated to applicant and with whom applicant has volunteered during the past two years. d. Note: Each completed reference form and letter should be given to the applicant in a sealed envelope.

Mailing instructions: 1. Original application, and reference forms with letters must be mailed together in ONE envelope. a. Facsimiles will not be accepted. 2. The application must be received in the California State PTA office by close of business November 15. a. Postmarks will not be accepted. Applications will not be considered if received after due date or if any of the required materials are missing. b. When November 15 falls on a weekend, applications are due in the State PTA office by close of business the following Monday.

SELECTION Recipients are selected by members of the California State PTA Scholarship and Grant Committee. All applicants will be notified of their standing by letter in January. A check for the scholarship is sent directly to each recipient.

FOLLOW-UP Scholarship recipients must provide proof of enrollment and completion of coursework to the California State PTA office by June 1.

10/2010

California State PTA Toolkit – 2011 383 District PTA # _____

2327 L Street, Sacramento, CA 95816-5014 916.440.1985 • FAX 916.440.1986 • [email protected] • www.capta.org

APPLICATION CONTINUING EDUCATION SCHOLARSHIP FOR PTA VOLUNTEERS

DUE DATE IN THE CALIFORNIA STATE PTA OFFICE — NOVEMBER 15 APPLICATION WILL NOT BE CONSIDERED IF RECEIVED AFTER DUE DATE

Please type or print legibly.

______Last Name First Name Middle Name ______Street Address City/State Zip Code (______) ______Area Code/Telephone E-mail

PTA Unit ______

PTA Council (if in council)______District PTA ______

Total number of years: as a PTA/PTSA volunteer in California ______in other states ______

SIGNATURE of applicant (required)______Date ______

List course(s) selected for continuing education. If course PROVIDE THE FOLLOWING: schedule is not available, indicate subject area/ field of 1. Describe your PTA/PTSA leadership responsibilities and interest. volunteer services. ______2. Describe how the above course(s) will improve your effectiveness as a PTA volunteer in working with children ______and youth. ______3. Describe your involvement in school/student extracurricular activities. ______RETURN APPLICATION PACKET IN THE FOLLOWING ORDER: • Completed application form Name accredited college, university, trade or technical school • Legible copy of your current membership card on you plan to attend. 8½" x 11" sheet of paper ______• Essay response to items 1-3, above [no more than two (2) pages total] ______• Two (2) reference forms with letters, in sealed envelopes Paper clip the documents together – DO NOT STAPLE

RETURN TO: California State PTA, 2327 L Street, Sacramento, CA 95816-5014 FACSIMILES WILL NOT BE ACCEPTED

OFFICE USE ONLY q Copy of current membership card q Two (2) reference forms with letters q Unit ID Number ______q Unit in good standing 384 California State PTA Toolkit – 2011 2327 L Street, Sacramento, CA 95816-5014 916.440.1985 • FAX 916.440.1986 • [email protected] • www.capta.org

REFERENCE FORM CONTINUING EDUCATION SCHOLARSHIP DATE DUE TO CALIFORNIA STATE PTA OFFICE BY APPLICANT – NOVEMBER 15

CHECk APPLICABLE SCHOLARSHIP: o SCHOOL NURSES — On a separate sheet, give an evaluation of the abilities and characteristics of the applicant, as well as comments regarding applicant's personal and professional qualifications. Include any of the applicant's PTA or other volunteer work of which you are aware. Information provided will be considered confidential. Please limit letter to one page.

o TEACHERS & COUNSELORS — On a separate sheet, give an evaluation of the abilities and charac- teristics of the applicant, as well as comments regarding applicant's personal and professional qualifica- tions. Include any of the applicant's PTA/school/student extracurricular activities of which you are aware. Information provided will be considered confidential. Please limit letter to one page.

o PTA VOLUNTEERS — On a separate sheet, give an evaluation of the abilities and characteristics of the applicant, as well as comments regarding applicant's personal and professional qualifications. Unit/council/district PTA president – describe applicant's PTA volunteer involvement. Information provided will be considered confidential. Please limit letter to one page.

RETURN THIS FORM WITH LETTER OF RECOMMENDATION IN A SEALED ENVELOPE DIRECTLY TO APPLICANT.

APPLICANT’S NAME ______

Form completed by ______

Title/Position ______

Mailing Address ______

______

Telephone (____)______E-mail ______

SIGNATURE ______Date ______

California State PTA Toolkit – 2011 385 386 California State PTA Toolkit – 2011 2327 L Street, Sacramento, CA 95816-5014 916.440.1985 • FAX 916.440.1986 • [email protected] • www.capta.org

CONTINUING EDUCATION SCHOLARSHIP FOR SCHOOL NURSES

Continuing Education Scholarships for School Nurses for up to $500.00 each are available from the California State PTA to public school nurses employed in California public schools.

AVAILABILITY California State PTA scholarship funds are available for Board-of-Registered-Nurses (BRN) continuing education course(s). The course(s) must be at approved institutions and/or providers, such as schools of nursing, hospitals, organized nursing groups and private providers who meet BRN requirements from January 1 through December 31. Courses must be completed by December 31 of the year following the awarding of the scholarship. qUALIFICATIONS Scholarships are awarded to licensed registered nurses 1. who have been employed as school nurses in the California public schools during the preceding academic year; 2. who have a minimum of three (3) years’ nursing experience in the public schools; 3. who have a nursing contract for the current year and who plan to continue as public school nurses; and 4. who are members of a PTA/PTSA unit in good standing and have an assignment in at least one PTA/PTSA school.

APPLICATION AND DUE DATE The application and accompanying Reference Form may be obtained from: • the website at www.capta.org; • the California State PTA Toolkit; and • the California State PTA office.

The final application packet must include: 1. a completed application form; 2. a legible copy of applicant's current PTA/PTSA membership card on an 8½" x 11" sheet of paper; 3. an essay describing a. current responsibilities; b. how the course(s) will improve your effectiveness; c. any PTA or other volunteer work in which you are involved; 4. reference forms and letters in sealed envelopes; a. reference form and letter must be written specifically for this scholarship application; b. first reference form and letter completed by applicant’s current administrator, or representative; and c. second reference form and letter completed by current PTA president, or representative. d. Note: Each completed reference form and letter should be given to the applicant in a sealed envelope.

Mailing instructions: 1. Original application, and reference forms with letters must be mailed together in ONE envelope. a. Facsimiles will not be accepted. 2. The application must be received in the California State PTA office by close of business November 15. a. Postmarks will not be accepted. Application will not be considered if received after due date or if any of the required materials are missing. b. When November 15 falls on a weekend, applications are due in the State PTA office by close of business the following Monday.

SELECTION Recipients are selected by members of the California State PTA Scholarship and Grant Committee. All applicants will be notified of their standing by letter in January. A check for the scholarship is sent directly to each recipient.

FOLLOW-UP Scholarship recipients must provide proof of enrollment and completion of BRN coursework to California State PTA office by June 1.

California State PTA Toolkit – 2011 387 District PTA # _____

2327 L Street, Sacramento, CA 95816-5014 916.440.1985 • FAX 916.440.1986 • [email protected] • www.capta.org APPLICATION CONTINUING EDUCATION SCHOLARSHIP FOR SCHOOL NURSES

DUE DATE IN THE CALIFORNIA STATE PTA OFFICE — NOVEMBER 15 APPLICATION WILL NOT BE CONSIDERED IF RECEIVED AFTER DUE DATE

Please type or print legibly.

______Last Name First Name Middle Name ______Street Address City/State Zip Code (______)______Telephone E-mail

License Number ______Renewal Date______Credentials ______Total number of years: as a licensed registered nurse ______employed at school(s) named below ______

SIGNATURE of applicant (required)______Date ______

______Complete Name of School Complete Name of School ______School Street Address School Street Address ______City/Zip Code Telephone City/Zip Code Telephone

List course(s) selected for continuing education. If course PROVIDE THE FOLLOWING: schedule is not available, indicate subject area/field of interest. 1. Describe your current responsibilities. 2. Describe how the course(s) will improve your effectiveness ______as a school nurse. ______3. Describe any PTA or other volunteer work in which you are involved. Specify approved Board-of-Registered-Nurses (BRN) institution or provider. Return Application Packet in the Following Order: NOTE: Course(s) to renew the RN license can be obtained only from • Completed application form Board-of-Registered-Nurses-(BRN) approved institutions and/or • Legible copy of your current membership card on providers, such as schools of nursing, hospitals, organized nursing 8½" x 11" sheet of paper groups and private providers who meet the BRN requirements. • Essay response to items 1-3, above [no more than two (2) pages total] ______• Two (2) reference forms with letters, in sealed envelopes ______Paper clip the documents together – DO NOT STAPLE

RETURN TO: California State PTA, 2327 L Street, Sacramento, CA 95816-5014 FACSIMILES WILL NOT BE ACCEPTED

OFFICE USE ONLY q Copy of current membership card q Two (2) reference forms with letters q Unit ID Number ______q Unit in good standing 388 California State PTA Toolkit – 2011 2327 L Street, Sacramento, CA 95816-5014 916.440.1985 • FAX 916.440.1986 • [email protected] • www.capta.org

REFERENCE FORM CONTINUING EDUCATION SCHOLARSHIP DATE DUE TO CALIFORNIA STATE PTA OFFICE BY APPLICANT – NOVEMBER 15

CHECk APPLICABLE SCHOLARSHIP: r SCHOOL NURSES — On a separate sheet, give an evaluation of the abilities and characteristics of the applicant, as well as comments regarding applicant's personal and professional qualifications. Include any of the applicant's PTA or other volunteer work of which you are aware. Information provided will be considered confidential. Please limit letter to one page.

r TEACHERS & COUNSELORS — On a separate sheet, give an evaluation of the abilities and charac- teristics of the applicant, as well as comments regarding applicant's personal and professional qualifica- tions. Include any of the applicant's PTA/school/student extracurricular activities of which you are aware. Information provided will be considered confidential. Please limit letter to one page.

r PTA VOLUNTEERS — On a separate sheet, give an evaluation of the abilities and characteristics of the applicant, as well as comments regarding applicant's personal and professional qualifications. Unit/council/district PTA president – describe applicant's PTA volunteer involvement. Information provided will be considered confidential. Please limit letter to one page.

RETURN THIS FORM WITH LETTER OF RECOMMENDATION IN A SEALED ENVELOPE DIRECTLY TO APPLICANT

APPLICANT’S NAME ______

Form completed by ______

Title/Position ______

Mailing Address ______

______

Telephone (____)______E-mail ______

SIGNATURE ______Date ______

California State PTA Toolkit – 2011 389 390 California State PTA Toolkit – 2011 2327 L Street, Sacramento, CA 95816-5014 916.440.1985 • FAX 916.440.1986 • [email protected] • www.capta.org GRADUATING HIGH SCHOOL SENIOR SCHOLARSHIP

The California State PTA offers Graduating High School Senior Scholarships in the amount of $500.00 each to acknowledge the achievements of high school seniors for volunteer service in the school and community.

AVAILABILITY California State PTA scholarship funds are available to high school seniors graduating between January 1 and June 30 of the current academic year from California high schools with a PTA/PTSA unit in good standing. Scholarship is to be used during fall semester/quarter following high school graduation at an accredited* college or university, community college or trade/technical school. qUALIFICATIONS This scholarship recognizes volunteer service in the school and community and does not have a grade point average restriction or requirement. Applicant must be 1. a California resident; 2. graduating from a high school in California with a PTA/PTSA unit in good standing; 3. a member of his/her high school PTA/PTSA; and a. a copy of applicant’s current PTA/PTSA membership card must be submitted with application.

APPLICATION AND DUE DATE The application and accompanying reference forms may be obtained from: • the California State PTA office; • the California State PTA Toolkit; • the website at www.capta.org. The final application packet must include: 1. a completed application form; 2. a legible copy of applicant's current PTA/PTSA membership card on an 8½" x 11" sheet of paper; 3. an essay describing a. any PTA/PTSA responsibility you may have; b. your career plans, goals, objective and any other information you feel would be valuable to the selection committee; c. all school service-related activities; i. including any service you provide to others in your school; ii. without using abbreviations for any organizations listed; d. your volunteer service in the community; (Do not include school activities listed in 3c, above.) 4. reference forms and letters in sealed envelopes; a. reference form and letter written specifically for this scholarship application; b. first reference form and letter completed by a community volunteer leader with whom student applicant has served (may not be related to student); c. second reference form and letter completed by a member of the high school faculty; and d. copies of recommendation letters for college admission are NOT acceptable. e. Note: Each completed reference form and letter should be given to the applicant in a sealed envelope. Mailing instructions: 1. Original application, and reference forms with letters must be mailed together in ONE envelope. a. Faxed submissions will not be accepted. 2. The application must be received in the California State PTA office by close of business February 1. a. Postmarks will not be accepted. Application will not be considered if received after due date or if any of the required materials are missing. b. When February 1 falls on a weekend, applications are due in the State PTA office by close of business the following Monday. SELECTION Recipients are selected by members of the California State PTA Scholarship and Grant Committee. All applicants will be notified of their standing by letter by the end of March. A check for the scholarship will be sent directly to the recipient. FOLLOW-UP Scholarship recipients must provide proof of enrollment and completion of coursework to the California State PTA office by June 1.

*Accreditation acceptable from the Western Association of Schools and Colleges, Inc.; Middle States Association of Colleges and Schools; New England Association of Schools and Colleges; North Central Association of Colleges and Schools; Northwest Association of Schools and Colleges; and the Southern Association of Colleges and Schools.

California State PTA Toolkit – 2011 391 District PTA # _____

2327 L Street, Sacramento, CA 95816-5014 916.440.1985 • FAX 916.440.1986 • [email protected] • www.capta.org

APPLICATION GRADUATING HIGH SCHOOL SENIOR SCHOLARSHIP

DUE DATE IN THE CALIFORNIA STATE PTA OFFICE — FEBRUARY 1 APPLICATION WILL NOT BE CONSIDERED IF RECEIVED AFTER DUE DATE

Please type or print legibly.

______Last Name First Name Middle Name ______Street Address City/State Zip Code

(______)______Telephone E-mail ______Complete Name of High School Telephone ______High School Street Address City, State Zip Code ______Date of Graduation (Month, Day, Year) Intended major/course of study at college/university, trade or technical school

SIGNATURE of applicant (required)______Date ______Provide the Following: List names of accredited colleges/universities, community col- 1. Describe any PTA/PTSA responsibility you may have. leges or trade or technical schools to which you have applied 2. Describe your career plans, goals, objective and any and/or been accepted. Recipient must attend an accredited other information you feel would be valuable to the college/university, community college or trade or technical selection committee. school within the first year following high school graduation. 3. Describe all school service-related activities – include any service you provide to others in your school. Do ______not use abbreviations for any organizations listed. 4. Describe in detail your volunteer service in the ______community. Do not include school activities listed in 3 above. ______Return Application Packet in the following Order: ______• Completed application form • Legible copy of your current membership card on ______8½" x 11" sheet of paper • Essay response to items 1-4, above [no more than ______two (2) pages total] • Two (2) reference forms with letters, in sealed Do you give permission for your name to be used in a news envelopes release concerning these scholarships? o Yes o No Paper clip the documents together – DO NOT STAPLE

RETURN TO: California State PTA, 2327 L Street, Sacramento, CA 95816-5014 FACSIMILES WILL NOT BE ACCEPTED

10/2010 OFFICE USE ONLY q Copy of current membership card q Two (2) reference forms with letters q Unit ID Number ______q Unit in good standing 392 California State PTA Toolkit – 2011 2327 L Street, Sacramento, CA 95816-5014 916.440.1985 • FAX 916.440.1986 • [email protected] • www.capta.org

REFERENCE FORM GRADUATING HIGH SCHOOL SENIOR SCHOLARSHIP TO BE COMPLETED BY SCHOOL FACULTY/COMMUNITY MEMBER DUE DATE TO CALIFORNIA STATE PTA OFFICE BY APPLICANT – FeBrUArY 1

The purpose of this scholarship is to acknowledge the achievements of high school seniors for volunteer service in the school and community and to provide an incentive for students to continue their education.

Name of Student______

This student has applied to the California State PTA for a scholarship. Please include this reference form and a separate letter of recommendation, which MUST be written specifically for this graduating high school senior scholarship application. Copies of recommendation letters for college are not acceptable. Attach the letter of recommendation, written on an additional sheet. Information provided will be considered confiden- tial. Please limit letter to one page.

In what capacity do you know student ______

______

Provide a description of each activity and the student’s involvement. Give your evaluation of the abilities, attitudes and potential of the student and comments regarding student’s volunteer service, activities, achievements and personal qualifications.

Name of Faculty/Community member completing form ______

Faculty/Community position ______

Mailing Address ______

______

Telephone (____)______E-mail ______

SIGNATURE ______Date ______

RETURN THIS FORM WITH LETTER OF RECOMMENDATION IN A SEALED ENVELOPE DIRECTLY TO APPLICANT.

California State PTA Toolkit – 2011 393 TOTAL JUN MAY APR MAR FEB JAN DEC VOLUNTEER HOURS NOV OCT SEP VOLUNTEER TALLY SHEET AUG JUL TOTAL TOTAL NAME OF PTA VOLUNTEER NAME OF PTA 20 19 18 17 16 15 14 13 12 11 10 8 9 7 6 5 4 3 2 1 394 California State PTA Toolkit – 2011 OOffffiicceerr aanndd CChhaaiirrmmaann JJoobb DDeessccrriippttiioonnss

The California State PTA recommends that copies of the following job descriptions be made and disbursed to keep the job descriptions intact for future reproduction needs.

Table of Contents

RequiRed OffiCeRs President ...... 397 Secretary ...... 401 Treasurer ...... 405

AddiTiOnAl OffiCeRs/ChAiRmen Arts Education Chairman ...... 407 Auditor ...... 409 Disaster Preparedness/Crisis Response ...... 411 Education Chairman...... 413 Executive Vice President ...... 415 Financial Secretary ...... 417 Founders Day...... 419 Fundraising Chairman ...... 423 Graduation/Prom Night ...... 425 Health...... 429 Historian ...... 431 Honorary Service Award ...... 433 Hospitality...... 435 Legislative Advocacy Chairman ...... 437 Local Unit Leader...... 439 Media Coordinator ...... 441 Membership Chairman/Vice President (Unit)...... 445 Outreach...... 449 Parent Involvement ...... 451 Parliamentarian ...... 453 Program Chairman...... 455 Public Relations ...... 457 Reflections Program...... 461 Room Representative ...... 463 Room Representative Coordinator ...... 465 Safety ...... 467 Student Board Member ...... 469 Student Involvement Chairman ...... 471 Volunteer ...... 473 Volunteer Coordinator ...... 475 Website ...... 477

395 396 Job Description for President

2327 L Street, Sacramento, CA 95816-5014

Serving as president of a PTA includes the responsibility to Attend workshops offered by council or district PTA and urge lead that PTA toward specific goals chosen by its members. incoming board members to attend. The goals must be consistent with the policies and Purposes of the PTA. The president is the presiding officer and the offi- The president-elect is one of the unit’s delegates to the cial representative of the association. California State PTA Convention. Throughout the year, mailings will be sent from the California Attend the convention orientation meeting held by the district State PTA and National PTA that contain important material to PTA and study materials in order to be a knowledgeable dele- assist the unit. Distribute and discuss these materials with the gate. Be sure to ask the current president for all information appropriate officers and chairmen. regarding convention (State Convention 2.8.1). For PTA training, counseling, or information, contact the coun- Prior to taking office, request the outgoing president’s proce- cil or district PTA president. dure book and review it and all material received from previous president. All written materials produced by PTA (e.g., newsletters, fliers, website postings, or notices) are to be cleared with the PTA Coordinate with treasurer-elect to have the signature cards for president and school principal before publishing. The principal bank accounts updated with new officers and submitted to the is responsible for the accuracy of school information and com- bank at the beginning of the new term. pliance with the State Education Code and school district poli- During Term of Office cy. The PTA president is responsible for the accuracy of PTA information and compliance with PTA policies. Be sure a signed facility use permit is on file, if required by the school district. never sign a hold harmless Agreement on Prior to Taking Office behalf of the PTA (1.3.4a, 5.1.7). If the PTA is asked to sign a To ensure a successful term of office, certain responsibilities Hold Harmless Agreement for any reason, the PTA should con- begin as soon as new officers are elected. tact the California State PTA insurance broker. When directed by the insurance broker to sign the "Facilities Use Permit The president-elect should confer with the school principal and Addendum" for events held on public school campuses, locate call meetings, as necessary, of the board-elect (elected officers the form in the Toolkit, Forms, Chapter 9. and principal) soon after election to ratify appointed officers, fill any vacant offices and make plans for the coming year. When When planning PTA events and activities you must always appointed officers are ratified, they become part of the board- refer to the Insurance and Loss Prevention Guide that is elect. updated and mailed annually to all unit presidents. If you have any questions or concerns about the event contact the Hold brainstorming session(s) with the board-elect to establish California State PTA insurance broker. Contact information for unit goals. Review past unit activities, become familiar with the California State PTA insurance broker can be obtained National PTA and California State PTA goals and Purposes, from the California State PTA office. set realistic goals and prioritize projects. Evaluate current chairman positions and decide which are needed. Ask for sug- Appoint a committee to review and/or revise the bylaws. gestions of people to fill chairmanships. Work with committees in charge of activities scheduled before Start recruiting chairmen and committee members; strive for a school begins, such as student registration and welcome for balance of experienced and new members, keeping in mind teachers, new students, and parents. that all areas of the community should be represented. Select Meet with the room representative coordinator and principal to first those whose work begins immediately: program, budget plan an orientation meeting for room representatives and/or and finance, and membership. If the standing rules or bylaws grade level representatives. designate some of these duties to the vice president(s) or treasurer, appoint additional members to their respective com- Confer with officers and chairmen regarding plans for the year mittees. A special meeting of the board-elect may be called to and progress toward set goals. ratify the appointment of all chairmen, so they can begin their activities. The president-elect may also do this at the first exec- Prepare a master calendar that includes executive board meet- utive board meeting when the term begins. ings, association meetings, PTA special events, and presi- dent/principal meetings. Become familiar with the duties of each chairman by reviewing the California State PTA Toolkit. Share job descriptions and Order PTA materials that will be helpful to officers/chairmen in materials as noted with the chairmen and help them to secure fulfilling their responsibilities. This is a legitimate PTA expense. procedure books and materials from their predecessors. If possible, obtain a subscription for the principal to PTA in California, the official newsletter of the California State PTA, Names and addresses of additional executive board members and Our Children, National PTA magazine. Promote PTA offi- should be sent to council and/or district PTA for their respective cer/chairmen use of the PTA websites: www.capta.org and directories. www.pta.org.

Officer and Chairman Job Descriptions California State PTA Toolkit – 2011 397 The California State PTA Toolkit is included in the summer made to authorize the purchase of Honorary Service Awards service mailing and includes membership enrollment materials, and emblems, to be ordered from the state office in time for which should be reviewed and given to the membership chair- the presentation. Allow six weeks for delivery (Honorary man. Membership enrollment may be planned before the serv- Service Award 7.6.3; Forms, Chapter 9). ice mailing is received. Arrange to obtain membership envelopes and cards according to procedure of the council or Forward any proposed resolutions for the California State PTA district PTA. The PTA may wish to print its own envelopes. convention in time for council or district PTA action (Convention Resolution Process 2.9). Make certain membership enrollment activities are approved by the principal and do not interfere with school activities. Review the California State PTA convention registration infor- mation when received. Prepare convention pre-registration and Membership enrollment may begin at any time in the new term housing materials as instructed by council (if in council) or dis- and should continue throughout the year. trict PTA. All members must receive a membership card. Remind each Prepare for Association Meetings member to sign the card. Remind the membership chairman to insert the October 31 expiration date on each card. Check with program and hospitality chairmen about arrange- ments. Schedule a budget committee meeting with the principal and officers (treasurer, program chairman, and fundraising chair- Work with the publications, public relations, and room repre- man) whose input to the budget is important. Verify that pro- sentative coordinators on meeting notices, publicity, and parent grams and fundraising activities comply with insurance guide- contacts. lines. Be sure the proposed budget, including programs and Have the proposed budget, including programs, fundraisers, fundraisers, is presented for adoption at the first fall associa- California State PTA convention, and other plans, presented to tion meeting (Budget 5.3.3a; 5.5). the executive board. Prepare the agenda for the meeting ahead of time, and pro- The association must approve the proposed budget, including vide copies to the secretary and parliamentarian (The Agenda programs, fundraisers, and other plans, before implementation 2.1.9; Sample Agenda Fig. 2-1). (which includes the signing of contracts). A motion for each Check bylaws for the procedures to elect the nominating com- fundraiser, including how the money will be used (books for the mittee, and include that election on the appropriate month’s library, etc.), must be approved by the association. This should agenda. be done at the first association meeting of the new term (The Agenda, 2.1.9; Fig. 2-1). Check bylaws for the meeting designated for the election of officers, provide the required notice of the election to the mem- It is the responsibility of the president and unit delegates to bership and conduct election. attend the council meetings (if in council) or district PTA meet- ings (if not in council). Check with council (if in council) and Conduct election of delegate(s) to the California State PTA district PTA for meetings or training programs that may be held convention. The number of delegates is determined by unit during the year. membership. Elect an alternate for each delegate (State Convention 2.8.1). The executive board fills any vacant offices and ratifies addi- tional chairmen and committee members before the school End of Term term starts. Submit a roster that includes the name, title and contact infor- Remind the treasurer to send the per capita portion of dues for mation for the new officers to council or district PTA. For presi- council (if in council), district, State and National PTA through dents, contact information should be personal mailing address. channels each month; to submit insurance premiums by the district PTA due date; to prepare and submit the mandatory Give helpful materials to the president-elect immediately fol- Workers’ Compensation Annual Payroll Report through chan- lowing the election (Procedure Book 2.3.4). nels by the due date (Financial Officers’ Reports 5.3.3i). Work with the president-elect to plan the installation of new Remind the treasurer to schedule audits of the financial books officers. twice a year (Audit 5.8; Forms, Chapter 9) and to determine Invite incoming president to attend meetings of council or dis- whether the council or district PTA requires a copy of the trict PTA and meetings of community groups. Annual Financial Report (Annual Financial Report Form 5.3.3e; Fig. 5-6 or Forms, Chapter 9). Continue president’s responsibilities until new officers assume office. Encourage cooperation and sharing of materials Work with the program committee to complete plans for between outgoing and incoming board members. Founders Day, typically celebrated in February (Founders Day 7.14). Include an opportunity to collect the Founders Day Work with the historian to compile the Annual Historian Report, Freewill Offering in the program. Remind the treasurer to remit and mail this report by the council or district PTA due date any funds collected promptly to council or district PTA. (Unit Annual Historian Reports 2.3.5a; Forms, Chapter 9). Appoint an award committee to select local recipient(s) for At the last association meeting of the school year, a motion award(s) (Awards 7.6; Forms, Chapter 9). Be sure a motion is should be made authorizing the executive board to pay neces-

398 California State PTA Toolkit – 2011 Officer and Chairman Job Descriptions Job description for President sary summer bills. A motion may also be made to appoint a committee to read the minutes of the last association meeting of the year and report at the next association meeting. See that outstanding bills have been paid, committee reports have been filed, projects have been completed and financial books are scheduled for audit. Be certain that any correspon- dence, including thank you notes and acknowledgments, have been sent. When the term as president is completed, stay involved but not in charge.

ResOuRCes And RefeRenCes national PTA Quick-Reference Guide, Leadership Section Website: www.pta.org Our Children (National PTA magazine, subscription) California state PTA California State PTA Toolkit (English and Spanish) Leadership Pocket Pal (English and Spanish) Financial Pocket Pal (English and Spanish) Insurance and Loss Prevention Guide (English and Spanish) mailed annually to PTA presidents Administrator’s Manual State PTA convention training handouts Website: www.capta.org The Communicator PTA in California (official newsletter of the California State PTA) 03/2009

Officer and Chairman Job Descriptions California State PTA Toolkit – 2011 399 400 California State PTA Toolkit – 2011 Officer and Chairman Job Descriptions Job Description for Secretary

2327 L Street, Sacramento, CA 95816-5014

The recording secretary is elected by the association and is one of the three required officers for a PTA. The secretarial SAMPLE SUMMARY OF ASSOCIATION MEETING responsibilities may be assigned to one person or divided PHOEBE APPERSON HEARST ELEMENTARY SCHOOL between a recording secretary and a corresponding secretary, JULY 1, 2011 as specified in the bylaws. If there is no corresponding secre- tary, the duties of the corresponding secretary may be com- RECOGNITIONS ~ bined with the duties of the recording secretary, in accordance • Selena Sloan Butler was recognized for her efforts in with the bylaws. In addition to the bylaws, the duties of a sec- parent involvement. retary are discussed in the California State PTA Toolkit and REPORTS ~ Robert’s Rules of Order Newly Revised. Committee reports were given by the Bake Sale, ResPOnsibiliTies Hospitality, Membership, and Ways and Means.

• Attend PTA-sponsored workshops or trainings. CONSENT ITEMS ~ Consideration and approval of: • Obtain the secretary’s record book, which contains the min- • A field trip to the Natural History Museum for Grades 4-5. utes from previous executive board and general association • Science Camp for Grades 4-5 in Sacramento, Calif. meetings. Also obtain the procedure book which contains the master set of the bylaws, list of members and other official ACTION ITEMS ~ documents and records of the PTA. Consideration and approval of: • 2011-12 proposed budget • Keep an accurate, concise, permanent record of the pro- • 2011-12 fundraising project with ABC Giftwrap, Inc., to ceedings of all meetings of the association and of the execu- raise funds for Science Camp. tive board. These minutes are the legal record of the • 2011-12 fundraising project to provide a guest speaker PTA/PTSA and the original copy of the minutes is known as regarding parent involvement. the master copy. PLANNING ITEMS ~ • Minutes are entered into a bound book. Minutes may be • Discussion regarding implementing the Reflections Art handwritten in permanent ink, typed, or computer generated. Program in September. The original copy must be bound. • Discussion regarding Red Ribbon Week in October. s Minutes contain a record of action taken by the group, with action recorded in the order it took place. Personal opinion and discussion are not included. • Make all corrections to the official minutes. Corrections to the minutes are made immediately following the reading of • Prepare a list of unfinished business items for the president the minutes, during the time specified on the agenda for and assist with preparation of the agenda, if requested. minutes, or at any subsequent meeting when errors are dis- • Have on hand for reference at each meeting a copy of the covered. The current minutes shall reflect that a correction bylaws and standing rules, copies of agendas, motion forms, was made. In the master copy of the minutes, the secretary minutes of previous meetings, list of all committees, and an circles the incorrect words with a red ink pen and notes the up-to-date list of all members. correction in the margin. Corrections must be dated and ini- tialed. Only the group that held the meeting for which min- • Read the minutes of any previous meeting, when called utes were taken (executive committee, executive board, upon to do so. association) may correct them. s Copies of the association minutes may be prepared for • Prepare and read a report (not the full minutes) of each each member to expedite the meeting, or association min- executive board meeting at each association meeting, and utes may be published in the association newsletter. move the adoption of board recommendations. When the newsletter is distributed to the school communi- ty, only a summary of action is printed. • Sign, with the president, authorizations for payment after the association votes to pay a bill. Record all expenditures in the s With approval of the association, reading of the minutes minutes. may be postponed to a succeeding meeting, or a commit- tee may be appointed by the president to read the minutes • Enter all amendments to the bylaws in the minutes, at the and report. meeting at which the vote is taken. s Minutes are not to be posted on any website; however, a • In the absence of the president and vice presidents, call the summary of association minutes is appropriate. meeting to order and preside until the election of a chairman • Prepare the minutes and give a copy to the president soon pro tem, unless the bylaws specify otherwise. after each meeting. • Be prepared to help count a rising vote when requested, and have blank paper available for voting by ballot.

Officer and Chairman Job Descriptions California State PTA Toolkit – 2011 401 • Be responsible for all records, documents and papers s Refer to any one of many reference books on writing busi- (except those assigned to others). ness letters for suggestions as to form and style. • Minutes should contain: • Keep file of all letters received and copies of replies written.

s Name of the association and kind of meeting (association, s Important correspondence should be passed along to suc- executive board, special); cessor or placed with the official records of the unit. s Date, time and location of meeting; • Unless the bylaws specify otherwise, notify officers and com- s Name and title of presiding officer (or pro tem); mittee members of their election or appointment. s Attendance list; s Disposition of minutes of previous meeting – whether read and approved/corrected, or their reading postponed, COunCil seCReTARy including when and how they are to be approved; In addition to the duties listed for the PTA secretary, the council s Statement of account as given and list of bills approved secretary shall: for payment; • Maintain a list of member units. s Summarized reports of other officers and chairmen (impor- tant reports such as budget should be attached to the min- • Keep an accurate, concise, permanent record of the pro- utes); ceedings of all meetings of the executive committee and of s Record of each motion voted upon, the name of member the council. who made the motion, and whether adopted or defeated • Have on hand for reference at each meeting a list of all unit (the name of the member who seconded the motion is not representatives to the council and a membership list for recorded); if counted vote requested, record if a quorum or each unit belonging to the council. majority was needed and the number for and against the motion; if a two/thirds vote was required; i.e., for bylaws • Have available at each meeting motion forms/blanks. changes, it must be noted after the outcome of the motion; • Plan and present PTA secretary training for member units. s Copy of any resolutions adopted; s Record of results of any election and votes cast; COunCil CORResPOnding seCReTARy s Brief notation of program topic, names of participants, and In addition to the responsibilities listed for the PTA correspon- method of presentation; ding secretary, the council corresponding secretary shall: s Time of adjournment; and • Send notices to unit representatives and council board mem- s Signature of secretary, using own given name and date bers, as directed. approved. • Notify officers and committee members of their election or CORResPOnding seCReTARy appointment unless the bylaws specify otherwise. Responsibilities of the corresponding secretary are defined in • Plan and present PTA corresponding secretary training for the bylaws and include other related duties that the president member units. or executive board may assign.

ResPOnsibiliTies disTRiCT PTA seCReTARy • Send notices of meetings to executive board members and/or association members, as directed. In addition to the duties listed for the council secretary, the dis- trict PTA secretary shall: • Read correspondence at executive board and association meetings, as requested by the president. • Maintain and have on hand for reference at each meeting a list of member units and councils. • Check with the president about letters to be written immedi- ately after the meeting. • Keep an accurate, concise, permanent record of the pro- ceedings of all meetings of the executive committee. s Some letters will be written for the president to sign and will contain specific wording, as directed by executive disTRiCT PTA CORResPOnding seCReTARy board or association action. In addition to the responsibilities listed for the council corre- s Other letters will be written and signed by the correspon- sponding secretary, the district PTA corresponding secretary ding secretary following general instructions. shall: • Write authorized letters promptly. • Notify officers and committee members of their election or appointment unless the bylaws specify otherwise. s Be accurate – check names and titles carefully. s Give precise information, with exact copy of recommenda- tions, resolutions or motions and reasons for action taken.

402 California State PTA Toolkit – 2011 Officer and Chairman Job Descriptions ResOuRCes

PTA Management, Chapter 2, California State PTA Toolkit Quick-Reference Guide, National PTA Robert’s Rules of Order Newly Revised fOR RefeRenCe Council/district PTA secretary

______Name

(______)______Telephone ______Address ______City/Zip dates of PTA Workshops/Training

______

01/2011

Officer and Chairman Job Descriptions California State PTA Toolkit – 2011 403 404 California State PTA Toolkit – 2011 Officer and Chairman Job Descriptions Job Description for Treasurer

2327 L Street, Sacramento, CA 95816-5014

The treasurer is an elected officer and the authorized custodi- – Present the proposed budget to the executive board for an of all funds of the local PTA. Some responsibilities of the suggestions. office are specified in the unit bylaws and others are estab- lished by district PTA and California State PTA procedures. The – Have the executive board recommend adoption of the treasurer’s duties also include keeping records and preparing budget to the association at the first regular meeting of the reports to comply with local, state and federal laws. year. The association may amend the budget before vot- ing on adoption. The outgoing treasurer cannot pay bills after the end of their term when the books are closed for audit. Upon assuming • Issue a receipt for all monies received and, if there is no office, the incoming treasurer may pay authorized bills and financial secretary, deposit all monies promptly in the unit deposit funds in the PTA bank account before the audit is com- PTA bank account. pleted. • Pay by check all bills duly authorized. The budget is not an authorization to pay bills. Bills must be presented to the WhAT TO dO association or to the executive board for payment or ratifica- • Attend training workshops given by the California State PTA tion according to procedures specified in unit bylaws. and/or district PTA. Council treasurer may be contacted to • Transfer funds, such as membership dues, freewill offerings assist unit PTAs with financial matters. and insurance premiums, must be sent no later than due • Become familiar with ethics of money raising and secure dates to the council or district PTA. No authorization is need- copies of financial resource information: California State PTA ed for these payments. Transfer of these funds must be Toolkit, Finance, Chapter 5, and National PTA’s Quick- noted in the next treasurer’s report. Reference Guide, Money Matters. Copies of California State • Comply with all due dates set by council and district PTA (if PTA publications can be obtained from the unit president or out of council) for remittance of monies and forwarding of from the California State PTA List of PTA Materials, reports, allowing for the timely receipt by council or district Introduction section. PTA (if out of council) through channels. Channels are the • Obtain hard copy of financial records and materials such as formal communication route through an organization to supplies, ledger, checkbook, tax records, and procedure ensure that each level within the organization is informed. In book from predecessor. PTA, the channel is from the unit to the council (when within a council) or from the unit to the district PTA (when there is – If the previous PTA treasurer utilized a computer program no council), from the council to the district PTA, and from the to maintain the financial records, identify how those files district PTA to the state. have been saved, how the computer files will be trans- ferred, and if a computer program will continue to be used. Forward through channels: – These should include the standardized PTA treasurer’s – Council/district/State/National PTA portions of membership book (ledger). (Treasurer’s book may be ordered through dues; the List of PTA Materials, Introduction section.) – Full amount of Founders Day freewill offerings; • File new signature cards for PTA account at bank approved – Comprehensive General Liability, Directors and Officers by executive board. Require two signatures on all checks. Liability, Bonding, and Workers’ Compensation insurance Authorized signers SHALL NOT be related by blood or mar- premiums; riage or reside in the same household and shall only be those officers as authorized in the bylaws. – Workers’ Compensation Annual Payroll Report. An annual payroll report from each unit is mandatory whether or not • Serve on and meet with budget committee appointed by anyone was hired. Keep a record of hours of service for president-elect as soon as committee appointment is which anyone has been paid by the unit. (This does not made. It is important to meet as early as possible to include payments to the school district for school person- establish goals, identify projects, and develop the budget nel services.) for the upcoming term. The treasurer is designated the budget committee chairman. – Copies of government reporting forms, as required. (e.g., IRS 990/990EZ, CA/99, CARRF-1) and any employee – Develop a carefully considered budget as a financial guide and/or independent contractor report forms. for the year. • Keep in ink (no erasures or whiteout) an accurate and – Budget membership income reflecting only the local por- detailed account in the permanent treasurer’s book (ledger) tion of membership dues. The portions of membership of all monies received and disbursed; the number of mem- dues for council, district PTA, state and National PTA are bers; the amount of dues collected from members; and transitory funds. amount of membership dues remitted through channels to the California State PTA.

Officer and Chairman Job Descriptions California State PTA Toolkit – 2011 405 • Amend notations by drawing a single line through the num- – balance on hand at the beginning of the fiscal year; ber to be changed. Note the changed amount above or in the margin. – receipts and disbursements listed according to budget line items and separated by general or any special transient • Keep treasurer’s book (ledger) and checkbook up to date, funds; with current balance shown in checkbook at all times. – total balance on hand at the ending of the fiscal year; and – Reconcile bank statement immediately upon receipt. – signature of person preparing report and date prepared. – It is strongly recommended for the protection of the unit PTA, that the auditor or another elected officer who does • Check amount of gross receipts to determine if a tax return not sign PTA checks also reconcile monthly bank state- is required. Refer to the California State PTA Toolkit, ments in addition to the treasurer. Finance, Chapter 5, for current regulations and instructions concerning tax reporting requirements. – Watch for checks that do not clear within a reasonable time and investigate. • Make all financial records, as detailed in the California State PTA Toolkit, Finance, Chapter 5, available for audit at the • Submit written reports for each bank account at regular times specified in the Bylaws for Local PTA/PTSA Units. meetings of the executive board and the association. Books must be audited mid-year and fiscal year end and at Following the sample in the California State PTA Toolkit, any time a financial officer or check signer resigns or is ter- Forms, include in each report: minated, before the new officer assumes the duties, and whenever deemed necessary. – the total balance on hand at the beginning of the period covered by the report; • Comply with State Board of Equalization sales tax require- ments. Unit PTAs are considered consumers rather than – listing separately, amounts credited to the general fund retailers and are not required to hold sales tax permits or to and any special fund; collect, report or pay sales tax on fundraising activities. – receipts and disbursements detailed as to origin and recip- units pay sales tax at the time of purchase. ient and corresponding to budget line items; • Keep all financial records as stipulated in California State – the total balance on hand and the ending of the period as PTA Toolkit, Records Retention Schedule. The treasurer’s of the date of report; book (ledger) and other specific records are to be retained as permanent records. – signature of person preparing report and date prepared. • Prepare an annual financial report following the sample in the California State PTA Toolkit, Forms, and covering the current fiscal year to include: – name of unit, names of council and district PTA, and IRS Employment Identification Number (EIN); 04/2005

406 California State PTA Toolkit – 2011 Officer and Chairman Job Descriptions Job Description for Arts Education Chairman

2327 L Street, Sacramento, CA 95816-5014

Research strongly supports the belief of the California State • Connect with the SMARTS network and read and dissemi- PTA that it is important to promote and sustain academic and nate information provided in the SMARTS newsletter; career success for all California public school students through increased and equitable access to a complete curriculum that • Collaborate with arts leaders in the county office of educa- includes high-quality arts education. To further this belief, the tion, teachers and administrators to promote and provide Arts Education Chair will: PTA- and/or school-sponsored cultural arts activities and assemblies for all students; • Advocate for high-quality arts education for all California stu- dents; • Seek partnerships with professional arts organizations in the community to better coordinate arts education, programs • Seek opportunities to share best practices; and and cultural enrichment services for all students; • Raise awareness about the relevance of the arts in increas- • Provide a forum for the positive exchange of information ing academic achievement and building a vibrant, productive about cultural and performing arts programming in the com- society. munity;

The ARTs eduCATiOn ChAiR shAll: • Speak at unit, council, and district level meetings about the importance of arts education and advocacy; • Collaborate effectively with parents, teachers, administrators, and the community to build, support and sustain ongoing • Communicate with the council/district PTA counterpart; arts instruction for all children; • Share information prepared and distributed by the • Understand the academic, social and career benefits of arts council/district, California State PTA, and National PTA; education; • Attend council and district PTA trainings and California State • Understand key components of a fully developed, standards- PTA conventions; based arts program; • Obtain training on leadership skills and working/communicat- • Understand how the arts can be integrated into and reinforce ing with parents and families of diverse backgrounds; and a rigorous curriculum; • Maintain a procedure book. • Understand and articulate the goals and benefits of a com- prehensive arts education; ResOuRCes And RefeRenCes • Understand and promote the National PTA Reflections pro- • California State PTA Toolkit gram within the association, school district, and community; • California State PTA website (www.capta.org) • Engage teachers, site administrators, school district adminis- • California STATE PTA SMARTS website trators and school boards, county leaders and community (http://www.capta.org/sections/programs-smarts/) arts groups to achieve the goal of providing standards-based arts education for all students; • SMARTS newsletter (www.capta.org/sections/programs- smarts/index.cfm) • Promote media attention and build school district awareness of the importance of encouraging children to participate in • PTA in California (official newsletter of the California State the arts; PTA) • Strengthen the relationship between the cultural and per- • National PTA Reflections Program forming arts community and the association. • California State Board of Education Content Standards for ResPOnsibiliTies the Visual and Performing Arts (www.cde.ca.gov/be/st/ss/vamain.asp) • Inform and educate the PTA membership, school community, and community at large about the importance of an integrat- • Be a Leader for Arts Education (joint publication of California ed arts curriculum in the education of the whole child; County Superintendents Educational Services Association (CCSESA) and California State PTA) • Promote and encourage participation in the National PTA Reflections program, in conjunction with its chairman/coordi- nator; 10/2010

Officer and Chairman Job Descriptions California State PTA Toolkit – 2011 407 408 California State PTA Toolkit – 2011 Officer and Chairman Job Descriptions Job Description for Auditor

2327 L Street, Sacramento, CA 95816-5014

The PTA auditor is an elected officer and member of the exec- AudiT PRePARATiOn utive board. However, an individual or a committee may be appointed by the president to carry out this responsibility in the • Separate audits must be done for each PTA bank account absence of an auditor. The books may also be audited, in (e.g., checking, savings, etc.) accordance with PTA guidelines by a paid auditor. • Indicate which account is being audited with the name of the An internal audit shall be performed by an impartial person not bank, type of account and the account number on each related by blood or marriage or residing in the same household Audit Report form. of the president, financial officers, check signer or any chair- • Collect all financial books, records and reports from the man handling funds. treasurer and financial secretary. These will include: The purpose of an audit is to copy of last audit report • Determine the accuracy of the books and records of the current bylaws and standing rules financial officers; checkbook, register and canceled checks (including voided • Detect and recommend correction of errors; checks) bank statements and deposit receipts • Protect the financial officers and relieve them of responsibili- ty except in case of fraud; authorizations for payment cash receipts • Verify funds have been transferred through channels (e.g., membership, insurance, Founders Day freewill offering). itemized statements and receipts of bills paid monthly treasurer’s reports • Assure the membership that the association’s resources and funds are being managed in a businesslike manner within monthly financial secretary’s reports the regulations established for their use. treasurer’s book or ledger Audits are performed at the times specified in the bylaws Annual Financial Report (Article VI, Section 8). Books must be audited semi-annually copies of board, executive committee and association and at any time a financial officer resigns or no longer serves minutes, which would include an adopted budget, as well in that position, before the new officer assumes the duties, and as any amendments that were approved during the year. whenever deemed necessary. committee reports from chairmen (e.g., fundraising, member- Financial records should be put in order for the auditing ship) process shortly before the mid-term audit and before the audit copies of Workers’ Compensation Annual Payroll Report at the end of the term of office. The outgoing treasurer cannot copies of all required state and federal report forms if PTA pay bills after the books are closed for audit and after the term hires employee(s) of office ends. Upon assuming office, the incoming treasurer may deposit funds in the PTA bank account and pay author- copies of all required state and federal report forms if PTA ized bills as needed. hires independent contractor(s) copies of the most recently filed IRS Form 990/990EZ, if The audit must be completed as quickly as possible. The required California State PTA recommends that if the audit is not com- pleted within two (2) weeks after the completion of the term of any other information requested by the auditor/audit commit- office, the unit president may appoint a committee to immedi- tee. ately audit the books. The same time frame may be followed AudiT PROCeduRe for the semi-annual audit. • Check off each item in red ink as it is reviewed. Auditing is more than verifying addition and subtraction. It involves following all financial transactions through the records • Do not correct errors. Make notes as to how to correct errors to be sure receipts have been properly accounted for and and include in your report. expenditures made as authorized in the minutes and in con- formity with unit PTA bylaws, standing rules and budget limita- • Check ReCeiPTs: Examine and compare receipt book tions. stubs and treasurer’s book (ledger) to be sure that money received has been deposited promptly, entered in proper The auditor is frequently a member of the budget committee columns, and totaled correctly. Check number of member- but is never authorized to sign checks. It is strongly recom- ships received with the membership chairman. When check- mended for the protection of the unit PTA, that the auditor or ing ledger, deposit slips, bankbook and bank statements, be another elected officer who does not sign PTA checks recon- sure all deposits have been credited. cile monthly bank statements.

Officer and Chairman Job Descriptions California State PTA Toolkit – 2011 409 • Check disbuRsemenTs: Verify that authorization for pay- • After any errors have been corrected by the treasurer and ments made is recorded he minutes. No motion is needed you are satisfied that the financial accounts are correct, draw for payment of transfer funds—district, State and National a double line across the checkbook register and the ledger PTA portions of membership dues, Founders Day freewill book where the audit concludes, sign and date both using offering and insurance premiums. Check that the totals for red ink. memberships received from units matches the total for mem- bership forwarded to the council (if in council) or district PTA. • Check the box that states the auditor has verified that all tax Check that all funds for insurance premiums and Founders forms and PTA- and government-required filing forms have Day freewill offering have been forwarded through channels. been filed, if required. • Compare canceled checks with checkbook register and • Prepare copies of written report for the president, recording authorizations. Be sure checks and authorizations have secretary, financial officers and the council/district PTA. been signed by proper officers. if All is in ORdeR: • Compare canceled checks and authorizations with disburse- • Include a statement at the bottom of the report: “The audit ments in treasurer’s book (ledger). See that each disburse- committee has/I have examined the records of the treasurer ment has been entered in the proper column in the ledger of PTA and found them to be correct.” and check totals. if All is nOT in ORdeR: • Reconcile all bank statements since the last audit with the checkbook. Compare the most recent bank statement bal- • Include one of the following statements at the bottom of the ance with the balance in the checkbook and balance in the report: ledger. These figures should be the same when reconciled with any checks outstanding and/or deposits not yet record- – “The audit committee has/I have examined the books of ed in the statement. the treasurer of ______PTA and find them sub- stantially correct with the following recommendations.” • Compare figures on monthly treasurer’s reports with those in – “The audit committee has/I have examined the books of treasurer’s ledger. ______PTA and find that more adequate • Make certain that money collected for a specific purpose has accounting procedures need to be followed so that a more been so disbursed (money raised for special project, thorough audit report can be given.” Founders Day freewill offering, council and district, State and – “The audit committee has/I have examined the books of National PTA portions of dues). the treasurer of ______PTA and find them incor- rect.” • Check to be sure required payments such as California State PTA Directors and Officers Liability, Comprehensive AfTeR The RePORT is WRiTTen: General Liability, and Workers’ Compensation insurance pre- miums in addition to any outside premiums, taxes, etc. have • Attach any recommendations to the report. been made. – List errors in arithmetic or posting. • Check that any required reporting or tax filing forms have – List unpaid bills, payments authorized but not paid. been completed and filed. Verify the forms have been filed by checking the box on the Audit Report Form. • Present the audit report to the executive board. • Make a list of any errors in arithmetic or posting and note • Have each member of the committee or the auditor sign the any bill unpaid, payments authorized in the minutes but not report. yet made, checks outstanding for long periods, etc., and meet with the other financial officers to make necessary cor- • Present and formally adopt the audit at an association meet- rections. If no financial officer is available, consult your coun- ing with the following motion, “I move that the audit report be cil and/or district PTA officers. adopted” and record the action in the association minutes. Read only the statement and indicate that the recommenda- In any question of mismanagement of funds, assistance should tions are attached. be sought immediately from council and/or district PTA officers. Do not make any implicit, explicit, written, or verbal statements • If there are questions raised by the membership, the presi- or accusations. Such actions could result in a lawsuit for libel dent should state that a committee has been appointed to or slander. look into the issues raised by the audit and that the commit- tee will report back to the association when resolution has When AudiT is COnCluded been reached. Do not make any implicit, explicit, written, or verbal statements or accusations. Such actions could result The auditor/audit committee prepares an audit report for each in a lawsuit for libel or slander. account. The report should include: beginning balance (ending balance from last audit), all expenditures, all deposits, out- • Attach a signed copy of the audit to the minutes. standing checks or withdrawals, outstanding deposits, and an • If assistance is needed, contact the council or district PTA. ending balance. (See audit examples in California State PTA At any time during the process, the California State PTA may Toolkit, Forms, and National PTA’s Quick-Reference Guide, be contacted for information or assistance. Money Matters.) 04/2005 410 California State PTA Toolkit – 2011 Officer and Chairman Job Descriptions Job Description for Disaster Preparedness/Crisis Response

2327 L Street, Sacramento, CA 95816-5014

Preparedness for emergencies and disasters, as well as the AddiTiOnAl ResOuRCes prevention of accidents is a serious concern of those who care for children in the home, at school, and in the community. Insurance Loss and Prevention Guide, mailed annually to PTA Activities to promote safety/injury prevention can be incorporat- presidents www.pta.bbt-knight.com ed in all PTA interests. User name: pta Password: member WhAT PTA CAn dO California Safe Kids Coalition; www.usa.safekids.org • Encourage participation in the annual creation and/or review 1301 Stockton Blvd., Room 4302, Sacramento, CA 95817 of the school’s safety and emergency/disaster preparedness plans and share the plans with the membership and the Crime and Prevention Center; www.safestate.org community. Involve students in this process where appropri- California Attorney General’s Office http://oag.ca.gov ate. 1300 I Street, Suite 1150, Sacramento, CA 95814 • Become familiar with PTA publications that may be free or National Safety Council www.nsc.org available for purchase from the California State PTA office. 421 North Michigan Ave., Chicago IL, 60611 For California State PTA positions statements and resolu- tions refer to the California State PTA Toolkit at Safe Routes to Schools National Partnership www.capta.org. www.saferoutespartnership.org • Establish an ongoing working relationship with the school Automobile Club of Southern California; www.aaa-calif.com district and safety agencies within the community (i.e., local 2601 S. Figueroa St., Los Angeles, CA 90007 branches of the National Safe Kids Coalition and the National Safe Routes to Schools Partnership, local law California State Automobile Association; www.csaa.com enforcement and government agencies). Attend safety work- 150 Van Ness Ave., San Francisco, CA 94102 shops/conferences and clinics. American Red Cross; www.redcross.org • Cooperate with school authorities to inform the public of Local telephone directories – listings for first aid and/or these programs survival guides • With the PTA program chairman, plan a safety program for Federal Emergency Management Agency; www.fema.gov at least one PTA meeting during the year. Secure guest speakers from community safety agencies. Make announce- Governor’s Office of Emergency Services, Sacramento ments and arrange displays, exhibits and posters at meet- www.oes.ca.gov ings. • Sponsor parent-education safety awareness programs. • Keep informed about all safety legislation in local, state, and federal government. • Share all information with unit, council, district PTA and the 1/2011 California State PTA

Officer and Chairman Job Descriptions California State PTA Toolkit – 2011 411 412 California State PTA Toolkit – 2011 Officer and Chairman Job Descriptions Job Description for Education Chairman

2327 L Street, Sacramento, CA 95816-5014

The California State PTA believes it is important for parents • Help educate parents to recognize that “choice” regarding and community members to be knowledgeable about educa- public school sites for their children should be based on the tion issues affecting student learning/achievement. The PTA academic and developmental needs of each student. education chairman promotes understanding of the purposes and needs of public schools and encourages participation by invOlvemenT OPPORTuniTies parents and community members in working towards, improve- PTAs should share in the decision-making process and the ments in public education. implementation of the legally required parent involvement poli- ResPOnsibiliTies cy – Education Code 11500-11506 and the State Board of Education 1994 Parent Involvement Policy. Shared decisions • Identify and gather information important to education and should include but not be limited to: the community. • School Accountability Report Card (SARC), an instrument to • Become acquainted with the school staff, school district staff, inform the local community about the conditions and and decision-makers/policymakers, such as members of the progress of the school. Hold public forums to share results site council and/or school board. with the community. • Assist and/or accompany the PTA president when meeting • School Budget with decision-makers/policymakers regarding education. • Curriculum • Inform and educate the PTA membership through programs, conferences and workshops, projects and newsletters and • Assessment also inform parents how they can gain access to additional • School Site Council/Governance resources. • District Advisory and Community Advisory Committees • Regularly attend school board meetings, gathering informa- tion to be shared with the membership. ChAiRmAn And COmmiTTee

• Encourage participation on school advisory groups, school • Make sure members are familiar with school and programs. site councils, or fact-finding/study committees; provide meaningful and valuable contributions. • Identify current issues of concern to the community. Attend school board meetings regularly; gathering information to • Work with other schools in the school district and council/dis- share with the community. trict PTA on education issues that will affect student achieve- ment. • Encourage participation on school advisory groups, school- site councils, or study committees, or seek other opportuni- • Communicate with the council/district PTA counterpart. ties that provide meaningful contribution. • Share information prepared and distributed by the • Work with other schools in the school district and council council/district, California State PTA and National PTA. and district PTAs on education issues that will affect student achievement. • Attend council and district PTA trainings and California State PTA and National PTA conventions. • Conduct a nonpartisan study of controversial issues. • Keep a procedure book. • Sponsor school board candidates' nights and encourage parent attendance. PubliC eduCATiOn PRiORiTies • Speak out on education issues. • Advocate for stable, long-range funding for public schools. • Recognize that influencing legislative decisions affecting • Increase parent involvement and broad-based community schools depends upon action and response from individu- support. als – parents, PTA members, and other local citizens. • Improve and measure academic achievement and student • Plan programs and activities that provide opportunities for performance according to the state's adopted standards. learning about issues and challenges facing public schools. • Ensure that testing is based on curricula adopted to meet • Help school staff generate enthusiasm for back-to-school state standards, and on what students are expected to learn. night, open house, student-centered activities, and other • Identify and meet the diverse needs of all students. school-sponsored events. • Ensure a learning environment free of censorship. • Support efforts to keep schools safe.

Officer and Chairman Job Descriptions California State PTA Toolkit – 2011 413 WheRe dO yOu begin?

• Assess the needs of your membership and community and plan activities that will best meet those needs. • Become familiar with publication topics that help initiate, influence and implement programs (e.g., materials from EdSource, the school district, the California Department of Education). • Encourage ongoing PTA membership and leadership training on education issues.

ResOuRCes And RefeRenCes

• California State PTA Toolkit (position statements regarding education issues and list of convention resolutions) • California State PTA Education Pocket Pal • PTA in California (official newsletter of the California State PTA, subscription) • California State PTA Parent Education Manuals: Parents Empowering Parents (PEP) Guide Los Padres Eligen Participar (PEP) Guía - Spanish edition • California State PTA legislation alerts and Sacramento Update (available at www.capta.org) • School Administrator’s Manual (reference material for school administrators to increase understanding of PTA) • California State PTA website (www.capta.org) Communicator and PTA in California available online. • Insurance and Loss Prevention Guide (English and Spanish) mailed annually to PTA presidents • National PTA Quick-Reference Guide and e-newsletters for PTAs (www.pta.org) • Our Children (National PTA magazine, subscription) • What’s Happening in Washington (included in Our Children) • EdSource materials (www.edsource.org) • U.S. Department of Education (www.ed.gov/) • California Department of Education (www.cde.ca.gov/) • Council/District PTA newsletter if available

01/2011

414 California State PTA Toolkit – 2011 Officer and Chairman Job Descriptions Job Description for Executive Vice President

2327 L Street, Sacramento, CA 95816-5014

The executive vice president is an elected officer and member Provide guidance on California State PTA policies and proce- of the executive board. The primary responsibility of the execu- dures and therefore, should become knowledgeable of the tive vice president is to assist the president and help lead the contents of the following resources: PTA toward specific goals chosen by its members. The goals must be consistent with the policies and purposes of the PTA. California State PTA Toolkit California State PTA does not recognize co-presidents. This Unit, council, district, and state PTA bylaws position can be used to gain understanding of the require- Insurance and Loss Prevention Guide ments and duties of the president position, but it is not a presi- California State PTA website: www.capta.org dent-elect position. Inform PTA board of new and updated PTA materials and infor- ResPOnsibiliTies mation. Serve as the primary aide to the president. Safeguard the financial assets of the PTA by strictly adhering Perform the duties of the president in the absence or disability to PTA financial procedures as outlined in the bylaws and state of that officer to act. and National PTA guidelines.

Perform such other duties as may be prescribed in the bylaws Maintain a current procedure book to pass on to succeeding and standing rules, or assigned by the association. officer.

Attend PTA sponsored workshops or trainings. Help facilitate smooth transitions with incoming officers and committee chairs. Become familiar with the duties of each chairman. Protect members’ privacy by utilizing member information for Attend meetings as requested by the president. PTA work only.

Prepare and present a report to the executive board for each Contact president for assistance with issues, concerns, ques- meeting attended on behalf of the president. tions or procedural advice.

Attend council, district, and state PTA meetings as appropriate.

03/2009

Officer and Chairman Job Descriptions California State PTA Toolkit – 2011 415 416 California State PTA Toolkit – 2011 Officer and Chairman Job Descriptions Job Description for Financial Secretary

2327 L Street, Sacramento, CA 95816-5014

The financial secretary is an elected officer authorized to • Prepare a monthly financial report of all monies received, receive all monies collected by the PTA. Some responsibilities deposits made and/or authorizations for payment prepared. of the office are specified in the unit bylaws; others are estab- Distribute to the president, recording secretary and all finan- lished by council, district PTA and California State PTA proce- cial officers. Keep a copy for the financial secretary’s proce- dures. The financial secretary may be a member of the budget dure book. committee. • Prepare an Annual Financial Report of all monies received WhAT TO dO during the past fiscal year. The dates of the unit fiscal year (e.g., July 1-June 30) will be found in the unit bylaws. • Upon taking office, obtain all audited unit PTA financial sec- Distribute report to the president, recording secretary and all retary records and material from your predecessor. This financial officers. Keep a copy for the financial secretary’s should include a standardized bound ledger book, a receipt procedure book. book and remittance forms (for transferring money over to the council and district PTA treasurers) and a check • Submit all records for audit semi-annually and at any time a endorsement stamp, if available. A current copy of the financial officer resigns or no longer serves in that position, California State PTA Toolkit, Finance, Chapter 5, should be before the new officer assumes the duties, and whenever included in the procedure book/file. deemed necessary. • Become familiar with all PTA procedures for handling money. • Attend all events where money may need to be counted. These may be found in the California State PTA Toolkit, National PTA Quick-Reference Guide, Money Matters. • Make sure that at least two people count the money togeth- Additional copies of California State PTA publications may er. This may include the event chairman and treasurer or be ordered from the California State PTA through the List of financial secretary if possible. PTA Materials, Introduction section. • Keep a record of all funds counted using the “Cash • Review the Bylaws for Local PTA/PTSA Units for stated Verification Form” found in California State PTA Toolkit. responsibilities. • Ensure that all persons counting the money sign the “Cash • Receive all monies, check amounts for accuracy and issue a Verification Form.” numbered receipt for each transaction. All receipts should be • Do not keep money overnight at home. accounted for and numbered. • Money may be kept in a school safe overnight if allowed by • Record all receipts in a bound ledger book, indicating the the school principal. Refer to the financial procedures out- date of receipt, number of receipt issued, amount, from lined in the California State PTA Toolkit. whom received, and for what account (e.g., membership, fundraising). • Note any refunds or disbursements that need to be made. • Prepare all authorizations for payment if authorized by the executive board or the association. If not authorized to write authorizations, provide recording secretary with necessary 04/2005 information on refunds and disbursements to write authoriza- tions. • Give the treasurer itemized bills, sales slips, and invoices for payment by check. • Prepare and sign authorizations for payment if required by the executive board or association. • Determine whether the unit bylaws require the financial sec- retary to immediately deposit the money in the appropriate checking or savings account or after proper accounting for- ward the money to the treasurer, receiving a numbered, dated receipt. If the banking is done by the financial secre- tary, a duplicate deposit slip and a remittance form listing the accounting of all money received shall be forwarded to the treasurer immediately.

Officer and Chairman Job Descriptions California State PTA Toolkit – 2011 417 418 California State PTA Toolkit – 2011 Officer and Chairman Job Descriptions Job Description for Founders Day

2327 L Street, Sacramento, CA 95816-5014

Founders Day is a perfect time to renew dedication to the National PTA uses the funds to: Purposes of the PTA that were defined by PTA’s Founders more than a century ago. Each year in February, PTA honors Provide requested field services (instructions, guidance and the three founders as well as past and present PTA leaders. other assistance for California State PTA leaders). Train lead- Through special programs and events, PTA also attempts to ers. Promote contacts with educational groups. Disseminate increase the awareness of its members and the community by materials that will further the aims and purposes of PTA. Hold highlighting achievements, activities, projects and goals. A por- conferences. Provide extension of parent-teacher services tion of the Founders Day freewill offering collected during an throughout the country. observance is returned to the district PTAs to be used to CReATing An evenT (CAliFORNiA STATE PTA TOOlkiT, 7.3; extend PTA’s work and develop leadership. fORms, ChAPTeR 9) The Founders Day celebration was created in 1910 by Mrs. If the event is held in collaboration with community organiza- David O. Mears, a charter member of the National Congress of tions or other PTAs, each participating unit, council or district Mothers founded by Alice McLellan Birney and Phoebe PTA should follow the proper approval procedures as specified Apperson Hearst in Washington, D.C., on February 17, 1897. below. The Founders Day observance has continued through the change of organization names in 1925 to the National The California State PTA strongly urges units, councils and dis- Congress of Parents and Teachers and the uniting in 1970 with trict PTAs to refrain from serving alcoholic beverages at PTA the National Congress of Colored Parents and Teachers, functions. PTAs may not engage in the sale of alcoholic bever- founded in 1926 by Selena Sloan Butler, to become the ages. (See Insurance and Loss Prevention Guide, Red National PTA (A Brief History: Working Together for Children Section.) Since 1897 1.1.5). PReliminARy PlAnning Issues concerning immigrants, homeless children and families, the unemployed and the uneducated, and numerous health • Begin six months in advance, if possible. and safety concerns still need attention. However, through PTA advocacy to enact and enforce laws, children’s health is better • Discuss holding an event and obtain approval from the PTA protected, and children are better fed, housed and educated, executive board, principal, or school representative. with parents more involved in their upbringing. The vision of • Ensure the event will not conflict with other unit, council or the founders has been realized in many ways, and now it is up district PTA observances. to current members to continue the vision. • Obtain a vote of approval for the event at a meeting of the fOundeRs dAy fReeWill OffeRing: “PTA biRThdAy gifT” association. Include a motion to disburse monies to cover the estimated cost involved. Donations collected during Founders Day observances benefit the entire organization: unit, council, district PTAs, state and • If being held off campus, obtain permission for facility use National PTA. California State PTA returns one-fourth of its from appropriate manager. If asked to sign a Hold Harmless offering to the district PTA and retains one-fourth for its work Agreement (1.3.4a, 5.5; Insurance and Loss Prevention throughout the state. Half of the offering is sent to National Guide), contact the California State PTA insurance broker PTA (Unit Remittance Form 5.1.7f; Forms, Chapter 9). and your PTA president immediately. District PTAs use the funds to: • PTA president appoints the event chairman and committee. Determine the goals of the committee. Articulate what the Organize new units and councils and strengthen PTAs and unit hopes to accomplish with the activities. PTSAs. Train leaders through workshops. Offer leadership training and parliamentary procedure courses. Promote PTA • Appoint members to the planning committee. Unit bylaws publications and special projects. Plan special contacts with and standing rules may have information to guide the mem- teachers and administrators to increase the value of the PTA to bers. If possible, include the principal or a faculty member, school and community. the public relations/publications coordinator (if the unit has one), and a student (Event Planning Worksheet, Forms, California State PTA uses the funds to: Chapter 9). Service new units and councils. Strengthen PTAs and PTSAs. • Discuss budget needs with president and treasurer. Ideally, Provide special assistance to district PTAs and councils the budget should be planned with a line item for the event. through leadership workshops. Conduct field services in local The planned activities must stay within the budget. If neces- areas by California State PTA officers and members of com- sary, the community may be asked to partner by donating missions. Perform regional extension work throughout the materials, hospitality items and perhaps even a grant to state. Counsel with individuals and groups. underwrite the planned activity or event. Be realistic in esti- mating the costs. Remember to include possible custodial costs, publicity, and postage.

Officer and Chairman Job Descriptions California State PTA Toolkit – 2011 419 • Decide on a focus area, if any. Brainstorm ideas with the – Operations (at least one person): Oversee facility, equip- committee. Decide on activities that have the best chance ment and overall operations; check all speaker/program for good participation from the student-body, the parents, participant requirements; coordinate with school district and the community. If the unit has never held this event and school custodian; ensure all equipment is in working before, do not overwhelm the faculty with activities. order; consult with appropriate facility management; con- sider whether expansion is needed for additional service • Keep in mind past traditions but also investigate new ways providers, and handle other logistic issues; clean up the to hold an appropriate event which will fit this school and event. community. – Outreach (at least one person): Organize volunteers and – The Americans with Disabilities Act requires that disabled coordinate hospitality. Select service providers to invite persons must be reasonably accommodated by modifying within the area. Send a letter of invitation requesting their policies, making physical changes and obtaining equip- participation, including a response due date (See Toolkit, ment to assist their participation in an activity. For PTA Hold Harmless Agreement and Evidence of Insurance meetings/events, this could include seating to accommo- 1.3.4a, 5.5.2; Forms, Chapter 9). date an attendant accompanying a member or reserved seating in a location to accommodate a member’s special OTheR suggesTiOns need, providing written handouts to supplement discussion and/or providing qualified readers or interpreters for indi- • Devise a way to collect the offering, unless the unit chooses viduals having a hearing or sight impairment. to budget a donation to be sent directly through channels. If so, announce this at the event. • Select a theme as the major focus, and decide on the type of program (e.g., family dinner, musical program). • PTA awards may be presented during the event; for exam- ple, the Very Special Person Award, Honorary Service • Review event material – make copies as needed. Obtain the Award, Continuing Service Award, Golden Oak Award or the procedure book, National PTA Quick-Reference Guide, Our National PTA’s Honorary Lifetime Achievement Award. Honor Children, and the PTA in California from previous chairman, those deserving individuals who have promoted children’s committee or president. well-being. A committee should select recipients following the Awards recommendations (Awards 7.6; Forms, Chapter • Discuss rules and expectations with facility management. 9). Put all agreements in writing. Determine if permission or per- mits from school district or city are needed. • Recognize your PTA milestones. • As early as possible, check school calendar, and decide on • Honor community and business leaders who have supported a date. your PTA. • Notify parents and community to “save the date” for event. • Prepare remarks to pay tribute to parents and other care- Also send notes to past and present PTA presidents, leaders givers, teachers, and student members of your PTA. and award recipients, and school district and community leaders. • Endow the future of PTA. Consider asking members to make a financial contribution in honor of Founders Day. Make sure • Notify staff, explaining event goals and requesting their sup- to report your efforts. port. • Set a membership recruitment goal equal to the number of • Schedule at least three committee meetings prior to event years your PTA has been in existence. Ask parents, guardians, grandparents, teachers, friends and family to join evenT develOPmenT the PTA. • Begin three months is advance, if possible. Develop a time- • Include students in planning and events. Make sure students line utilizing check sheets. understand the importance of PTA at their school. • Assign committee members to specific duties. • Publicize the event. Include information about the history of – Service Providers/Speakers/Program Participants (at least the local PTA, or arrange for a feature about the history of two people): One person should be designated as the the National PTA (Publicize PTA to the Larger Community contact person on invitation letters; one person should 6.2.7). assist with the paperwork (Service • Send invitations. Provide a committee member’s telephone Provider/Speaker/Program Participant Check List, Forms, number and e-mail address to make responding easier and Chapter 9). more personal. – Publicity Campaign (at least one person): Publicize the • Provide anyone attending the event the chance to join PTA. event using news releases, PTA newsletter articles, Involve the membership chairman. posters for placement at local business locations, radio PSA “spots,” website promotion and e-mail alerts. • Plan decorations, nametags, mementos for special recogni- tion in addition to HSA Program Awards, if any, and refresh- – Handout/Flier (at least one person): Fliers to parents; ments. Some units have birthday cakes. Involve the hospital- attendee record form; permission slips, if necessary; serv- ity committee. ice provider station signs.

420 California State PTA Toolkit – 2011 Officer and Chairman Job Descriptions Job description for founders day

• Create a souvenir program. Include program information and • Check setup of the event stations and all audio-visual equip- PTA information (e.g., list of officers, local PTA history briefs, ment. names of past officers and award recipients). • Welcome the service providers/speakers/program partici- • Arrange for hospitality committee to greet all guests. Have pants, and be sure to give them an evaluations sheet the response list to identify special guests, and assist the (Sample Evaluation Form, Forms, Chapter 9) that should be president with introductions. Provide a guest book or page to collected before they leave at the end of the event. sign. • Have volunteers sign in, including addresses, telephone • Assign a photographer to capture the event. numbers, and e-mail addresses. • Make large copies of historic photographs and use as place- • Have at least two designated troubleshooters for the day mats, or enlarge and use as posters to place in the school or and make sure that the service providers and volunteers in the community. know who they are. • Shrink historic items and laminate for use as bookmarks and • Clean up the facility and leave it in as good or better condi- keepsake handouts. tion than it was at the start of the activity.

• Give the publications coordinator information to make a AfTeR The evenT Founders Day special edition newsletter and feature on the website. • Tabulate the evaluations.

PRe-CRunCh • Send thank-you notes to all service providers/speakers/pro- gram participants and volunteers. • Begin two months in advance. • Write an event report and place it in the procedure book. • Send follow-up letter to confirm service provider participa- Include sample invitations, programs, photos and ideas for tion, including a map of the school and parking location changes gleaned from the evaluations and comments from (Sample Participant Response Form Fig.7-1). participants. Did the activities help to accomplish goals? Was there good participation from the faculty and the par- • Develop fliers to inform parents and community of event. ents? Did the kids enjoy it? What are the recommendations • Develop news releases. for next year? • Request equipment from school district or facility manager to • Remind the treasurer to forward the Founders Day freewill meet service provider needs. offering through channels immediately. No motion is neces- sary for this action. CRunCh Time

• Begin one month in advance. 04/2005 • Be sure to have sufficient tables and chairs, as required by participating service providers. This information will be avail- able upon receipt of response form. • Provide custodian/facility manager with a detailed drawing of the layout for tables and chairs. • Plan for access for the disabled. • Recruit and schedule volunteers. • Plan refreshments, such as coffee and donuts in the morn- ing or a light lunch, for all participating service providers and volunteers. • Check to ensure all equipment requirements can be met. • Distribute event fliers and e-mail announcements to parents and community. • Prepare service provider station signs. dAy Of The evenT

• Have nametags ready for all service providers/speakers/pro- gram participants and volunteers. • Check to make sure hospitality area is in order and refresh- ments are prepared.

Officer and Chairman Job Descriptions California State PTA Toolkit – 2011 421 422 California State PTA Toolkit – 2011 Officer and Chairman Job Descriptions Job Description for Fundraising Chairman

2327 L Street, Sacramento, CA 95816-5014

PTA fundraising activities are carried out by a committee – State and local laws regulating games of chance (Legal whose chairman is an appointed or elected member of the Raffles for PTA, 5.5.10d; 5.5.10e); executive board. The committee may include the treasurer, the publicity chairman, the room representative coordinator, the – Local regulations for public gatherings (e.g., fire, curfew, principal, a faculty member, the president (ex officio) and oth- traffic, food sales, health and safety). ers appointed by the president. • Plan activities to be within the standards and qualifications of The major responsibility of the fundraising committee is to PTA’s general liability insurance. Refer to the Insurance and raise the amount needed to meet the proposed unit budget. Loss Prevention Guide that is updated and mailed annually The unit share of per capita dues is usually insufficient to meet to unit presidents. If you have any questions or concerns all organizational expenses including but not limited to: insur- about the event contact the California State PTA insurance ance, postage, mileage, duplicating costs, paper, telephone, broker. never sign a hold harmless Agreement on behalf publications (newsletters and fliers), hospitality, representation of the PTA (1.3.4a, 5.1.7). If the PTA is asked to sign a Hold at state convention, Honorary Service Awards, student aid, Harmless Agreement for any reason, the PTA should contact reimbursement of chairmen’s out-of-pocket expenses and the California State PTA insurance broker. When directed by attendance at other workshops by various unit chairmen. the insurance broker to sign the "Facilities Use Permit Addendum" for events held on public school campuses, One fundraising event may generate enough income to meet locate the form in the Toolkit, Forms, Chapter 9. Contact all costs, but if a PTA association votes to fund a special proj- information for the California State PTA insurance broker can ect in addition to meeting budgeted expenses, an additional be obtained from the California State PTA office. event may be necessary. It also may be necessary to raise funds for an emergency or other urgent need. Special assess- • Hold committee meetings early in the PTA year for pre-plan- ments and frequent solicitation of contributions from members ning before presenting recommendations to the executive are unwise. They are irritating to many, and may embarrass board and association. Evaluate all proposed activities to and drive away those who cannot afford them. In addition, spe- ensure that they will cial assessments place an emphasis on money that is out of – comply with all laws, school regulations, health and safety proportion to its importance in PTA work. requirements; PTA funds are raised and used for purposes approved by the – be inexpensive, involve many members and be fun; association in advance of any fundraising event. No contract may be signed nor expense incurred without advance associa- – respect religious and ethnic groups in the community; tion approval of the event. This approval must be recorded in the minutes. Contracts should be signed by two elected offi- – not exploit children; cers, one of whom must be the president. – not burden school staff; Please read the contract carefully prior to signing. Do not sign – not compete with nor detract from the school lunch and any contract that makes the PTA responsible for all injury and nutrition program; damages, or when there is a Hold Harmless Agreement with the other party. PTA MUST NOT sign a Hold Harmless – not involve commercial or advertising obligations; Agreement (1.3.4a, 5.5). (Signing such a contract naming the PTA responsible may increase PTA’s liability and the amount – not conflict with other PTA, school or community events; PTA might have to pay, if a claim occurs.) – create goodwill for PTA in the community. If there are questions about a contract, please have the • Remember: plans for any proposed fundraising project must California State PTA insurance broker review it prior to signing. be presented to the association for approval and must be Call the California State PTA office (916.440.1985) to obtain recorded in the minutes. Any bills connected with the event the number of the insurance broker. will be paid from the gross income. Only the net profit belongs to the PTA, and it must be spent for the purpose(s) WhAT TO dO for which it was raised. • Study and become familiar with the PTA Noncommercial If needed, a small amount of funds approved by the execu- Policy (5.5.9) and with any instructions given by the council tive board (not exceeding the amount authorized in the or district PTA. bylaws/standing rules) may be advanced for deposits or • Become familiar with state and local requirements for other supply expenses before the event. fundraising projects: • If a detailed outline of the fundraising chairman’s responsibil- – School district policy on use of school grounds, equipment ities is not included in the procedure book, make one for the and food services; successor. Assign specific tasks to members of the commit- tee (subcommittee chairmen), such as invitations, publicity, – Local permits needed for charitable solicitations or sales; tickets, food, work schedule, telephone calling, entertain-

Officer and Chairman Job Descriptions California State PTA Toolkit – 2011 423 ment, equipment, games, first aid, clean up, etc. Recruit After the event, hold committee meeting to evaluate event, col- additional help or solicit donated materials by circulating lect written reports from subcommittee chairmen and prepare questionnaire(s) to members. do nOT use children to sell report for association and procedure book. door-to-door. do nOT exploit children to raise funds. The name “PTA” is not to become an article of commerce • Clear date(s) with the school and community calendars, or to be traded upon by others to promote their goods and reserve needed facilities and local equipment and obtain any services. required permits well in advance of the event. When selling a commercial product, the following disclaimer • Make firm arrangements with concessionaires. Be absolutely must be included in all publicity: sure any concessionaire is fully covered by his own liability insurance and Workers’ Compensation. Have concessionaire “This is a PTA fundraiser. Distribution of this sign Hold Harmless Agreement, 5.5, found in the California information does not imply endorsement by PTA.” State PTA Insurance and Loss Prevention Guide and the California State PTA Toolkit, Forms, Chapter 9. The unit should obtain a copy of the concessionaire’s certificate of 04/2005 insurance. Contact the district PTA or PTA insurance broker if you have any questions. • Make arrangements with the PTA’s bank for a night bank deposit. If money cannot be deposited in the bank immedi- ately, establish advance arrangements with the school princi- pal to use the school safe. It is recommended the PTA pur- chase a small safe or lock box to place inside of the school safe Prior to placing money in the school safe, two PTA executive board members must count it. The principal may require that a school representative verify the documenta- tion. • It is essential that at least two persons count money together and complete a Cash Verification Form. funds should never be handled by one person alone. It is unfair for any individual to be required to have the sole responsibility for PTA funds or to be expected to prove that the total of monies received is correct. Money should be counted at the event by the chairman and the treasurer or financial secretary. The treasurer (or financial secretary) should issue a receipt for all money received and deposit the funds in a PTA bank account. Itemized bills, sales slips, etc., are given to the treasurer for payment by check, and the final accounting report is given to the association and filed for audit. Pay everything by check; neveR use CAsh. Some Suggested Fundraising Activities* After-school Treats Gift Wrap Sales Art and Craft Activities Hobby Show Auction/Silent Auction I.D. Bracelets Book Fairs Salvage, Recycling Calendar Sales School Pictures, Family Family Candy Sales Portraits, Silhouettes Cookbook Sales Science Fairs Snack Food at Games Dances T-shirt, Sweatshirt, Fashion Shows Jacket, etc. Sales Talent, Variety Show

*Check with the school district to see if policy requires school district approval of all fundraisers or places any restrictions on fundraisers. Refer to the Insurance and Loss Prevention Guide before engaging in any activity.

424 California State PTA Toolkit – 2011 Officer and Chairman Job Descriptions Job Description for Graduation/Prom Night

2327 L Street, Sacramento, CA 95816-5014

A PTA/PTSA Graduation/Prom Night event is coordinated by a health regulations must be obeyed. The school district, dis- committee whose chairman is an appointed or elected member trict PTA, city and county agencies must be consulted for of the executive board. The committee members can include specific directions. other members of the board, the principal, a faculty member, the president (ex officio) and other PTA members appointed by • “Parents’ Approval and Student Waiver” forms should be the president. The major responsibility of this committee is to completed for each student participant. (See California State provide a safe, healthy, legal and supervised recreational event PTA Insurance and Loss Prevention Guide.) for students in cooperation with the community. A secondary • It is illegal for a person under the age of 18 to participate in responsibility may be to raise necessary funds to host the any form of gambling (including casino activities). event. The California State Penal Code section numbers concerning WhAT TO COnsideR gambling and lotteries are as follows: Some issues for a committee to consider when planning any §319 Lottery defined graduation or prom night activity follow. §320 Punishment for preparing and/or drawing a lottery ACTiviTies §320.5 Gambling: Charitable Raffles (effective July 1, 2001; • Be inexpensive, involve many members and student and be SB 649 McPherson, Chapter 778) fun. §321 Punishment for selling and/or disposing of lottery • Do not involve commercial or advertising obligations. tickets • Do not conflict with other PTA, school or community events. §322 Aiding lotteries • Create goodwill for PTA in the community. §326.5 Bingo Law. Any PTA considering bingo must check with local authorities including county counsel and/or sAfeTy city attorney regarding pertinent local ordinances. • PTA must ensure that young people are under proper adult Consult with council and/or district PTA for specific supervision when participating in PTA activities, and that cor- bingo guidelines. rect safety and security procedures are always followed. §330 Gaming (See References at the end of this worksheet for further sources of information.) • The State of California Attorney General’s Guide for Charities, California Department of Justice states “It is a • Parents and students must be made aware of the risks crime in California to conduct an illegal raffle.” (Refer to the involved in hiring limousine, charter bus or van services that California Attorney General’s Guide for Charities and §320.5 may have no insurance coverage, unlicensed drivers and/or Gambling: Charitable Raffles effective July 1, 2001.) provide alcoholic beverages. Contact local offices of the Public Utilities Commission to verify the licenses of these • Information on how to conduct a legal raffle can be obtained services. by going to the California Attorney General’s website, www.ag.ca.gov. Raffles may include but are not limited to • When school district buses are used for the events, the donation drawings, duck derby and cow chip bingo. (Legal school district safety procedures must be followed. Raffles for PTA, 5.5.10e) heAlTh • It is illegal for anyone to possess any controlled substance without a valid prescription! Other pertinent California Laws: • Health issues can differ according to the location and organi- zation of an event. Organized events at theme parks or – California Education Code Section 48900. It is unlawful for recreational areas — where added supervision is provided a student to possess, offer or sell any controlled sub- and food is catered by professionals — create fewer prob- stance, alcoholic beverage or intoxicant on school premis- lems than those that are self-catered and supervised by es or at any school activity. local sponsors. – Alcohol Beverage Control Act, Section 25658. No person • Every event must be drug-, alcohol-, and smoke-free. may sell, furnish or procure intoxicating liquor (including Careful consideration must be given to food handling, rest beer) for anyone under the age of 21. room facilities, rest areas and availability of personnel certi- fied in first aid and CPR. – Alcohol Beverage Control Act, Section 25658 and 25662. It is illegal for any person under the age of 21 to possess, legAl issues obtain or consume beer or alcohol. • When undertaking an event or activity, local ordinances regarding large group assembly permits, fire safety and

Officer and Chairman Job Descriptions California State PTA Toolkit – 2011 425 PTA insuRAnCe Prior to cosponsoring an activity or event with another group, refer to PTA Policies, Cooperation/Co-sponsorship With When planning PTA events and activities you must always Other Groups (2.7). refer to the Insurance and Loss Prevention Guide that is updated and mailed annually to unit presidents. If you have PTA uniT PROCeduRes any questions or concerns about the event contact the California State PTA insurance broker. never sign a hold • The event and all related work and/or fundraising activity harmless Agreement on behalf of the PTA (1.3.4a, 5.5). If must be approved by the executive board and the associa- the PTA is asked to sign a Hold Harmless Agreement for any tion and formally recorded in the minutes of the association. reason, the PTA should contact the California State PTA insur- All money raised or derived from the event or associated ance broker. When directed by the insurance broker to sign the activities shall be deposited in the unit treasury. No funds "Facilities Use Permit Addendum" for events held on public shall be expended by the chairman, subcommittee chairmen school campuses, locate the form in the Toolkit, Forms, or committee without approval of the executive board and Chapter 9. Contact information for the California State PTA association. All contracts must be signed by elected officers, insurance broker can be obtained from the California State one of whom shall be the president, following approval by PTA office. the executive board and association. • The PTA/PTSA association must vote to sponsor the pro- • The president appoints the committee, subject to ratification gram each year. The results of the vote must be recorded in by the executive board (see Article IX, Section 2, Bylaws for the minutes of the association. Local PTA/PTSA Units). • Make certain of insurance coverage when planning a gradu- • The graduation or prom night activity committee must follow ation or prom night activity by contacting the California State the “Guidelines on the Use of Committees,” PTA PTA insurance broker. A list of covered PTA activities and Management, Chapter 2. requirements is included in the California State PTA • Committee procedures must be established prior to begin- Insurance and Loss Prevention Guide. Activities excluded by ning the project that include, but are not limited to the insurance company are not allowed. – responsibilities of the chairman. – California State PTA-prohibited activities are not allowed. These prohibited activities can threaten the safety, health – responsibilities of the committee members. and welfare of children. (Refer to Insurance and Loss Prevention Guide.) – clarification of all financial transactions in accordance with PTA/PTSA’s bylaws and financial procedures. (See – Units must further protect the PTA’s liability insurance by Finance, Chapter 5.) having a “Hold Harmless Agreement” (5.5; Forms, Chapter 9, or the Insurance and Loss Prevention Guide) signed by – submission of a written report, usually prepared by com- every concessionaire and independent contractor engaged mittee chairman, to the executive board at each monthly to provide services for PTA events and activities. Contact meeting including a financial accounting of all monies and the district PTA or PTA insurance broker. donations received and monies disbursed, and activities planned. • Requirements for PTA-sponsored events on school grounds (1.3.4a): – strict observance of PTA bylaws, policies and procedures. – “Certificate of Insurance” must be provided by PTA if – responsibility for storage of supplies and equipment relat- requested by school district. (Contact the PTA insurance ed to the activity and the insurance coverage for these broker.) supplies and equipment. – Additional insurance coverage may be required; refer to • Anticipate and address these needs and any unusual con- Insurance and Loss Prevention Guide. cerns as early as possible to assure a successful activity. – PTA Use of School Facilities (1.3.4a) PTA finAnCes • Requirements for PTA-sponsored events off school grounds A PTA sponsoring or co-sponsoring a graduation or prom night (5.5): activity must follow these procedures in all financial transac- tions. – From the operator of the facility, obtain a “Certificate of Insurance” (5.5) with the PTA/PTSA and the California • A PTA does not raise money for other organizations, nor State PTA, its units, councils and district PTAs, named as does it allow its Internal Revenue Service Employer additional insured. Identification Number (EIN) to be used by another organiza- tion. It is vital to remember that the nonprofit status of PTA is – Additional insurance coverage may be required; refer to determined by how funds are earned as well as how they Insurance and Loss Prevention Guide. are spent. PTA units that engage in extensive fundraising activities, not associated with their primary purposes, may • The PTA may not join another non-PTA organization or have to file Internal Revenue Service Form 990T and pay a group for the purpose of conducting a graduation or prom tax on any unrelated business income. night activity. The PTA insurance coverage must not be authorized or used for any event not sponsored by the PTA.

426 California State PTA Toolkit – 2011 Officer and Chairman Job Descriptions Job description for graduation/Prom night

• Refer to the Finance, Chapter 9, under the following subjects • Clear date(s) with school and community calendars; reserve for further information. needed facilities and equipment. – Appropriate Cooperation – Insurance • Obtain any required permits well in advance of the event. with Business – Legal Considerations Notify local police, fire and/or health departments as – Approval by Membership – Noncommercial Policy required. – Budget – Safety Considerations – Commingling of Funds – Standards for PTA • Secure a “Parents’ Approval and Student Waiver” form for – Contracts Fundraising each student participant, as required. (See Insurance and – Financing PTA Activities Income – Unrelated Business Loss Prevention Guide and Graduation/Prom Night Guidelines.) WhAT TO dO • Make firm arrangements with concessionaires. • Secure California State materials listed under Resources – Remember, contracts must be approved by the associa- and References through unit PTA/PTSA president. tion and signed by the president and one other elected • Study and become familiar with the PTA noncommercial poli- officer of the PTA/PTSA executive board. cy, insurance program, financial procedures and unit proce- – Be absolutely certain that each concessionaire is fully cov- dures. ered by his own insurance and Workers’ Compensation. • Become familiar with state and local requirements for large • Obtain from each concessionaire: (File originals with the unit group assembly and charitable solicitations or sales. If the treasurer, keep one copy of each.) event is to be held on school premises Fund become famil- iar with school district policy on use of school facilities and – “Certificate of Insurance” provided by the concessionaire's equipment and food service requirements. insurance carrier – “Hold Harmless Agreement” (5.1.7; Forms, Chapter 9) or • Hold committee meetings early in the PTA/PTSA year to pre- the Insurance and Loss Prevention Guide) plan and formulate ideas before presenting recommenda- tions to the executive board and association. Evaluate all • For funds received from ticket sales or fundraising activity, it proposed activities to ensure that they will is essential that at least two people count the money togeth- er. Funds (money) should never be handled by one person – comply with all laws, school regulations, health, safety and alone. It is unfair for any individual to be required to have security requirements sole responsibility for PTA funds or to be expected to prove – be inexpensive, involve many members/students and be that the total of monies received is correct. Money should be fun counted by the graduation/prom night committee chairman – not involve commercial or advertising obligations and the unit treasurer or financial secretary. The treasurer (or financial secretary) should issue a receipt for all money – not conflict with other PTA, school or community events received and deposit the funds in a PTA/PTSA bank – create goodwill for PTA in the community account. • Establish a budget for the event, including all activities of the • Itemized bills, sales receipts, etc., are given to the treasurer subcommittees. Submit this budget for approval by the asso- for payment by check. ALL BILLS ARE PAID BY CHECK. ciation. Determine the revenue sources for the event. NEVER PAY ANY BILLS WITH CASH. The final accounting (Standards for PTA Fundraising 5.5.8.) is given to the association and filed for audit. Remember, plans for any proposed fundraising project must be • Keep accurate records of charitable (cash and in-kind) dona- presented to the association for approval and must be record- tions received with any donor information required, and ed in the minutes. If specified, the net profit must be spent for promptly forward to the treasurer. The treasurer shall issue the purpose(s) for which it was raised. to donors an acknowledgement following appropriate sub- stantiation and disclosure requirements found in California Subcommittee members should know how much money has State PTA Toolkit, Finance, Chapter 5, Tax Requirements been allocated for the subcommittee’s use and what records 5.10. and resources are available. • A small amount of funds approved by the executive board • If a detailed outline of the graduation/prom night chairman’s (not exceeding the amount authorized in the bylaws), if responsibilities is not included in the PTA procedure book, needed, may be advanced for deposits or other make one for a successor. supplies/expenses before the event. Receipts are required to • Assign specific tasks to members of the committee (subcom- reconcile all advanced funds. mittee chairmen) such as secretary, financial secretary, The chairman is responsible for submitting, at each monthly fundraising, tickets, scheduling, telephone calls/e-mail, con- executive board meeting, a written report which includes a struction, food, games, safety/security/first aid, entertain- financial accounting of all monies received and disbursed, ment, publicity, design/decorations, set up/tear down. donations received and activities planned. – The committee is a part of the association and must oper- ate within the framework of the PTA bylaws, policies and procedures.

Officer and Chairman Job Descriptions California State PTA Toolkit – 2011 427 AfTeR The evenT RefeRenCes And ResOuRCes

• Complete an inventory of supplies and equipment related to Bylaws for Local PTA/PTSA Units the activity, establish a location to store reusable equipment; determine if the value of stored materials warrants property California State PTA Toolkit, www.capta.org insurance coverage. Section on Leadership, Use of PTA Committees • Reconcile all advanced funds and submit any outstanding Insurance and Loss Prevention Guide (Updated and mailed to bills promptly. PTA presidents annually.) • Hold a committee meeting to evaluate the event. Attorney General’s Guide for Charities, 2005, State of • Conduct a student survey. California (www.ag.ca.gov) • Collect written reports from subcommittee chairmen and pre- State of California Penal Code: www.leginfo.ca.gov pare a report for the association and procedure book. State of California Education Code: www.leginfo.ca.gov • Prepare a report of activities, evaluation and suggestions to State of California Business and Professions Code: successor for procedure book. www.leginfo.ca.gov infORmATiOn: Important information that may be needed during Grad/Prom Night. Please complete and have available in case of emergency/problems. name of unit PTA/PTsA ______district PTA ______Council (if in council) ______

Name of Principal ______Telephone (______)______E-mail ______Name of Staff Advisor ______Telephone (______)______E-mail ______Name of Unit Treasurer ______Telephone (______)______E-mail ______Name of Unit Financial Secretary ______Telephone (______)______E-mail ______District PTA President ______Telephone (______)______E-mail ______Local police department (division/branch) ______Telephone (______)______E-mail ______Local fire department (division/branch) ______Telephone (______)______E-mail ______Local health department ______Telephone (______)______E-mail ______Local Public Utilities Commission ______Telephone (______)______E-mail ______School Site Facilities Coordinator ______Telephone (______)______E-mail ______Local School District Facilities Coordinator ______Telephone (______)______E-mail ______04/2005

428 California State PTA Toolkit – 2011 Officer and Chairman Job Descriptions Job Description for Health

2327 L Street, Sacramento, CA 95816-5014

The National PTA and California State PTA consider health • Request a line item in the PTA budget for student health and education to be of major importance. Local units can promote welfare needs. health education. • Support the teaching of comprehensive health education at Some ways to promote Physical, Mental and Emotional Health all grade levels, in compliance with the California Standards Education are to: for Health Education. • Help parents recognize and respond to the health and nutri- • Work with classroom teachers in encouraging alternatives to tion needs of their families. food as rewards given in classrooms. • Encourage compliance with health education directives in • Promote hand washing in classrooms, especially prior to the curriculum. eating and after using the restroom. • Work for improvement in health care services, particularly in • Promote physical education programs in schools and com- the school nurse-to-student ratios, in school and community. munities. • Work for better health facilities in school and community. • Work with local school districts and statewide policymakers to ensure policies are enacted to provide appropriate health • Stress the concepts of wellness and prevention. leadership by credentialed school nurses, including adoption • Update and implement school wellness policies. of the recommended nurse-to-student ratio of 1-to-750. • Emphasize the importance of healthy lifestyles and modeling • Educate school staff and families on the importance of these lifestyles for children. healthy indoor air quality and its relationship to student and staff health, academic achievement and absenteeism. • Promote a school environment that is consistent with health education being taught in the classroom. • Educate students, parents, school personnel and the com- munity about the high incidence of skin cancer and recom- • Make parents cognizant of and responsive to environmental mended strategies for reducing risk for this disease. issues and hazards that may jeopardize the health of chil- dren and families. • Educate school staff and families on the importance of com- prehensive school health programs. • Establish a comprehensive school health program that inte- grates activities and services designed to promote the opti- AddiTiOnAl PROJeCTs mighT inClude mal physical, emotional, social and educational development • Plan a community and wellness fair including speakers, of children and youth. health-related demonstrations, displays and video materials ReCOmmended ACTiOn provided by local agencies (Community and Wellness Fairs 7.10). • Work with program chairman to facilitate at least one PTA meeting about health issues. • Represent PTA on allied agency committees and school dis- trict committees or task forces. • Arrange to have a health display table at PTA meetings. Selected health pamphlets should be available for distribu- • Invite school district nutrition services director to discuss tion. changes in nutritional guidelines for food provided at the school. • Submit health-related articles for unit newsletter. Ask the school nurse for articles and suggestions or use articles on • Establish a School Health Council. health issues from State PTA publications, PTA in California • Encourage participation in first aid and Cardiopulmonary or The Communicator. Resuscitation (CPR) classes. • Participate in ongoing health projects of the National PTA • Prepare and distribute a list of community health agencies, and California State PTA. hotlines for drug/alcohol abuse, child abuse, and crisis inter- • Support health-related events, such as Red Ribbon Week, vention. National Immunization Month, School Nurse Day, Children's • Support school-based immunization programs and parent Health Month, National Nutrition Month, Dental Health education related to the benefits of immunization. Month, World AIDS Day, and the Great American Smoke Out. AddiTiOnAl ResOuRCes

• Encourage volunteerism in the areas of student screening Alliance Working Antibiotic Resistance Education (AWARE) for hearing, vision, scoliosis, etc. (www.aware.md) American Academy of Pediatrics (www.aap.org)

Officer and Chairman Job Descriptions California State PTA Toolkit – 2011 429 American Cancer Society School Health Programs Local county or city health department bulletins (www.cancer.org/schoolhealth) Mental Health America (formerly National Mental Health American Heart Association (www.americanheart.org) Association) (www.nmha.org) American Lung Association (www.lungusa.org) National Association of School Nurses (www.nasn.org) (www.californialung.com) National Association of State School Nurse Consultants Natural Resources Defense Council (Environmental) (www.nassnc.org) (www.nrdc.org) National Center for Health Education (www.nche.org) fOR mORe infORmATiOn National Institute on Drug Abuse (NIDA) American Diabetes Association (www.diabetes.org) (www.drugabuse.gov) American Dental Association (www.ada.org) National Institutes of Health (www.nih.gov) California State PTA, Council or District PTA Health National Resources Defense Council Children's Chairman Environmental Initiative & Children Environmental Health (www.cehn.org) California Department of Education (www.cde.ca.gov) School Nutrition Association (formerly American School Food California Department of Public Health (www.cdph.ca.gov) Service Association) (www.schoolnutrition.org) California Dietetic Association (www.dietitian.org) The Center for Health and Health Care in Schools (www.healthinschools.org/home.asp) California Environmental Protection Agency (www.calepa.ca.gov/education) OTheR ResOuRCes

California School Nurses Organization (www.csno.org) PTA in California (official newsletter of the California State California School Nutrition Association (www.csna.org) PTA) Community Hospitals California State PTA website (www.capta.org) County Health Department Health Educator Insurance and Loss Prevention Guide (English and Spanish) mailed annually to PTA presidents County Health and Mental Health Departments Our Children (National PTA magazine) Centers for Disease Control and Prevention (www.cdc.gov) Quick-Reference Guide (National PTA) Dairy Council of California (www.dairycouncilofca.org) National PTA website (www.pta.org) Environmental Protection Agency (www.epa.gov) California State PTA Vice President for Health Healthy Kids Resource Center (www.hkresources.org) ([email protected]) or 916.440.1985 ext. 306 Institute of Medicine of the National Academies (www.iom.edu/) 10/2010

430 California State PTA Toolkit – 2011 Officer and Chairman Job Descriptions Job Description for Historian

2327 L Street, Sacramento, CA 95816-5014

The historian assembles and preserves the record of activities • Record of members’ volunteer hours (Volunteer Tally Sheet, and achievements of the PTA and assists the president in Forms, Chapter 9). preparing the Annual Unit Historian Report (Annual Unit Historian Report 2.3.13a; Forms, Chapter 9). Historian records, Present a brief summary of the year’s history at a meeting like minutes, should be kept forever. near the end of the PTA year. Consider a similar presentation at a school staff or school board meeting. WhAT TO dO Create a scrapbook of mementos, photos, press clippings Review materials received from predecessor: (Public Relations Coordinator 6.3.1), newsletters, fliers, etc., that do not go into the history book. Unit’s year-to-year history and record book with narrative reports. Present to the outgoing president, if desired, at term end, or keep with other unit materials. Historically significant items, such as: shARing PTA hisTORy • List of charter members; Display unit history books along with protected historical mate- • First bylaws; rial (e.g., behind glass, in vinyl envelopes) and other memora- • Copy of unit charter; bilia reflecting the unit’s history. • Historic photographs; Request an area in the school’s front hallways for showcasing the unit’s history in photos, souvenirs, etc. • Procedure book with copies of previous reports, California State PTA Toolkit material. Collaborate with the Founders Day chairman and/or committee to promote the history of your unit during Founders Day activi- • Start a monthly calendar “diary” of unit activities, and keep it ties. current based on each new PTA year. Prepare the Annual Unit Historian Report with the unit presi- • Decide on method for recording volunteer hours at all meet- dent, and ensure that it is submitted through channels by the ings and PTA events, and collect throughout year for totaling council or district PTA due date (Annual Unit Historian Report and reporting in Annual Unit Historian Report. 2.3.13a; Forms, Chapter 9). • Raise member awareness of value of volunteer hour tallying, Safeguard the history record book and other materials perti- e.g., advocacy at all levels, as a measure of in-kind services, nent to the history of the association and transfer them to your publicity tool. successor.

• Attend council/district PTA workshops for historians. AnnuAl uniT hisTORiAn RePORT

• Contact council/district PTA historian for assistance, as It is the responsibility of every PTA unit to prepare a Annual needed. Unit Historian Report. The historian or president, as designated in the bylaws, is responsible for completing the Annual Unit COnTenTs fOR hisTORy bOOk Historian Report (Annual Unit Historian Report 2.3.13a; Forms, Keep written or printed account of the year’s activities and key Chapter 9). personnel for the unit’s permanent PTA History Record Book. Submit the report by council or district PTA due dates through Include: PTA channels, keeping one copy for the procedure book. • List of officers and chairmen with titles and addresses; Collect and tally members’ volunteer hours from beginning of • California State PTA convention delegate list; PTA year (Volunteer Tally Sheet, Forms, Chapter 9). Members should be advised to project their volunteer hours for the last • PTA membership and school student enrollment numbers; few months of the term according to planned PTA activities beyond the due date for submitting the Annual Unit Historian • Program and focus group topics (names of speakers and Report. leaders); Compute the hours volunteered by members multiplied by an • Activities, projects carried out by PTA in school and commu- hourly “wage.” Write a “fake” check and present to the school nity; board or city to bring attention to the needs of the school and • Any changes to bylaws; its children. • List of recipients of Honorary Service, Continuing Service, 01/2011 Golden Oak Awards, and other special awards or recognition presented to or received by the unit; and

Officer and Chairman Job Descriptions California State PTA Toolkit – 2011 431 432 California State PTA Toolkit – 2011 Officer and Chairman Job Descriptions Job Description for Honorary Service Award

2327 L Street, Sacramento, CA 95816-5014

The Honorary Service Award (HSA) program encourages purpose and in any manner and medium, including website PTA/PTSA unit, council and district PTAs and the California and Internet promotion, all photographic, video, and digital State PTA to honor individuals or groups through donations to images of you and your guests taken while in attendance at the HSA program fund of the California State PTA. the awards event. You hereby release the California State PTA and its legal representatives from all claims and liability gOAls relating to said photographs, video and digital images.” • To recognize deserving PTA/PTSA, school and community • write a summary of the event, and place it in the chairman’s volunteers for outstanding service to children and youth. procedure book. • To provide funds for the scholarship and grant program, as • maintain accurate records of all awards in a permanent file. defined in the California State PTA Toolkit. suggesTiOns WhAT TO dO The committee should be The unit HSA chairman, with a committee appointed by the president, shall • appointed early in the officers’ term to allow time for planning and ordering awards. • study the various types of awards, the donation amounts and the criteria for selecting honorees for specific awards. • composed of different members each year. • publicize to the membership that the HSA selection commit- • representative of the school’s community. tee will be meeting, and ask for suggestions for honorees. (A • composed of an uneven number (five is suggested). flier may be distributed requesting names and information.) The applicants being considered should be recognized for out- • meet for the specific purpose of selecting honorees. All pro- standing service to children and youth and not necessarily for ceedings must be kept confidential. Budget allocations must routine, assigned responsibilities or for retirement. be observed. It is recommended that you avoid establishing a pattern such • order specific awards, using the order forms in the California as always presenting an award to the outgoing president or State PTA Toolkit (Forms, Chapter 9). Pins may be ordered retiring faculty members. at the same time. (Allow four to six weeks for delivery.) Remember to consider those who work behind the scenes, • arrange for presentation of awards at a meeting as deter- quietly and efficiently serving youth. mined by the executive board and the program committee (e.g., at a Founders Day program meeting or end-of-the-year A list of volunteers to be considered for future recognition may luncheon). be left in the procedure book. All other notes concerning rec- ommendations should be destroyed. • devise an innovative way to present the award(s), using a poem, skit or other unique way to praise the honorees’ AWARds/CRiTeRiA accomplishments. Be sure to mention that the donation made to the California State PTA scholarship and grant pro- very special Person Award (vsP): May be given to individu- gram in each honoree’s name assists in the education of als or PTA constituent organizations to recognize having con- other individuals. tributed to the school community in a special way. • arrange for families and friends of honorees to attend the honorary service Award (hsA): May be given to an individ- presentation. ual or organization in the PTA, school or community in special recognition of outstanding service to children and youth. • give a copy of the biographical presentation to each hon- oree. Assign a committee member to take pictures for the Continuing service Award (CsA): May be given to an indi- honoree. Retain copies of the pictures, programs and biog- vidual or organization in the PTA, school or community for raphies. recognition of outstanding service to children and youth. This award may be given to a person whose contributions have • obtain Media Release Statement signature of recipient to been significant over a continuing period of time. The award forward biography and photos taken at the award event to may be given regardless of whether a recipient has previously the California State PTA for possible publication and consid- received the California State PTA’s Honorary Service Award. eration for the Local Hero Recognition Program. golden Oak service Award: May be given to an individual or “By accepting this award and submitting biography and pho- organization that has made significant contributions to the wel- tograph(s) of the awards event to the California State PTA, fare of children and youth in the PTA, school or community. you hereby grant and assign the California State PTA and its This award should be given to recognize exceptional service to legal representatives the irrevocable and unrestricted right to use and publish for editorial, trade, advertising or any other

Officer and Chairman Job Descriptions California State PTA Toolkit – 2011 433 An individual or organization may receive more than one HSA, CSA, Golden Oak Service Award, VSP Award or donation made in his/her/the organization’s name. children and youth; it is the California State PTA’s most presti- gious award. donations: May be given by PTAs or by individuals in tribute to a person, a group or in memoriam. The donation may be made in any amount. An acknowledgment card or certificate, as requested, will be sent when a donation of $10.00 or more is made. Anyone or any group may donate to the HSA program fund; the fund is not limited to contributions by PTAs. hOW TO ORdeR AWARds OR mAke dOnATiOns

1. Use the printed order forms found in the California State PTA Toolkit (Forms, Chapter 9). Make checks payable to California State PTA. Credit card authorizations may be used for both mail and FAX orders. The awards may be ordered only from the California State PTA office in Sacramento. 2. Allow 4-6 weeks for delivery. Send orders to California State PTA 2327 L Street Sacramento, CA 95816-5014 FAX 916.440.1986 3. When completing the order form, be sure to: • Use the correct order form located in the California State PTA Toolkit. Pins may be ordered at the same time. • Remember that an HSA, CSA or Golden Oak Service Award is only presented in one name, and only one pin is allocated per award. nOTe: AWARDS (CERTIFICATES) AND PIN COSTS ARE SUBJECT TO CHANGE WITHOUT NOTICE. SHARE IN THE HSA PROGRAM, A CONTINUING OPPORTU- NITY TO HONOR SPECIAL PEOPLE AND ASSIST CHIL- DREN AND YOUTH. 10/2010

434 California State PTA Toolkit – 2011 Officer and Chairman Job Descriptions Job Description for Hospitality

2327 L Street, Sacramento, CA 95816-5014

The hospitality chairman is the official host of the PTA unit and, gifts and cards for members. PTA funds may not be used for with a committee, has the responsibility of establishing a personal gifts. friendly, comfortable atmosphere at PTA meetings and events. The hospitality committee helps to create a sense of belonging befORe The meeTing that invites members to become involved in PTA activities. The Work closely with program chairman and room representative hospitality chairman should be a member of the program plan- coordinator. ning committee. Make reservations for meeting place well in advance. (Some Social events should be reflective of the various cultures in the places require dates for the year reserved at one time.) school and community (social conventions, programs, refresh- ments, decorations, etc.). When planning PTA events and activities always refer to the Insurance and Loss Prevention Guide that is updated and ReCOmmended ACTiOns mailed annually to unit presidents. If you have any questions Become familiar with information and materials from predeces- or concerns about the event contact the California State PTA sor and unit president, which should include: insurance broker. never sign a hold harmless Agreement on behalf of the PTA (1.3.4a, 5.5). If the PTA is asked to sign • Name, address, telephone number and e-mail address of a Hold Harmless Agreement for any reason, the PTA should person to contact and procedures for reserving school meet- contact the California State PTA insurance broker. When ing place and staff (e.g., custodians, food service personnel) directed by the insurance broker to sign the "Facilities Use and any other needs for PTA events; Permit Addendum" for events held on public school campuses, locate the form in the Toolkit, Forms, Chapter 9. Contact infor- • Council, district, State and National PTA hospitality informa- mation for the California State PTA insurance broker can be tion; obtained from the California State PTA office. • Inventory of hospitality supplies and storage location; The Americans with Disabilities Act requires that disabled per- • Amount budgeted for hospitality expenditures; sons must be accommodated reasonably by modifying poli- cies, making physical changes and obtaining equipment to • Minutes from meetings of previous years. assist their participation in an activity. For PTA meetings/events, this could include seating to accommodate Meet with program planning committee or consult with the pro- an attendant accompanying a member or reserved seating in a gram chairman to secure dates of PTA meetings and other location to accommodate a member’s special need, providing planned events. written handouts to supplement discussion and/or providing Hold planning meeting with hospitality committee. Invite presi- qualified readers or interpreters for individuals having a hear- dent to this and all committee meetings. ing or sight impairment. • Include the room representative coordinator and any others Make arrangements for baby-sitting, if needed. Follow appointed by the president. Invite students (where applica- California State PTA regulations (PTA-Provided Baby-Sitting ble) to participate as committee members. Services 5.12.2) and school district policies. • Committee members can be assigned to arrange baby-sit- Prepare name cards, registration sheets, and any decorations ting (PTA-Provided Baby-Sitting Services 5.12.2), registra- to be used. tion, room set-up, temperature, greeting, decorations, Obtain names of special guests from president or program refreshments, etc. chairman and carry out any special arrangements that have • In some units, the room representatives from each class- been planned for the guests. room or grade are asked to be the host group for one PTA Check physical setting: number of chairs for audience, lectern, meeting a year. microphone, water and glasses, room temperature, table and Report at each board meeting on hospitality plans for forth- chairs for presiding officer and others, seating for program par- coming PTA events, coordinating arrangements with other ticipants, flags and standards, blackboard, etc. chairmen’s plans. Arrange to have tables for registration, membership, exhibits, Potluck donations of food may be requested for some PTA etc. events; reminders should be sent to donors. Check with Be sure refreshment committee is prepared with equipment department of health and school district policy regarding and supplies for the social hour. restrictions on home-prepared food. • In some units, the hospitality chairman also sends notes to new members, those who are ill, letters of condolence, etc. A “freewill” donation may be maintained for the purchase of

Officer and Chairman Job Descriptions California State PTA Toolkit – 2011 435 dAy OR evening Of The meeTing AlCOhOl And PTA evenTs

Arrive early to be sure the door is unlocked, lights are turned selling Alcohol – according to the California Business and on, temperature is comfortable and the room ready. Professions Code, Section 25608, “Every person who pos- sesses, consumes, sells, gives, or delivers to any other per- Assign board/committee members to introduce new members son, any alcoholic beverage in or on any public schoolhouse or to others and make them feel welcome and eager to return. any of the grounds thereof, is guilty of a misdemeanor.” PTAs Assign committee members to help with registration. may not sell alcoholic beverages under any circumstance. Alert president to any special guests who should be intro- In accordance with the California State PTA insurance pro- duced. gram, PTAs may not engage in the sale of alcoholic bever- ages. Many PTAs hold annual silent auctions and dinners as Be available to assist president, if the need arises. fundraisers at which bottles and/or cases of wine are donated for use as auction items. These donated bottles and/or cases Have a room count ready, if needed. of wine may be used as auction items, provided the auction is held at a non-school-site location, and the contents are not duRing sOCiAl hOuR decanted during the event or on the premises. PTAs may auc- See that the committee assists with introduction of members tion donated alcoholic beverages but may not sell alcoholic and guests. beverages under any circumstance. Make certain that all are served refreshments in a friendly serving of Alcohol at PTA events – The California State PTA manner. strongly urges its unit, council and district PTAs to refrain from serving alcoholic beverages at PTA functions. If alcoholic bev- duRing The meeTing erages are served at a PTA function, the PTA may not serve them. Any alcoholic beverages must be provided and served Serve as a messenger for the president and/or officers to by a licensed establishment or catering company that has the maintain order during the meeting. appropriate permits and insurance. When a PTA is planning an Be available to assist presiding officer or speaker with distribut- event that will include alcoholic beverages, the PTA may not ing materials, as needed. collect for the cost of the alcoholic beverages through ticket sales. This cost must be paid separately to the licensed estab- AfTeR The meeTing lishment or catering company with the valid permits and insur- ance. Be sure meeting place is left in order and PTA belongings properly stored. Under no circumstances may PTA funds be used to purchase alcoholic beverages or bottles of alcohol. Remember, the pur- Record expenditures and other notes about meeting details in pose of the PTA is to work on behalf of all children and speak procedure book. for “everychild. onevoice.” Send thank you notes and take care of other courtesies after If there are any further questions regarding this subject, please consulting with the president. do not hesitate to contact the California State PTA insurance • As a rule, the program chairman thanks program participants company. See the Insurance and Loss Prevention Guide, and the corresponding secretary attends to official letters, updated and mailed annually to presidents, or contact the dis- but the hospitality chairman thanks committee helpers, cafe- trict PTA president. teria or maintenance people and others who helped with the meeting arrangements. 03/2004 RemindeRs

Keep procedure book updated. Maintain accurate records of expenditures, and stay within the budget. Attend council or district PTA workshops for hospitality chair- men. Meet requests for exhibit material for council or district PTA meetings, if needed.

436 California State PTA Toolkit – 2011 Officer and Chairman Job Descriptions Job Description for legislative Advocacy Chairman

2327 L Street, Sacramento, CA 95816-5014

PTA is a child advocacy association. Its legislative mission is to • schedule at least one meeting per year with your elect- speak on behalf of all children and youth at the local, state and ed representatives to discuss your PTA’s local issues of federal levels. One of the Purposes of PTA is “to secure ade- concern and legislative priorities of the California State PTA. quate laws for the care and protection of children and youth.” Take a few members from your PTA with you. PTA promotes and encourages legislative advocacy for the education and welfare of all children and youth. • Participate in one of the following: a letter writing cam- paign, a postcard campaign, a rally to support a PTA posi- ROle Of PTA in legislATiOn tion.

As local officers of the largest grassroots child advocacy • Attend some local school board meetings. Communicate organization in the state, PTA legislative advocacy chairs are advocacy positions as authorized by your PTA board. responsible for demonstrating leadership on children’s issues • establish a method for sharing PTA legislative Alerts at the local level by educating PTA members, community mem- and other important information with PTA members. bers and elected officials about PTA's issues of concern and legislative priorities and goals. • Take Action on legislative Alerts from the California State PTA and National PTA and encourage other PTA members The California State PTA takes positions on issues/legislation to do the same. based on position statements in the California State PTA Toolkit, California State PTA convention resolutions, California • maintain current contact information for all elected rep- State PTA Legislation Platform and National PTA positions and resentatives in your area: U.S. Senators, U.S. Congress convention resolutions. member, State Senator, State Assembly member, Board of Supervisors members, city council members, and school The unit, council or district legislative chair provides PTA mem- board members. bers with information about PTA positions on current legislation and issues. Feel free to take advocacy actions from the other categories at any point that you feel ready. WhAT TO dO COnTinuing AdvOCACy And eduCATiOn effORTs In order to ensure your success, regardless of your level of legislative experience, we have broken out the “What To Do” If you have served as the legislative advocacy chair for one to sections by “Newcomer” “Continuing” and “Advanced.” So, two years at the unit or council level, you will likely be ready to please go to the section that best fits you and remember to take your advocacy to the next level. Please continue with all incorporate the Newcomer and Continuing actions even when your newcomer advocacy actions and also add as much of the you’re Advanced! following as possible: Remember: no amount of fundraising can have as much • Organize a voter registration drive annually. Remember to impact as a single piece of legislation. include new residents and high school seniors. newcomers to Advocacy • Organize a letter-writing, e-mail or call-in campaign to com- municate legislative priorities to legislators one to three times Please obtain materials from your predecessor and/or per year. Provide a sample letter, e-mail or phone script. unit/council/district president. If no materials are available, please begin a new procedure book. • encourage PTA members to attend meetings with State Assembly and Senate representatives, meet with local gov- If you are new to advocacy, we encourage you to do the fol- ernment officials (e.g., school board and city council mem- lowing: bers, county supervisors), and know the local policies and • Request that advocacy is on the agenda of every meet- ordinances affecting children and youth. ing and give a legislative report. Share with PTA members • schedule at least one public appearance of unit, council about issues affecting the school and community as well as or district representatives to highlight California State legislative activities at all levels of government. Remember PTA’s legislative priorities and local issues of concern. Some we are a nonpartisan association, so please be objective examples of appropriate forums are school board meetings, and factual. Be sure to include PTA positions when appropri- the local chamber of commerce, and meetings of local serv- ate. Circulate materials from council, district, State, and ice clubs. National PTA when available. Have copies at PTA meetings or information on websites or links where the information can • submit at least one letter each year to the editors of be found. local newspapers on behalf of your PTA highlighting California State PTA’s legislative priorities and local issues of • Write articles for your PTA newsletter. Please observe concern (with signature of district, council or unit president). Legislation Policy 11 (4.2.5k) which discusses guidelines for sending materials home with students. • Train your members to be advocates.

Officer and Chairman Job Descriptions California State PTA Toolkit – 2011 437 • visit sacramento with other PTA members to meet with evenTs TO ATTend elected representatives and key education leaders. (Attend as many as your schedule allows.) • invite legislators/policymakers/elected officials to visit a local school. • California State PTA Legislation Conference in Sacramento • establish contacts with local individuals, groups, organiza- • California State PTA Convention tions and agencies to develop sources of information on • Council/district PTA-sponsored visits to Sacramento and local and statewide issues that affect the school, families other advocacy events. and community. • EdSource Forum Please consider advancing to the next level of PTA by volun- teering to serve on your council advocacy team, or your district • National PTA Legislative Conference held in Washington D.C. advocacy team. helPful WebsiTes/ResOuRCes AdvAnCed AdvOCACy And COmmuniTy eduCATiOn effORTs California State PTA – www.capta.org If you have been serving as an advocate for several years, you will be ready to go to the advanced level! Please continue with • legislative Alerts (please sign up on the website to all your newcomer and continuing advocacy efforts and also receive e-mail updates) add the following: • PTA in California newsletter • meet with federal legislators, when they are in their local • Toolkit (Available in both English and Spanish online, in district offices. print or on CD). Chapter 4 is Advocacy and includes: local • host a presentation on advocacy issues. Invite a council advocacy, elections, legislative program, legislation plat- or district PTA counterpart to present. form, listing of resolutions, position statements, policies and procedures • Organize a rally to highlight a key PTA issue. Invite legisla- tors and other speakers, as well as the press. • Resolutions Book • invite the press to PTA advocacy events, and publicize National PTA – www.pta.org PTA advocacy activities and positions. • PTA Takes Action network (please sign up to receive • Organize a candidates forum, working with PTA council e-mail updates on federal policy and PTA Action and other local community organizations, such as the Alerts) League of Women Voters, to sponsor nonpartisan candi- • National PTA position statements and resolutions dates forums preceding elections. (Election Campaigns and the Role of PTA 4.3; Nonpartisan Policy 1.3.3.), see Fig. 4.2. • Online Advocacy Toolkit, Federal public policy agenda and issue briefs • Consider authoring a resolution on an issue of concern to your PTA to submit through appropriate channels to the • National PTA Quick-Reference guide California State PTA or National PTA. (See Toolkit section 2.9.) • Our Children – National PTA Magazine • Provide leadership and support for PTA-approved local California Budget project – www.cbp.org school bond and parcel tax campaigns. (See Toolkit sec- California Department of Education – www.cde.ca.gov tion 4.3) California Secretary of State – www.sos.ca.gov • Organize/participate in a legislation study group if a local issue arises (How to Make a Study – Toolkit 7.4.2). Consult EdSource – www.edsource.org with a council or district PTA legislation chairman to coordi- nate efforts with other PTAs in the area. Forward findings to Legislative Analyst’s Office – www.lao.ca.org appropriate people, if study involves a district PTA or state Official California Legislative Information – www.leginfo.ca.gov issue. For any assistance that you need to help you be successful, hOW TO sTAy infORmed please contact your district legislative chair, your State PTA sign up to receive regular e-mail updates from: legislative liaison or the State director of legislation. • Your school district • Your PTA council (if available) • Your PTA district • California State PTA – www.capta.org 10/2010 • National PTA – www.pta.org

438 California State PTA Toolkit – 2011 Officer and Chairman Job Descriptions Job Description for local Unit leader

2327 L Street, Sacramento, CA 95816-5014

Officers and committee chairs at the local unit PTA level • Facilitate smooth transitions with incoming officers and com- assume the rules of leaders and carry out the responsibilities mittee chairs; of leadership. By utilizing council, district, state, and National PTA leader’s resources, publications, unit leaders become • Protect members; privacy by utilizing member information for familiar with the mission and message of PTA, rules of authori- PTA work only; ty (Bylaws), policies, procedures and guidelines. • Take advantage of opportunities to attend leadership training Local unit PTA leaders have a right to expect advice and sup- and skills development workshops. port from council and district PTA leaders and be provided Local unit PTA leaders should contact council and/or district opportunities to attend council/district PTA leadership training PTAs, for assistance with issues, concerns, questions or pro- and skills development workshops (see California State PTA cedural advice. Unit leaders should seek immediate advice Toolkit Council/District Leadership Job Description). from council/district PTAs for financial red flag alerts, contro- Unit leaders that have been supported and trained by versial issues, conflict management issues and/or allegations council/district PTA leaders are empowered to provide training, against an officer, chair or PTA member (California State PTA skills development and information to local PTA school and Toolkit, Finance, Chapter 9, and PTA Management, Chapter 2). parent members by modeling appropriate PTA protocols, ResOuRCes And RefeRenCes adhering to PTA policies and procedures and by providing communication links between home-school levels of PTA. National PTA local unit PTA leaders: Quick-Reference Guide, Leadership Section • Perform the duties of the officer or committee chair as out- Website: www.pta.org lined in unit bylaws or standing rules; Our Children (National PTA magazine, subscription) • Become familiar with council, district, state and National PTA bylaws; California State PTA • Review Insurance and Loss Prevention Guide California State PTA Toolkit (English and Spanish) • Attend council, district, state and National PTA meetings as Leadership Pocket Pal (English and Spanish) appropriate; Financial Pocket Pal (English and Spanish) • Share information and materials received from council, dis- Website: www.capta.org trict, state and National PTA; The Communicator • Inform PTA board, local school and parent PTA members of new and updated PTA materials and information. PTA in California (official newsletter of the California State PTA) • Hold executive board and association meetings and record meeting minutes as outlined in unit bylaws; Insurance and Loss Prevention Guide (English and Spanish) mailed annually to PTA presidents • Publicize notices of association meetings and business to be conducted as outlined in unit bylaws; 04/2005 • Provide school-PTA information to all parents via a regular PTA communiqué/newsletter; • Forward monthly and annual reports and information to council PTA as required; • File annual reports, federal and state tax returns, corporate filings and Workers’ Compensation Report, when applicable; • Safeguard the financial assets of the unit PTA by strictly adhering to PTA financial procedures as outlined in the bylaws, and state and National PTA guidelines • Preserve records and documents of the unit PTA as required; • Maintain procedure books to pass on to succeeding officer and committee chairs;

Officer and Chairman Job Descriptions California State PTA Toolkit – 2011 439 440 California State PTA Toolkit – 2011 Officer and Chairman Job Descriptions Job Description for Media Coordinator

2327 L Street, Sacramento, CA 95816-5014

PTA communications and public relations should help PTA – Home addresses and/or telephone/cell phone numbers of members and the general public understand PTA is students or adults; • A volunteer association of parents, teachers, students and – E-mail addresses of students or adults; other concerned citizens; and – Student or adult class schedules (e.g., “Artwork by John • An action-oriented association working for the well-being of L., 3rd grade”). children and youth. • Date all materials. PuRPOses Of PTA PubliCATiOns • Always make it easy for the reader to identify and find the • Encourage and highlight involvement with the child in the Publications Coordinator. List the following items: home and in the school. – Name of the unit, council or district PTA; • Inform every family in the school of the aims and accom- – Contact information (units should use school address; plishments of the unit. council and district PTA should use office or mailing • Encourage attendance at PTA meetings, and parent involve- address); ment in PTA projects and activities. – Names of PTA levels to which one belongs (council and • Foster cooperation with the school in keeping parents district PTA, California State PTA, National PTA); informed about school functions, regulations and/or proce- – Most important, include an e-mail address and telephone dures on child-related issues. number so that one can be reached for more information • Inform the community about PTA activities and school func- about the association. tions. • Refer to the California State PTA Toolkit, PTA Style Guide • Express appreciation to those participating in or contributing (Forms, Chapter 9) for correct PTA terminology and format- to programs. ting.

PTA PubliCATiOns suggesTiOns fOR imPROving COnTenT

• Adhere to PTA noncommercial, nonpartisan and nonsectari- • Feedback is necessary to check whether publications are an policies (Background for Communications 6.2.2 and achieving their goals. Take an opinion poll or use an online Basic Policies for All PTAs 1.3). survey tool to discover the information that is most useful to members. Insert a questionnaire in several issues. • All material is to be cleared with the PTA president and school principal before publication. The principal is responsi- • Encourage others to contribute to publications. Tell them ble for the accuracy of school information and compliance how much space is available for articles. Offer suggestions with the State Education Code and school district policy. The to assist them in their efforts. PTA president is responsible for the accuracy of PTA infor- • Be on the alert for coming events that should be publicized. mation and compliance with PTA policies. Go after stories. • Never present material critical of any individual or group. To • Look for stories. do so may very well expose the PTA to a libel suit. • Report the results of events, publicize membership cam- • Incorporate the statewide theme –“everychild. onevoice.” – paigns, or announce PTA award recipients. and PTA logo in communications. This will show a unity of effort and purpose, as well as demonstrate participation in a • Remember, people do not read, they skim. Make sure the national organization. message is easy to find. Keep things brief and to the point. • Avoid publishing the last name and telephone number of a • Strategically use photographs, bullets, quotes, charts, and volunteer who handles PTA funds. graphics. • Only publish a summary of actions taken from the PTA asso- • Graphic design (both print and electronic) should be clean ciation meeting. and simple. Avoid using too many graphics or different type fonts that overwhelm the reader and distract from your con- • Do not publish, without written permission, personal informa- tent. tion about students or adults. This includes: • Have at least two people proofread everything! – Photographs of students or adults (with/without first or full names);

Officer and Chairman Job Descriptions California State PTA Toolkit – 2011 441 TRAnslATing mATeRiAls “The Sunshine PTA thanks the Recycling Center for their work with our students on the Let’s Do It! Recycling • PTAs must work closely with the school to meet the lan- Program.” guage needs of all who receive publications. Check with your principal whether state law requires material to be “The Sunshine PTA expresses thanks to Neighborhood Bank translated. for the use of its parking lot for the car wash.” • To translate information and materials, seek help from bilin- “The Sunshine PTA wishes to thank KXYZ for the PTA mem- gual parents on the executive board, teachers or support bership promotion ads aired during our membership enroll- personnel in the classrooms or the school district, or the for- ment.” eign language departments at local high schools, community colleges and universities. PROmOTing fundRAising

COnsideRATiOns fOR yeAR-ROund sChOOls Be sensitive to your members’ attitudes toward promoting fundraisers. It is acceptable to publicize a local pizza restau- • Develop a plan to reach all members whether they are on- rant that has agreed to donate a percentage of its sales for a or off-track. specific evening. • Time newsletters and fliers to be sent home right before “Sunshine PTA thanks Romano Pizza for the generous offer track goes off and right before track returns. to donate 10 percent of all sales on May 5, 2012.”

APPlying The nOnCOmmeRCiAl POliCy Collecting receipts and labels (such as box tops) for PTA proj- ects may require acknowledging certain commercial interests. Offer businesses sponsorship instead of accepting advertising. Be as generic as possible. Use of advertising in PTA publications is strongly discouraged, although not forbidden. “Sunshine PTA will collect soup labels/cereal labels for the next semester. Call Jane Doe at 213.976.4567 for informa- • Some school districts do not allow advertising in print or tion.” electronic media. Check with the school principal. COPyRighT lAWs • Advertising may generate taxable income. PTA members expect those who publish their newsletters, The California State PTA strongly advises the use of a printed materials, and websites to abide by the copyright laws disclaimer: and to republish articles and reproduce art in an ethical man- The mention of any business or service in this publication ner. does not imply an endorsement by the _____ PTA. Following are some simple rules regarding the use of articles Become familiar with the noncommercial policy and art that editors should observe: (Noncommercial Policy 1.3.1). • Sharing computer software violates federal copyright laws. The noncommercial policy should be applied with good judg- • Permission should be secured to republish anything from ment, discretion and common sense. Recognize that it is not another source. Does the publication or the art have a small meant to prohibit all contact, cooperation, or partnerships with © on it with a name indicating the holder of the copyright? commercial businesses. Permission may be requested by letter or, if time is short, by Avoid exploitation by individuals, businesses, and others who telephone, with a follow-up letter. would use their inclusion in PTA material to further their own • The letter of request (Sample Request for Use of causes. Copyrighted Material Fig. 6-1) or a record of the telephone call to the originator should be kept on file. The reply or a ACknOWledging AssisTAnCe record of it should be kept on file. Print out a hard copy of Thank funders and sponsors. One sentence should do it. any “granted” permission received via e-mail. “The Sunshine PTA newsletter/flier/brochure is printed/post- • Only a brief part of a written work may be quoted. This can ed courtesy of John Doe Printers.” be quoted only once, unless a new request is sent. Credit must be given to the source of the material. “The Sunshine PTA expresses grateful appreciation to John Doe Hardware for making this publication possible.” • If it is impossible to secure permission before use, a PTA publication, as an educational publication, may use only brief “The Sunshine PTA expresses grateful appreciation to the quotes or a short section of an article. As a matter of ethics, following merchants for making this publication possible: a letter of request should be sent, even though it may be after publication. John Doe Hardware Mary Green Fabrics • Laws are strict in the case of items that are creative in Romano Pizza” nature (e.g., art, literature, poetry, cartoons, and comics). Secure permission in advance in such cases. Poetry is con- Acknowledge donations of TV, radio, website assistance and sidered public domain material 52 years after the year of public service announcements if its is no further obligation. copyright.

442 California State PTA Toolkit – 2011 Officer and Chairman Job Descriptions Job description for media Coordinator

• California State PTA articles and artwork may be used by on the site, and include links to the specific pages being dis- unit, council and district PTAs without permission. Read cussed. This allows the reader to get a preview and jump to National PTA materials carefully to determine when permis- the site easily. sion to republish is required. flieRs And bROChuRes • Always credit the source. Fliers are a good way to publicize upcoming events while nOnPROfiT mAiling PeRmiTs brochures tell prospective members about the PTA. When cre- ating either, remember less is more. Keep the text short and To mail newsletters and printed materials, consider applying for straightforward, and keep the design clean and simple. Use the nonprofit bulk mailing rate. Complete the appropriate bullets to create white space. United States Postal Service application. Be sure to follow the post office rules, which include indicia and return address Select graphics for both carefully. When designing a print pub- placement, and address label space. This information can be lication, reduce clutter as much as possible. Do not feel the obtained at the post office or online at www.usps.gov. page must be completely filled. (Nonprofit Mailing Permits 6.2.4). Determine the packaging and rate requirements. Council PTAs, and district PTAs without If you are using a flier to publicize an event, be sure to include: councils, can obtain a bulk rate permit for member units' use. Title; Contact the council PTA to configure the address section cor- rectly and determine the process required to pay for the mail- Name and address of the location; ing. Commercial mailhouse service may be another option if mail quantities exceed 500. Obtain three bids. Day, date and time; Host, co-sponsors, and important attendees; neWsleTTeRs Brief description of the purpose of the event; and Printed newsletters Telephone number or e-mail address to RSVP. The number of pages should add up to an even number divisi- ble by four. Try to have a graphic element on each page, using When creating brochures, it is helpful to include a reply card. art or type. Avoid using too many graphics or type fonts. Reserve a panel of the brochure to allow people to easily ask for more information or become members. Newsletters may be photocopied on school equipment, with permission, and the PTA should pay for the paper and ink or fOR mORe infORmATiOn toner used. Williams, Robin; The Non-Designer’s Design Book: Design and Newsletters may be copied at the school district office for a Typographic Principles for the Visual Novice (Berkeley: Peach fee. Pit Press, 1994).

Newsletters may be copied at a copy shop, after getting the mediA COORdinATOR ResOuRCes best of three bids for the same print job. Review www.capta.org and www.pta.org and subscribe to Newsletters should be converted to an electronic Portable California State PTA’s and National PTA’s numerous electronic Document Format (PDF) before sending to a copy shop. The subscriptions. file can be e-mailed or given to the shop on a DVD. Be sure to let the shop know the number of copies, color of paper, folding, Subscribe to print versions of PTA in California, The stapling, or any other instructions. Communicator and Our Children (Resources and Subscriptions in the Introductory section of the California State If the newsletter is given to the copy shop only as a paper PTA Toolkit). The cost of PTA subscriptions is a legitimate PTA copy, be sure the type and art is “camera-ready,” which means expense. the type and images are as clear as possible. Photographs do not always copy well. Grammar guide, dictionary, thesaurus, California State PTA Toolkit, National PTA publications and guides. Allow the copy shop enough time to do the job and still allow for the time needed to mail or distribute the newsletter, espe- Follow council or district PTA guidelines and attend workshops cially if the publication has information for an upcoming event. for media chairmen. e-neWsleTTeRs As a new media coordinator, gather all available information from predecessor. Review past issues. Study newsletters and Obtain a PTA unit e-mail address. E-mailing services can be websites from other units. Secure samples from council or dis- cost-effective and an efficient way to share information with the trict PTA (Online Communications 6.2.5, and Print membership. A number of online providers allow mass e-mails. Communications 6.2.6). When sending an e-newsletter, use a PDF format or an e- Include the cost of materials – paper, ink, computer software, newsletter service. (Sample e-newsletter Fig. 6-2). and postage in the unit budget. If the PTA has a website, the e-newsletter is an easy way to Set publication due dates, and stick to them. Advise contribu- promote the site and generate new users. Keep the e-newslet- tors of the due dates frequently. Ask the PTA president to ter brief, provide short summaries of new information available

Officer and Chairman Job Descriptions California State PTA Toolkit – 2011 443 include the items “article assignments” and “material due Materials and printing supplies dates” on all meeting agendas. Where purchased Encourage officers and chairmen to share information about their projects, and urge them to contribute short articles and Amount purchased reports for the newsletter. Advise all potential contributors that Cost of materials material will be edited for space and form (grammar, punctua- tion, spelling and accuracy of information) before publication. Supplies on hand California State PTA materials may be reprinted: credit the Distribution method source. Read National PTA materials carefully to determine when permission to reprint is required. Observe copyright laws For print medium: U.S. Postal Service regulations and mail- by obtaining permission to reprint all non-PTA materials ing permit information, if mailed (Sample Request for Use of Copyrighted Material 6.2.2c; Fig. For electronic medium: Internet service provider, e-mail 6-1). account names and passwords, Webmaster name and Send copies of the newsletter to council and district PTA presi- address dents. Council and district PTA publication chairman contact infor- The California State PTA newsletter editor would also appreci- mation ate receiving a copy ([email protected]). Leave sev- neCessARy infORmATiOn eral copies in the school office. Save a good clear copy of each issue for the publicity record book. Leave two or three PTA’s history; Purposes of the PTA, Mission Statement of the copies of each issue in the Media Coordinator procedure book. California State PTA; California State PTA Core Values; California State PTA Legislation Platform; Basic Statements Keep a well-organized procedure book, including the following About Current Issues, and the PTA’s basic policies, proce- information, for the next coordinator: dures, and programs (Toolkit chapters 1, 3, 4 and 6). Number of issues or postings PTA Style Guide (Toolkit, Forms, Chapter 9) Months issued Current PTA information, publications, names, address, tele- Beginning date phone numbers, and e-mail address of PTA officers and chair- men, and schedule of events. Copy deadline for newsletter, e-newsletter helpful tools: fax machine, computer with Internet access, Number copies needed scanner, and publishing software. New newsletter volume number and the date that begins

Type of duplicating process used 10/2010

444 California State PTA Toolkit – 2011 Officer and Chairman Job Descriptions Job Description for Membership Chairman/Vice President

2327 L Street, Sacramento, CA 95816-5014

PTA is a membership association, and membership is the additional information on how to be an effective membership heart of PTA. Crucial to any PTA’s health and success is a chairman/vice president. membership that is representative of its community. Along with the entire board, the president and the membership vice presi- Contact council or district PTA for current membership informa- dent or chairman are partners in guiding and directing the tion, council or district due dates for per capita remittances, membership committee in an effective and successful yearlong awards and recognitions offered and PTA materials. Refer to membership campaign and in growing a membership that is www.capta.org and the California State PTA “List of PTA representative of the entire community. Materials” to order free membership brochures. Every PTA/PTSA should have a position dedicated to member- Attend PTA workshops designed to train and assist member- ship, whether it be a chairman or vice president. ship chairmen/vice presidents. The unit, council and district PTA membership chairmen/vice CReATe A membeRshiP develOPmenT PlAn And CAlendAR presidents are either appointed or elected by their respective The following guidelines are meant to help membership chair- executive boards. men/vice presidents develop and implement effective member- The major responsibilities of the membership chairman/vice ship campaigns. president are: Obtain a procedure book from the previous membership chair- 1. Make membership growth and retention a prioritized goal of man (Refer to the California State PTA Toolkit, Procedure Book the PTA; 2.3.4). Meet with the PTA president and membership commit- tee: treasurer, room representative coordinator, publicity and 2. Collect and reconcile membership dues with financial offi- hospitality chairmen, school administrator, teacher and student cers; (PTSA). 3. Distribute membership cards; and Study last year’s membership committee plan results. Set goals. Prepare a budget. 4. Provide regular membership reports. Adopt a membership theme and discuss an appropriate chal- Each member of the membership committee has a vital role to lenge/goal. play in the ongoing membership promotion and must always be included and involved in all aspects of the committee's Create a membership calendar. Consider due dates set by goals, duties and responsibilities. council (if in council) and district. September and October are usually designated as PTA membership campaign kickoff The major responsibilities of the membership committee are: months but membership recruitment activities should take 1. Create a plan that attracts new members and retains previ- place all year long. California's membership year begins on ous members; July 1 and ends on June 30. 2. Build an informed and active membership that supports the Plan a membership promotion campaign that uses a variety of PTA's mission, goals and programs; methods and outreach activities to promote the value of PTA. 3. Promote and celebrate successes with members and within Present the yearlong membership plan to the executive board the community; for approval. Enroll all members of the executive board at the first meeting (all officers and chairmen must be members of 4. Develop an outreach component within the campaign for the PTA). underrepresented groups; Contact the council or district PTA to determine the cost of 5. Identify barriers to involvement such as language, culture, membership envelopes. Order envelopes prior to the campaign childcare, transportation, etc.; and kickoff. Membership cards are provided at no cost by council or district PTAs. 6. Include a student involvement element in the campaign. Develop a plan that ensures that every member receives a The membership committee should meet before the beginning membership card. of the school year to establish the membership goals, design the membership and outreach promotion, and plan yearlong Refer to the unit's bylaws or contact council or district PTA for duties and activities. Create a marketing plan that promotes per capita remittance due dates. Per capita for the minimum your PTA's successes and the work of the PTA so that new number of members (15) must be received by the district PTA members will be informed and attracted to join, and current by November 15 of each year. December 1 is the last day a members will be motivated to renew their membership. The district PTA may remit a unit's per capita to keep that unit in membership plan must be approved by the executive board. good standing. Consult the California State PTA Toolkit, the California State PTA website and National PTA Quick-Reference Guide for

Officer and Chairman Job Descriptions California State PTA Toolkit – 2011 445 imPlemenTing The membeRshiP CAmPAign dues COlleCTiOn

Announce the membership theme. Contact the school principal to establish the process for the daily collection of membership envelopes without taking away Create an invitation letter that includes information about the valuable classroom time. membership campaign, accomplishments of your PTA in sup- port of students and families, benefits of membership, and Check into school procedures regarding specific distribution information about the organization as a whole. Include PTA and collection of school materials. Develop a process accept- contact information. able to school staff for the collection of membership envelopes. For example, membership envelopes can be sent to the office Send invitation letters along with membership envelopes home along with routine school paperwork. with all students for family members to join PTA/PTSA. Translate invitations as needed. (Refer to the California State Collect membership envelopes promptly each day. The staff PTA Toolkit, Sample Letter, Fig. 3-1.) should not be responsible for this money. Include the membership invitation letter and envelope in the Assign at least two people to count cash and checks. One new school year first-day packet. should be a financial officer or a chairman. Have all those involved in counting money verify and sign the Cash Encourage the return of all membership envelopes, full or Verification form. (Refer to the California State PTA Toolkit, empty, by recognizing all students for their efforts. Forms 9.) Forward promptly to the treasurer or financial secre- tary of the PTA. Send invitation letters to teachers, administrators, school board members, leaders of diverse community groups, community Ensure that per capita is forwarded regularly – at least monthly. members, and other friends of PTA, including past PTA presi- California State PTA must receive membership remittances of dents and board members. (Refer to the California State PTA per capita by December 1 for a unit to remain in good standing. Toolkit, Sample Letter, Fig 3-2 – 3-5.) OngOing duTies Create and display membership posters. Promote the theme throughout programs and activities. Fill in the membership cards with the PTA name, the National PTA unit identification number (available from the district PTA), Include student involvement in your campaign promotions and the member’s name, the date the member joined and the activities. annual expiration date, October 31. Membership cards can be Provide information about PTA’s purpose and activities. Use as completed by hand or, printed using Just Between Friends or many methods of communication as possible. any customized or independently developed card template. Use mail or e-mail, when appropriate. If using e-mail, make Members should receive their membership cards promptly and sure the message is delivered to everyone. be encouraged to sign the card immediately. Remember – one member, one card, one dues payment – not “Family of ____” Submit articles to the PTA or school newsletter, website and or “Mr. & Mrs. ____” local newspaper(s) throughout the year. Include PTA contact information for those wishing to join. Refer to Sample Press Alphabetize and retain membership envelopes or membership Release Fig. 6-3. applications for at least one year. Send public service announcements to local TV and radio sta- Maintain a printed list/directory of members, updating as new tions. members are enrolled. Provide copies to the unit president, and secretary. The membership list should be available at Post fliers on public bulletin boards. Visit National PTA's web- association meetings to determine who is eligible to vote and site, www.pta.org, for membership marketing tools and tem- be provided to the nominating committee. The list of the asso- plates. ciation shall be for the exclusive use of the organization and shall not be available for distribution or purchase by any other Translate articles into other languages, as needed. organization or commercial entity. Set up a PTA membership and information table at school reg- Check the previous year's membership list and reach out to istration and at all school and PTA events. those who have not yet joined PTA by making a personal con- Welcome everyone and encourage involvement at open tact. house, back-to-school and PTA association meetings. Request additional membership cards from the council or dis- Create a welcome packet to distribute to new families through- trict PTA, as needed after remitting per capita equal to, or out the year. Include an invitation to join PTA, meeting dates almost equal to, the amount of cards in the unit's allocation. and description of PTA programs and projects. Have them Provide a membership update at each PTA board and associa- available in the school office for late registrants and families tion meeting and reconcile with the treasurer. who join the school community at other times during the school year. (Refer to the California State PTA Toolkit, Creating a Make efforts to qualify and/or apply for available awards. Welcome Packet, 3.4.2.) (Refer to the California State PTA Toolkit, Membership Awards and Recognition 3.8.) Review and update the records of membership activities.

446 California State PTA Toolkit – 2011 Officer and Chairman Job Descriptions Job description for membership Chairman/vice President end Of TeRm membeRshiP ACTiviTies CheCklisT

Bring the membership procedure book up to date for the oDiscuss and decide on your PTA's membership theme and incoming membership chairman/vice president. membership goal. • Publicize it in many ways: on your website, in a registration Evaluate the year’s program and make written recommenda- packet, issue a press release, display posters at school. tions for the coming school year. • Visually represent your goal and its progress a prominent Provide a final membership list to the unit president and secre- place. tary. Retain a copy for the membership procedure book. The • Consider either the California State PTA membership chal- membership list should be kept for a period of three years. lenge as a goal, or set your own. oInclude your membership invitation in the school’s summer Make sure that all membership enrollment records are in order, mailing or newsletter. accurate and balance with the treasurer’s records. (Per capita • Have the invitation available in the office for late-registering that is discovered during the summer audit not to have been families as part of a welcome packet. forwarded during the year must still be forwarded during the next year.) oInclude the following in your invitation letter: • Information about your campaign (theme, goals, anyone Turn over all membership materials and procedure books to can join); next year’s membership chairman/vice president or president. • What your PTA has provided/plans to provide for the These records should include an accurate financial accounting school and community; of per capita dues sent to the council or district PTA; an outline • What membership means (benefits of being a member, of the year’s activities; a copy of the membership list; a roster having a voice); and of the membership committee, complete with addresses and • Reference to the other levels of PTA and what they offer. telephone numbers; a copy of the evaluation with recommen- oCreate a teacher/staff-specific invitation to encourage staff dations; and any membership resources. membership. • Ask your principal to join PTA and promote PTA member- sPeCiAl COnsideRATiOns fOR yeAR-ROund sChOOls ship to the staff. PTA/PTSAs in year-round schools should consider the follow- • Think about offering a particular incentive to encourage ing when developing their membership procedures and calen- staff participation. dars: • Advise staff about the teacher and nurse continuing edu- cation scholarships available through California State PTA. • Appoint volunteers to the membership committee who repre- sent all tracks at the school. oDiscuss who is not represented in your PTA and make a plan for outreach to the community, including non-family • Assign members of the committee to oversee and support members and others. the membership campaign for each track. • Identify those who are not members but should be includ- ed so that your PTA truly reflects your community. • Review the membership budget. Additional funds may be required. oInclude PTA contact information in every PTA or school newsletter for those interested in joining or getting in touch • Schedule the membership enrollment period to overlap a and make sure the office provides contact information to “track-on” and “track-off” period. For some schools, this will those who request it. provide all tracks an opportunity to participate within a two- oSet up a membership table at every PTA and/or school event to-four week period. with brochures or other giveaways to inform people about • Begin the membership campaign with an event all tracks are PTA. Include events such as: able to attend. Some year-round education schedules allow • Registration days and/or orientations for new students/par- for all tracks to be in attendance at school on the same day. ents; and Otherwise, schedule a weekend activity. • Student performances and other events at school. oUse PTA brochures and other resources to promote/market • Set up a PTA information and membership table near the PTA and explain the benefits of PTA. school entrance on the first in-track day of each track. oMake sure that every member receives his or her individual • Communicate with families that are “off-track” during the membership card. membership enrollment period to keep them informed about oKeep a membership list with contact information for all mem- membership activities, and encourage them to join PTA. bers. • Consider ordering membership envelopes a year in oContact previous year’s members if they do not re-join to advance. Color-code the membership envelopes to identify make a personal “ask”. the different tracks. oReport regularly at PTA meetings on the membership total • Make sure the membership campaign is visibly promoted and additional memberships received. during every track and throughout the year. oRegularly remit all per capita/dues for new memberships to the unit treasurer and make sure they are forwarded through channels (at least monthly). 1/2011

Officer and Chairman Job Descriptions California State PTA Toolkit – 2011 447 448 California State PTA Toolkit – 2011 Officer and Chairman Job Descriptions Job Description for Outreach

2327 L Street, Sacramento, CA 95816-5014

“it takes a whole community to raise a child.” Outreach includes efforts that focus on enlisting the participa- tion of parents, students, and community members in the edu- - adapted from an ancient African saying cational process and establishing collaborative relationships focused on positive impacts.

The California State PTA recognizes that representative sTePs TO TAke involvement of a diversity of stakeholder groups of all back- Using the languages represented within your community to grounds enriches PTA leadership activities in ways that more communicate: soundly promote the well-being of all children, youth, and their families. • Invite and encourage everyone to be a part, and assure everyone may play a role, because your community is your As advocates for children, PTA is most effective when we: greatest asset. • Understand and embrace the uniqueness of all individuals. • Invite involvement through one-on-one relationships focused • Identify and break down barriers that impede children from on what can be achieved for children. learning, or families from their full involvement in their chil- • Build a volunteer base that is representative of the diversity dren’s education. of the community, encompassing all languages and customs. • Create and work together on common goals that focus • Empower others with information, support, and resources directly on the needs of the community. focused on students’ needs. • Include in our active membership a representation of all • See the uniqueness of each individual. stakeholders including families from the multitude of ethnic, cultural, religious, economic and social backgrounds residing • Work to build representative leadership and voice – support in the community. the democratic process. Is the PTA reflective of the greater community? In evaluating whether or not PTA is as effective as it can be ask the following questions: WhAT TO dO

- Are there underrepresented groups within the community • Form an outreach committee whose members are represen- that are missing from the PTA’s active membership and its tative of the school and community. leadership? • Survey the school and community members by question- - Is there enough representation from all groups to give the naire, telephone, or door-to-door. Find out what type of activ- unit the understanding needed to be advocates for all chil- ities would interest all parts of the community. Find out what dren? might prevent them from becoming involved: language barri- ers, transportation, baby-sitting needs, times of activities, - Does the way the public perceives PTA allow the associa- etc. Find out what constitutes involvement to the people tion to attract a more diverse membership or lessen the being surveyed. ability to be heard as advocates for all children? • Develop an outreach plan in response to survey findings. WhAT is OuTReACh? • Set reasonable goals. What do you want to accomplish? Outreach is, first, a commitment to create an inviting climate. Further, it is about forming respectful, trusting relationships • Develop activities that include and would be of interest to throughout the school community and recognizing that every- students, single-parent families, working parents, grandpar- one has value. Outreach is sharing and distributing important ents, senior citizens, people with disabilities, non-English information about PTA and topics of concern that inform and speaking people, people of varied cultural, ethnic and social invite action. groups, and community business people. Outreach must be a priority for all of us. The greater the ability • Provide translations and interpreters. of PTA members and leaders to form positive one-on-one rela- tionships with all community members, the greater their ability • Reach out through other groups to co-sponsor events or to generate positive impacts for all children, the school com- activities with munity, and the association. – Other committees or chairmen within the PTA organization; Outreach efforts are successful when PTA leaders can develop – Student leadership and school organizations; community support with meaningful two-way discussions focusing on student success. – Community festivals, holidays, and celebrations;

Officer and Chairman Job Descriptions California State PTA Toolkit – 2011 449 – Parent advisory committees, such as local area councils, yOu knOW OuTReACh hAs suCCeeded When bilingual and booster groups to other unit, council and dis- trict PTAs in the community, area and state; • The make-up of the PTA reflects the make-up of the school community. – Government and community groups and agencies, senior centers and civic organizations, cultural groups, local • There are some new PTA board members every year who chambers of commerce and businesses. represent all parts of the school community. • Promote and publicize activities through PTA newsletters, e- • New people are at each PTA association meeting, and many mail, website, fliers, local newspapers, personal telephone come to the next meeting. calls, public service announcements (PSAs), and other • PTA members ask questions and make suggestions during newsletters. Determine the most effective method of distrib- association meetings. uting printed material: mail, take home, handouts, or person- al delivery by adult. • The involved membership includes students, teachers, com- munity, and extended family members, not just parents. • Communicate opportunities beyond PTA activities to appreci- ate and learn more about cultures from around the world • People respond to fliers, newsletters and website information (e.g., museums, festivals, special events/activities, books, translated into all the languages within the school. TV programs, videos and movies). • Members talk and socialize together before the association evAluATing OuTReACh meeting starts. Evaluate each activity while in progress or at its completion. • Membership and outreach are part of all PTA activity plan- Evaluate accomplishments at the end of the year. Ask mem- ning. bers of the committee: • The PTA board and membership does not think in terms of • Were outreach efforts successful? “them” and “us.”

• How could we improve our approach? RefeR TO The

• Did those participating show an interest in the program? • California State PTA Position Statement 4.5.39, Inclusiveness and Diversity. • Will they come again? Will they bring others? • California State PTA Toolkit, Membership Chapter, sections • Was it accessible to them? 3.4 Building PTA Membership, and 3.5 Diversity and • Will they become involved on the PTA board? Inclusion. • What would they do differently? • California State PTA brochure: Outreach: Building Community Unity Through PTA • Were there conflicts in planning (scheduling, translators, facilities)? • Was the program timely and of interest to the participants? • How could more people be reached? • What made the program a success? • Were goals reached? Do goals need to be revised? 1/2011

450 California State PTA Toolkit – 2011 Officer and Chairman Job Descriptions Job Description for Parent involvement

2327 L Street, Sacramento, CA 95816-5014

Parent Involvement assists parents and other adults with suggesTiOns/ideAs issues they face in nurturing the development of children in their care. Programs should help parents and other caregivers • Work with school staff and parents to develop an ongoing strengthen their parenting skills and family involvement in their parent involvement action plan. children’s lives. Since parenting covers many areas of PTA • Sponsor parent information programs on issues such as interest, the committee chairman should work with other chair- substance abuse, health, child development, parenting men, as appropriate, in planning activities. issues such as discipline and teaching decision-making duTies skills, curriculum, textbooks and computer-assisted learning and other topics identified by parents and community. Offer • Appoint a committee. Work with the president and principal language translation when needed. to have a broad-based committee appointed that is repre- sentative of the school community. • Take meetings into the community to make parents and oth- ers feel welcome. • Obtain or, if necessary, develop a procedure book that includes information from PTA materials such as the Parents • Offer a variety of family activity opportunities. Use sensitivity Empowering Parents (PEP) Guide and other district, state in setting dates, times and places for programs and events. and National PTA publications and resources. • Promote teacher-parent communication, and encourage staff • Provide forums for sharing cultural and life experiences so development training to assist teachers in working with and others understand and value their potential contribution. involving parents. • Survey parents to determine interests and needs in the • Encourage parents to attend school-sponsored functions home/school community. Consider program topics such as such as back-to-school nights and parent-teacher confer- parenting skills, advocacy, reading, writing, math, health, vio- ences. lence prevention, the arts, and family life/sex education. • Put parenting tips in the school or PTA newsletter. • Develop a parent outreach program that provides opportuni- • Start a Parent Center at the school with information about ties for interaction and engagement for all families, especial- parenting, community resources, school information and pol- ly underrepresented groups. icy, curriculum, etc. • Plan a program. Ask the principal or designee and represen- • Establish a Parent Shelf in the school office or library, where tatives from other school site groups that include parent parents can pick up free materials or check out written members (e.g., Title I, school site councils, English Learners and/or audio-visual materials on topics of interest to parents. Advisory Council) to work with the committee to develop a year-long program of parent education/involvement activities. • Create a welcome packet for new parents, with parenting Be sure to budget for program expenses. and school-related information. • Present the plan to the PTA board for approval. Submit the • Develop a program and information brochures designed to recommendation of the PTA board to the association for their empower parents as advocates for their children at school consideration and vote of approval. and during parent-teacher conferences. • Collaborate with other PTAs and community agencies to obtain information, materials and speakers. Explore ways to work with them in providing and publicizing parent education activities and co-sponsoring events. • Publicize the activities. To be successful, each program or activity must be well publicized through the use of the PTA newsletter, e-mail contacts, fliers, the principal's letter, local newspaper articles and most important, through the use of personal telephone calls. Contact local preschools, nearby schools, and neighbors to invite them to participate. • Evaluate. In order to plan for the next year, evaluate the effectiveness of the current year’s parent involvement pro- gram by using a year-end survey or an evaluation sheet filled out at each event.

Officer and Chairman Job Descriptions California State PTA Toolkit – 2011 451 ResOuRCes

The national standards California State PTA, 916.440.1985; www.capta.org for Parent/family involvement Programs List of PTA Materials: National PTA, building on the work of Dr. Joyce Epstein of Johns Hopkins University, adopted six standards for effective Parents Empowering Parents (PEP) Guide (English or parent involvement programs in 1997. The standards, guide- Spanish) lines for use in developing programs to involve parents and Parent Talk brochure (English or Spanish) families, were updated in 2007 to reflect recent research. The standards focus on what parents, schools, and communities Parent Involvement Pocket Pal (English or Spanish) can do together to support student success. Comprehensive local parent/family involvement programs will be most effective Insurance and Loss Prevention Guide (English and Spanish) if they include all of the standards. Keep these standards in mailed annually to PTA presidents mind when planning parent involvement programs and activi- CABE, California Association for Bilingual Education; ties. www.bilingualeducation.org standard 1: Welcoming all families into the school com- FINE, Family Involvement Network of Educators; munity — Families are active participants in the life of the www.finenetwork.org school, and feel welcomed, valued, and connected to each other, to school staff, and to what students are learning and National PTA, 312.670.6782; www.pta.org doing in class. National Network of Partnership Schools (Johns Hopkins standard 2: Communicating effectively — Families and University); www.csos.jhu.edu/p2000 school staff engage in regular, meaningful communication about student learning. National Standards for Family-School Partnerships, National PTA standard 3: supporting student success — Families and school staff continuously collaborate to support students' PIQE, Parent Institute for Quality Education; www.piqe.org learning and healthy development both at home and at The California PARENT Center; http://parent.sdsu.edu// school, and have regular opportunities to strengthen their knowledge and skills to do so effectively. California Department of Education, Publications Division, Sales Office, 916.445.1260. See Educational Resources standard 4: speaking up for every child — Families are Catalog; www.cde.ca.gov/re/pn/ empowered to be advocates for their own and other children, to ensure that students are treated fairly and have access to U.S. Department of Education; www.ed.gov/ learning opportunities that will support their success. EdSource, 650.917.9481; www.edsource.org standard 5: sharing power — Families and school staff are equal partners in decisions that affect children and families and together inform, influence, and create policies, practices, 01/2009 and programs. standard 6: Collaborating with community — Families and school staff collaborate with community members to connect students, families, and staff to expanded learning opportuni- ties, community services, and civic participation.

PTA insuRAnCe

When planning PTA events and activities you must always refer to the Insurance and Loss Prevention Guide that is updated and mailed annually to unit presidents. If you have any questions or concerns about the event contact the California State PTA insurance broker. never sign a hold harmless Agreement on behalf of the PTA (1.3.4a, 5.5). If the PTA is asked to sign a Hold Harmless Agreement for any reason, the PTA should contact the California State PTA insur- ance broker. When directed by the insurance broker to sign the "Facilities Use Permit Addendum" for events held on public school campuses, locate the form in the Toolkit, Forms, Chapter 9. Contact information for the California State PTA insurance broker can be obtained from the California State PTA office.

452 California State PTA Toolkit – 2011 Officer and Chairman Job Descriptions Job Description for Parliamentarian

2327 L Street, Sacramento, CA 95816-5014

Principles of parliamentary law are • Provide the members and the executive board with training on simple parliamentary procedures; how to state a motion, ...justice and courtesy to all; rules of debate, quorums. ...rights of the minority protected; • Advise presiding officer, when requested, on questions of ...rule of the majority reflected; parliamentary procedure. Parliamentarians do not “rule.” Only the chair has the power to rule on a question of order. ...partiality to none; If the parliamentarian has expressed an opinion at the request of the chair, the chair must still make the ruling. ...consideration of one subject at a time. • Assist the presiding officer by keeping track of the order of The bylaws are specific rules by which the unit is governed, those wishing to speak, motions, amendments, voting, etc., and they supersede any general rule of parliamentary law with during meetings. which they may be in conflict. They are the “Articles of Organization.” They may not be suspended, even by a unani- • Ensure each member of the executive board has a current mous vote. Any action contrary to the unit’s bylaws is null and copy of the unit’s bylaws and standing rules. void and should be so stated when discovered. • Encourage attendance at training opportunities for parlia- The bylaws of the unit, council, district, State and National PTA mentary procedures and/or bylaw workshops and counter- all state that Robert’s Rules of Order Newly Revised, 10th part workshops and training when offered by the California Edition shall be the parliamentary authority. If help is needed in State PTA, council (if in council) or district PTA. understanding or interpreting “Robert’s” or the bylaws, the council, if in council, or district PTA parliamentarian should be COunCil PARliAmenTARiAn contacted. In addition to the duties listed for the unit parliamentarian, the The parliamentarian is an officer usually appointed by the pres- council parliamentarian shall: ident, subject to ratification by the executive board. A parlia- • Remind all units to use the latest version of Bylaws for Local mentarian “pro tem” should be appointed in the absence of the PTA/PTSA Units. parliamentarian. “Pro tem” means “for this time only.” • Receive and review all proposed bylaw changes of member Duties of the parliamentarian are listed in the bylaws (Article units in council and keep records thereof. Assist with any VI, Section 10). Additional information can be found in the necessary changes. Forward all proposed changes to the California State PTA Toolkit (2.3.14), the National PTA Quick- district PTA parliamentarian in a timely manner, within one to Reference Guide (available from PTA President) and Robert’s two weeks whenever possible. Rules of Order Newly Revised, 10th Edition. • Maintain a file of up-to-date bylaws for all member units AddiTiOnAl ResPOnsibiliTies within the council. • Review and study the bylaws and standing rules annually. If • Offer bylaws and parliamentary procedure workshops for all changes are required, ask the president to appoint a com- units within the council. mittee for this review. Proposed amendments must be sub- mitted through council (if in council) and district PTA chan- disTRiCT PARliAmenTARiAn nels to the state parliamentarian for approval before adop- tion at an association meeting. In addition to the duties listed for the council parliamentarian, the district parliamentarian shall: • Use the latest version of Bylaws for Local PTA/PTSA Units. (Bylaws are available for purchase from the California State • Remind all units and council to use the latest bylaws. PTA office; some district PTA offices also have copies for • Maintain a file of up-to-date bylaws for all member units and sale.) Date is noted on the front or inside of front cover, and councils within the district PTA. should not be more than two (2) years old. Instructions and procedures are included. • Maintain an up-to-date file of all member unit and council California State PTA record numbers. National PTA identifi- • Verify that the PTA council (if in council) and district PTA cation numbers, employer identification (EI) numbers, corpo- have a current copy of the unit’s bylaws. ration numbers, and charitable trust (CT) numbers within the • Assist the president in preparing for meetings, when district PTA. requested. • Offer bylaws and parliamentary procedure workshops for all • Make sure the unit has a copy of Robert’s Rules of Order units and councils within the district PTA. Newly Revised, 10th Edition and become familiar with the contents of the book.

Officer and Chairman Job Descriptions California State PTA Toolkit – 2011 453 bylAWs serve as a member of the committee, unless elected to it or unless the bylaws so provide. The parliamentarian, if not a As a part of the national organization, the local, council or dis- member of this committee, should be available for any ques- trict PTA is also governed by the National PTA bylaws, as well tions by telephone or at a specific location. as the bylaws of the California State PTA, the council and dis- trict PTA (if in council). California State PTA bylaws contain RefeRenCes “starred” articles and sections which are to be included in the local association bylaws. note: The adoption of an amendment From the unit, council or district president: to any provision of the California Corporations Code identified California State PTA Toolkit (includes California State PTA by a double star or to any provision of the California State PTA bylaws and policies) bylaws identified by a triple star automatically amends the PTA’s bylaws and does not require a vote of the unit, council or Bylaws for Local PTA/PTSA Units, Council Bylaws, District district. Other revisions to the bylaws may be made only as Bylaws provided in the bylaws themselves (Bylaws for Local PTA/PTSA Units, Article XVI; Council Bylaws, Article XVII; From the California State PTA office: District Bylaws, Article XVIII). The a-b-c’s of Parliamentary Procedure POliCies And PROCeduRes Robert’s Rules of Order Newly Revised, 10th Edition Basic policies of the National PTA are included in all PTA Council Parliamentarian (if in council) bylaws as Article III. Parliamentarians often are asked to inter- pret these policies or give a rationale for them. The council, Name______district and California State PTA also have policies and proce- dures which must be observed. Telephone (______) ______E-mail ______nOminATing COmmiTTee

The bylaws include, as a duty of the parliamentarian “...shall district PTA Parliamentarian call the first meeting of the nominating committee...and give Name______instructions in procedure…” These instructions include the eli- gibility requirements to hold office, the offices to be filled, those Telephone (______) ______sections of the bylaws which pertain to the conduct of the nom- inating committee, committee voting procedure, etc. The parlia- E-mail ______mentarian conducts the election of the chairman of the nomi- nating committee. The parliamentarian does not automatically

CheCk uniT bylAWs fOR:

Date of meeting to elect nominating committee ______(Article V, Section 3b)

Date of the election meeting ______(Article V, Section 3g)

Date of meeting to elect convention delegates ______(Article V, Section 9)

Date new officers assume duties______(Article V, Section 8)

Date of last amendment to bylaws______(signature page)

Quorum for association meeting ______(Article VII, Section 5b)

Quorum for executive board meeting ______(Article VIII, Section 7b)

Unit Federal Employee Identification Number (EIN) ______(Article XIV, Section 3)

01/2007

454 California State PTA Toolkit – 2011 Officer and Chairman Job Descriptions Job Description for Program Chairman

2327 L Street, Sacramento, CA 95816-5014

The PTA program chairman works with a committee and with • The variability of type of programs – lecture, discussion other chairmen to plan the year’s complete PTA program, group, panel, film/video, student activity, family event. Be which may include parent education, health/safety presenta- open to new ideas. tions, study groups, special events and student activities. The program chairman is responsible for preparing a schedule of Involve others to encourage inclusiveness, interest, and partici- programs and other PTA-related information that, after adop- pation. tion by the association, is distributed to all of the students’ fam- • Work closely with the school principal, the unit president, ilies. hospitality chairman, membership and special committees, and especially the school’s student groups. develOPing A PROgRAm PlAn • Involve as many PTA members, community resource people, Obtain (from predecessor and unit president) and study the school personnel, and students as possible in programs and procedure book and other materials related to performing the activities. duties of this chairmanship: • Program booklets and evaluations of previous programs, imPlemenTing A PROgRAm results of interest surveys, program materials from California • Develop a twelve-month or school-term calendar of pro- State PTA convention, council and district PTA information, grams to be presented to the association for adoption. After lists of speakers and community resources, etc. approval, distribute the program schedule via a simple print- Meet with the program committee, appointed by president- ed calendar, the PTA newsletter or handbook to all school elect, early in the term. families. Ensure every program meets PTA insurance requirements. See Insurance and Loss Prevention Guide for • Suggested committee members include: principal, teacher, allowable, discouraged and prohibited activities. hospitality chairman, public relations/publicity coordinator and student (essential in a secondary PTA). Others may be • Form a committee, seeking experienced as well as new appointed as members or as resource to the committee members, and divide responsibilities; share in decision-mak- (e.g., parent education, health or safety chairman). ing and implementation tasks. Determine goals for the year. • Request advance funds if necessary, (e.g., for speakers’ fees), or be prepared with a PTA check for approved amount • Prioritize the most vital concerns of the PTA members, to be presented at completion of program. school and community, and focus program planning on those, selecting a theme if desired. • Contact program participants and follow up with written con- firmation, including request for information (biography for • Brainstorm for ideas; obtain up-to-date unit, council, district, introductory purposes or equipment needs: overheads, State and National PTA program information. Interview microphone, space, easel, VCR, etc.), and who to contact if school staff and community leaders, conduct interest sur- they have questions. veys, review prior years’ programs. Network with other PTAs for possible collaboration. • Publicize the program well in advance. Provide information to unit publications and publicity chairmen, council and dis- Keep in mind: trict PTA, and the media. Work with room representatives to implement telephone and e-mail trees or other methods of • School and community factors (i.e., ethnicity, transportation, personally distributing information to school’s families. accessibility for the disabled, and meeting place availability). • Confirm and inform participants of the actual program date, • Dates of religious or public holidays (Hanukkah, Presidents’ time and location, time allotment, topic and type of presenta- Day), traditional PTA events (Founders Day, election of offi- tion (question and answer opportunities or lecture). Provide cers meeting), and school district and community events. participants with a directional map, description of the size • “Public Awareness” dates (e.g., National Child Safety Month, and type of audience, and an emergency telephone number Health Week, Secretaries’ Day). at the site. • Meeting dates stipulated in the bylaws or PTA council and • Order audio-visual materials well in advance, and preview district PTA schedules. with committee before public viewing. • Accessibility of meetings for all school families, including PResenTing The PROgRAm time and length, days of week, site and transportation. • Check the program site early for requested equipment, room • The need to allow for unexpected developments or emer- set-up and seating, hospitality arrangements, etc. gencies, and have back-up plans. • Allow extra time to check all sound and audio-visual equip- ment before the program starts.

Officer and Chairman Job Descriptions California State PTA Toolkit – 2011 455 • Greet the presenter or participants, introduce to presiding held at a non-school-site location and the contents are not officer, if appropriate; provide a nametag, an agenda, and decanted during the event or on the premises. PTAs may auc- briefly review the presentation format and content. tion donated alcoholic beverages but may not sell alcoholic beverages under any circumstance. • Introduce the presenter and topic and at the conclusion of the presentation, extend the group’s appreciation. serving of Alcohol at PTA events – The California State PTA Accompany presenter out of the room or act as host during strongly urges its unit, council, and district PTAs to refrain from social time. serving alcoholic beverages at PTA functions. If alcoholic bev- erages are served at a PTA function, the PTA may not serve • Send thank-you notes to all program participants promptly, them. Any alcoholic beverages must be provided and served along with any authorized travel expense reimbursement, by a licensed establishment or catering company that has the pictures and press clippings. appropriate permits and insurance. When a PTA is planning an event that will include alcoholic beverages, the PTA may not evAluATing The PROgRAm collect for the cost of the alcoholic beverages through ticket • Review presented programs with the committee during the sales. This cost must be paid separately to the licensed estab- year, make recommendations for future planning groups, lishment or catering company with the valid permits and insur- decide what worked or did not work, and report as neces- ance. sary to the executive board or association. Under no circumstances may PTA funds be used to purchase • Provide publicity or other information to the historian for the alcoholic beverages or bottles of alcohol. Remember, the pur- unit history record book or scrapbook. pose of the PTA is to work on behalf of all children and speak for “everychild. onevoice.” PTA funds and efforts should be • Update the procedure book: list successes and failures, used to further that purpose. ideas for future presentations, copies of correspondence, program resources and references. If there are any further questions regarding this subject, please do not hesitate to contact the California State PTA insurance RemindeR company. See the Insurance and Loss Prevention Guide or contact the district PTA president. • When planning PTA events and activities you must always refer to the Insurance and Loss Prevention Guide that is ResOuRCes updated and mailed annually to unit presidents. If you have any questions or concerns about the event contact the • California State PTA “List of PTA Materials,” free brochures California State PTA insurance broker. never sign a hold (www.capta.org) harmless Agreement on behalf of the PTA (1.3.4a, 5.5). If • Copies of PTA in California (official California State PTA the PTA is asked to sign a Hold Harmless Agreement for any newsletter) and Our Children (National PTA magazine). reason, the PTA should contact the California State PTA Subscriptions to these publications for the program chairman insurance broker. When directed by the insurance broker to are recommended PTA expenses. sign the "Facilities Use Permit Addendum" for events held on public school campuses, locate the form in the Toolkit, • The National PTA Quick-Reference Guide (section on Forms, Chapter 9. Contact information for the California Program Committee). State PTA insurance broker can be obtained from the California State PTA office. • National PTA (www.pta.org) Program Planning Guides. • PTA is required to obtain a Hold Harmless Agreement and • Insurance and Loss Prevention Guide (English and Evidence of Insurance from each vendor, concessionaire or Spanish), mailed annually to PTA presidents. service provider used. Instead of providing Evidence of • Unit bylaws. Insurance to each individual unit, the vendor, concessionaire or service provider may file an annual copy of coverage with 04/2005 the California State PTA insurance broker (Hold Harmless Agreement 1.3.4a, 5.5.2; Forms, Chapter 9; Insurance and Loss Prevention Guide).

AlCOhOl And PTA evenTs selling Alcohol – according to the California Education Code, Chapter 8, Article 2, Section 82580, “It is unlawful to offer or sell any controlled substance, alcoholic beverage or intoxicant on school premises.” PTAs may not sell alcoholic beverages under any circumstance. In accordance with the California State PTA insurance pro- gram, PTAs may not engage in the sale of alcoholic bever- ages. Many PTAs hold annual silent auctions and dinners as fundraisers at which bottles and/or cases of wine are donated for use as auction items. These donated bottles and/or cases of wine may be used as auction items, provided the auction is

456 California State PTA Toolkit – 2011 Officer and Chairman Job Descriptions Job Description for Public Relations

2327 L Street, Sacramento, CA 95816-5014

PTA communications and public relations should help PTA CReATe A PubliC RelATiOns CAmPAign members and the general public understand PTA is The following steps should get one started in planning a suc- • A volunteer association of parents, teachers, students and cessful public relations campaign. other concerned citizens; and Step One • An action-oriented association working for the well-being of children and youth. Incorporate the statewide motto –“everychild. onevoice.” – and PTA logo into the public relations campaign. This shows a PubliCize PTA TO The COmmuniTy unity of effort and purpose, as well as demonstrate participa- tion in a national association. PTA enjoys excellent name recognition. It is important to remember that although this recognition exists, many may not Refer to the California State PTA Toolkit, PTA Style Guide be familiar with the actual functions of PTA. (Forms) for correct PTA terminology and formatting. Creating a public relations campaign that says “PTA cares and Step Two is here to help” will communicate to the community that the PTA truly does make a difference, and this will generate an Develop a media kit that contains information on the history, increase in membership. current projects, and accomplishments of the local PTA. Contact newspapers and radio and television stations to stimu- Step Three late the media’s interest in covering PTA events and programs, Call local newspapers and radio and television stations and and legislative issues. online news providers to find out who covers education and Do not forget community websites, social media (Facebook), child welfare issues. Give each reporter a call to introduce blogs and online bulletin boards now available. Any coverage yourself and remember to add his or her name to the mailing will benefit membership by increasing community awareness of list. Then mail a press kit with a follow-up note to each PTA’s projects. reporter. Remember that many cable TV and radio services provide some local access. They and news websites may offer PTA TAlking POinTs exposure by airing public service announcements and covering the news in PTA’s media releases. When speaking about PTA, there is little time to make a point heard. These talking points and facts will help demonstrate the Step Four PTA’s strength. Try to maintain monthly personal contact with media contacts. The more these messages are repeated, the more likely it is Take the time to build a working relationship. they will be heard, remembered and repeated by those PTA is Step Five trying to influence. Alert media contacts about upcoming events, so that they can The PTA is the oldest and largest volunteer association work- schedule time to cover the PTA. Keep telephone and mailing ing on children and youth issues. In California alone, there are lists up-to-date. nearly one million PTA members. The PTA represents every child in California. PTA’s tagline is PlAnning fOR COmmuniCATiOns “everychild. onevoice.” All members work toward that goal. identify the Target Audience. When thinking about communi- The PTA is a nonpartisan, nonsectarian, and noncommercial cations activities, it is important to consider who one wants to association that promotes the welfare of children and youth in reach. If trying to reach students, the plan may be very differ- home, school, community and place of worship. ent than if one needs to reach parents. The PTA encourages communication and cooperation between Choose the medium. Once the audience is identified, plan parents and schools to ensure that children and youth receive accordingly. Think about the best way to reach the audience. the best possible physical, mental, social and spiritual educa- Determine the ideal method of communication. There is no uni- tion. versal choice. Depending on the audience and the message, the method could be anything from creating a website, using e- The PTA develops educational programs for parents, teachers, mail or social media, or making a phone call. students and the general public. Prepare the message. Think through what needs to be said The PTA fosters leadership skills in both adults and students. and how to say it. Take the time to review and refine the PTA PTA volunteers are leaders and advocates in their schools and Talking Points (6.1.1) to concisely convey the message. Link communities. the PTA talking points to the ones created for your association.

Officer and Chairman Job Descriptions California State PTA Toolkit – 2011 457 Consider what the media or audience needs to understand, How does it relate to what PTA believes? after you finish communicating. All energy should be focused on making that message clear – discard all the rest. How will it benefit children? What is the message point? guidelines fOR All COmmuniCATiOns Why is PTA organizing or participating in the event? Adhere to PTA noncommercial, nonpartisan and nonsectarian policies (Background for Communications 6.2.2 and Basic mediA inTeRvieW TiPs Policies for all PTAs 1.3). Plan talking points, and make them early and often. All material must be cleared with the PTA president and school Remember, an interview is an opportunity to tell PTA’s story principal before printing. and to make PTA’s case. Prepare the points you want, and use The principal is responsible for the accuracy of school informa- every question as an opportunity to repeat them (Talking tion, State Education Code and school district policy. The PTA Points 6.1.1). president is responsible for the accuracy of PTA information You are the authority. You were approached because you are a and compliance with PTA policies. leader representing PTA. If the reporter asks questions you are Never present material critical of any individual or group. To do not prepared to answer because they are outside your area of so may expose the PTA to a libel or slander suit. expertise, say, “I don’t know, but I will get back to you in time for your deadline.” Then consult with officers/chairmen who TRAnslATing mATeRiAls have the needed expertise.

PTAs must work closely with the school to meet the language Speak in a language everyone understands. Jargon, organiza- needs of all who receive information. Some schools and school tion lingo, or abbreviations that may be familiar to PTA mem- districts are required to translate all material if foreign language bers may have no meaning to the general public. speakers make up 15 percent or more of the student popula- Be positive, not defensive. Take the trouble to present the tion. PTA’s point of view in a positive manner. Resist any temptation mediA OuTReACh to attack other organizations. Accusations or any perception by the reporter of conflict of may preempt the rest of the interview. The first step to effectively reaching the media is to create a list of media outlets and key reporters who may be interested Tell the truth. Factual information is a must. If a statement is in PTA’s efforts. To create this list watch the news, check the made that is not true, refute it immediately and politely. You Internet, contact the media outlets or read the newspaper. can use the ABC approach: A) Acknowledge that “some might believe that, B) but PTA is the expert, and, C) the truth is … .” Keep a record of reporters covering education, school, youth, Always correct the information in an informative and helpful and family issues in the local area. This research will make the manner. job easier when looking for coverage. Be brief, especially for broadcast (television or radio). The Internet is a good place to start looking for contact infor- Broadcast news is frequently presented in “sound bites,” short, mation. (Also contact the county office of education or school succinct phrases that capture the essence of a program or district public relations coordinator.) position on an issue. inTeRvieW PRePARATiOn Keep statements or responses to a couple of short sentences. Make PTA’s point as often and as logically as possible. You PTA has interviews about issues and interviews about positive may feel repetitive, but when the interview is edited, the clear- activities. Preparing for them is similar. Before speaking to the est or most emotional statement is likely to be the one that is media, make sure you understand what facts can concisely reported in the news. convey the answers to the following questions: sPeAking in sOund biTes What is the problem? As one develops answers to questions, it is important to keep What is the solution? messages short and simple in order to attract and sustain the How will the solution impact the school and the children in it? attention of the audience. Whether speaking with a potential member, the media, or the school board, use sound bites to What does PTA want the media to report? hold the audience’s attention. Here are some tips to help plan: Who supports PTA’s efforts? Why? Speak to shared values. Stress themes about which the major- ity of people care. Who opposes PTA’s efforts? Why? Talk about what is at stake. Who is affected? What does this What are the key points to address the opposition’s concerns? mean to people’s lives? fOR POsiTive ACTiviTies Use reasonable language. Do not be afraid to take a strong What is the event or program? position, but be sure to use mainstream language. Do not use jargon or acronyms. What are the facts?

458 California State PTA Toolkit – 2011 Officer and Chairman Job Descriptions Job description for Public Relations

Evoke pictures. If the speaker can make people see what is CReATing neWs being discussed, the point will be more memorable and have more impact. News does not just happen, it is created. Here are five tips that may increase your chances for getting news coverage. Take a stand and present a solution. The best messages do not just describe the problem, they also say what should be 1. Make the story visually compelling. A picture is worth a thou- done about it. sand words. When planning an event for the media, identify visuals that illustrate the topic. Is the unit trying to increase -Adapted from Berkeley Media Studies Group and We Interrupt This Message. funding for school facilities? Why not take reporters on a tour of a rundown classroom? Point out the problems. COmmenTs On inTeRneT siTes, ResPOnses TO blOgs, And Demonstrate the need for funding. leTTeRs TO The ediTOR 2. Piggyback on breaking news. Are schools a major issue in The media and bloggers put their stories online and allow com- an upcoming election? Be prepared to be one of the experts ments. Monitor media and bloggers’ websites and comment and demonstrate that the PTA is a voice on the issues being when appropriate. An important place to be heard is the news- debated. Take advantage of opportunities that can increase paper’s letters to the editor section. Through an Internet com- the profile of the PTA. ment or letter to the editor submission, reinforce the PTA mes- sage and concisely state the PTA position. Direct members to 3. Tie in the events to anniversaries and annual events. Internet discussions and comments, and distribute PTA materi- Whether or not in the PTA, the fall is “back-to-school” time. al to help others get a clear idea of the position. Maintain PTA membership drives are successful during this time peri- PTA’s high standards of respectful dialogue and repeat PTA od, in part because everyone is in the “back-to-school” mind- positions accurately. set. Think about other events or dates related to schools and children that traditionally receive coverage. Find a way to tie In fact, getting PTA’s position on the Internet or into the news- PTA programs to those dates. paper through a letter to the editor often gives the position additional credibility. Here are some tips to consider when writ- 4. Capitalize on special events. Announce speakers’ forums, ing for these outlets. cultural events or other activities that may be of interest to a large audience. Announce events on the school or PTA web- Explain why you are writing. If responding directly to a media site. Invite local VIPs, and let the media know who will be report, state the story’s headline and publication date. coming. Focus the message. Limit the content to the key point you 5. To attract an editor to the story, use a “hook” or “angle.” Tell want readers to remember. the story in a new way. It is not news to just say California Take a strong position. Editors look for fresh facts, honest schools need more arts teachers. However, one can make it statements of opinion, and creative points of view. Use facts news if the only art teacher in the school just retired. A hook and statistics to illustrate the urgency of PTA’s point of view. takes a story that has been told a hundred times and pro- vides a new angle for telling it. OPiniOn ediTORiAls How the story is presented will determine whether the editor Opinion pages are read closely by a community’s decision- will assign the article to a reporter or throw it away. makers. Opinion pieces (called “op-eds” because they are placed on the page opposite the editorial page) provide an mediA AdvisORies opportunity to flesh out an argument for the importance and To draw attention to an event before it happens, consider issu- relevance of the issue and the proposed solution. ing a Media Advisory between 7 and 10 days in advance. The PlAnning The OP-ed structure is the same as a Media Release and is sent to local news media. Emphasize date, time, and location of the event What is the subject to be covered in one’s op-ed piece? and how to obtain more information.

Is there a local ally who could co-sign the op-ed? mediA ReleAses

What important examples or stories can be used to illustrate At times, one will want to draw media attention to PTA activi- the importance of the problem? ties in the community. To alert the media, it is best to use a tra- ditional media release format. It is important to use the media What is the specific policy solution one wants to advocate? release to answer the following questions concisely: Who? What two or three key points would help to convince people What? Where? When? Why? How? that this is the right action to take? Newswriting style is brief, simple, and to the point. What compelling facts or statistics help to make the case? CLEAR ALL news releases with the president and principal What metaphors or images might help to reinforce the point? before sending to the media. Which official PTA position statement, convention resolution, or Whenever appropriate, incorporate news from current publica- issue-related guidelines apply? (See Where We Stand 4.4, 4.5, tions and news releases of the local PTA, district PTA, state and 4.6.) and National PTA.

Officer and Chairman Job Descriptions California State PTA Toolkit – 2011 459 A media advisory should be e-mailed or faxed a couple of weeks before the event, with follow-up e-mails and calls the day before the event. However, discuss the advance lead time required with local media; smaller outlets may require a longer lead time. Include a hard copy of the media release in the press kit on the day of the event (Sample Media Release Fig. 6-3). Each paragraph should not exceed four to five lines. Double- space the text. The whole release should not exceed one and a half pages. Do not split paragraphs between pages. Use the traditional format illustrated in Toolkit (Fig. 6-3). Every release should carry a name as the contact for further informa- tion, a telephone number, e-mail address, the date and, of course, the name of the PTA. fOR mORe infORmATiOn

Wallack, Larry; Dorfman, Lori; Woodruff, Katie; and Diaz, Iris. News for a Change: An Advocate’s Guide to Working with the Media. (Sage Publications, 1999.)

ResOuRCes

Review www.capta.org and www.pta.org and subscribe to California State PTA’s and National PTA’s numerous electronic subscriptions. Subscribe to print versions of PTA in California, The Communicator and Our Children (Resources and Subscriptions in the Introductory section of the California State PTA Toolkit). The cost of PTA subscriptions is a legitimate PTA expense. California State PTA Toolkit, National PTA publications and guides, grammar book, dictionary, thesaurus. Follow council or district PTA guidelines and attend workshops for – and network with – public relations chairmen. As a the new chairman, gather all available information from predecessor. Review previous media plans. Keep a well-organ- ized procedure book, including the following information, for the next chairman. neCessARy infORmATiOn

PTA’s history; Purposes of the PTA, Mission Statement of the California State PTA; California State PTA Core Values; California State PTA Legislation Platform; Basic Statements About Current Issues, and the PTA’s basic policies, proce- dures, and programs (Toolkit Chapters 1, 3, 4 and 6). PTA Style Guide, Toolkit, Forms, Chapter 9. Current PTA information, publications, names of officers and chairmen, and schedule of events.

ResOuRCes

The addresses, telephone numbers, and e-mail addresses of PTA officers and chairmen. helPful TOOls

Computer with Internet access. 10/2010

460 California State PTA Toolkit – 2011 Officer and Chairman Job Descriptions Job Description for Reflections Program

2327 L Street, Sacramento, CA 95816-5014

PROgRAm Theme: The Reflections Program is structured for PTAs to recognize 2010-2011 “Together we can …” students at the local unit, council, district PTA, state and national levels. Entries are first judged at the local unit level, 2011-2012 “Diversity means …” where selected works are chosen to represent the PTA at each The National PTA Reflections Program is an arts recognition subsequent level, depending on each state PTA structure. and achievement program for students. The Reflections Once entries reach the state level, the state PTA may select Program provides opportunities for students to express them- entries to submit to the National PTA. Award of Excellence and selves creatively and to receive positive recognition for original Awards of Merit are recognized at the annual National PTA works of art inspired by a pre-selected theme while increasing convention and are displayed as part of the program’s traveling community awareness of the importance of the arts in educa- exhibit. tion. Participation in the California Reflections Program is open to The Reflections Program was established in 1969 by National all students in attendance at PTA schools where the program is PTA board member Mary Lou Anderson. Since that time, more sponsored. Entries are forwarded through channels. Each unit, than 10 million students have participated in the program. The council and district PTA establishes its own due dates, allowing program’s longevity and participation figures attest to its adequate time for displaying and judging of entries. Units strength. The excitement and enthusiasm that the program should acquire due dates from their council and district PTA. generates for children, parents, schools and communities is Only district PTAs may submit entries to the California State unmatched. PTA. Participation in and appreciation for the arts is the Reflections Please remember that: Program’s goal. Although the Reflections Program follows a “contest” format, winning should not be the emphasis. • Students may submit entries only through a PTA or PTSA in Participation in the Reflections Program is a great way for stu- good standing. dents to explore and learn about various art forms. Creating art • All entries submitted must be original works and must relate is a valuable learning process that challenges students to use to the annual Reflections Program theme. their critical thinking skills as well as their creative talents to create art that supports a specific theme. • Each entry must be the work of only one student. Assistance from teachers, parents or friends is not permitted, except in Students may submit an entry in any of the six arts areas listed special cases (such as for those with visual or physical dis- below. Only original works of art are accepted. Depending on abilities). state and local PTA guidelines, students may enter more than one work of art. The six arts areas are as follows. • Participation encourages creativity and exploration. Students should do their best, but crooked lines, incorrect musical • Literature notes, or misspelled words do not disqualify anyone. • Musical composition fuTuRe RefleCTiOns PROgRAm Theme • Photography The National PTA is looking for a theme for its next Reflections • Visual arts Program. A student’s suggestion(s) for the theme ideas may be sent to the state office by the individual student or by a local • Dance Choreography PTA. The theme may include a wide variety of subjects that • Film/Video Production will appeal to students in preschool through grade 12. The win- ning student will receive $100 and recognition at the National Participation in the Reflections Program is organized by school PTA Convention held in June. See www.capta.org for more grade. Student works are critiqued against others in the same information. grade division. This allows recognition and judging of artwork by appropriate developmental age and skill levels. The four ResPOnsibiliTy grade divisions are as follows: • Become familiar with the materials on the California State • Primary – Preschool – Grade 2 or up to age 7 PTA website at www.capta.org, the National PTA website at www.pta.org and the Reflections Packet sent to presidents in • Intermediate – Grades 3-5 or ages 8-10 the service mailing. • Middle/Junior – Grades 6-8 or ages 11-13 • Develop a Reflections Program planning calendar using council and district PTA due dates; identify key steps to meet • Senior – Grades 9-12 or ages 14+ the calendar due dates. (Note that this program runs early in the school year for local units; therefore athletic events may need to be taken into consideration when planning the cal- endar.)

Officer and Chairman Job Descriptions California State PTA Toolkit – 2011 461 • Submit a Reflections Program budget to the budget commit- ReCOmmended ACTiviTies tee for approval. • Hold a Reflections Program workshop or a Family Arts Night • Explain the Reflections Program to the principal and school on Saturday, after school or at lunch for students to work on staff; encourage their support and participation. Inform par- their projects, and provide supplies. ents and community members. Share information about the Reflections Program at a PTA meeting, share examples of • Enlist support of local businesses for supplies and awards last year’s entries and have current entry forms and rules and to display Reflections Program entries. available for distribution. • Ask stores in the area to print student artwork on their bags. • Publicize the Reflections Program, theme and due dates in • Inquire with local businesses that print calendars about pos- the school or PTA newsletter. The local newspaper or cable sible use of student artwork. TV station also could be contacted for publicity. • Plan a local traveling art show. • Select impartial, qualified judges. Inform judges of the crite- ria to be used in evaluating/judging Reflections Program • Print a Reflections Program Awards booklet, listing the pro- entries. (Refer to the rules for each art category.) Remember gram participants as well as the award recipients. to accept the judges’ selections of winning entries. Acknowledge those who supported the program, including parents, staff and community members. Offer sample judging rubric: • Display local entries in school (e.g., hallways, display case, Interpretation of Theme: 5 points library), at PTA functions, in local community buildings (e.g., Artistic Merit/Creativity: 3 points libraries, museums, banks, hospitals, nursing homes). Mastery of Medium: 2 points • Publish student entries in a special Reflections Program IMPORTANT: Do not show student information (name, booklet or calendar, award it to Reflections Program partici- address, etc.) on entries displayed for judging. pants and give as a gift or as a thank you to judges, teach- • Follow guidelines from council and district PTA regarding the ers and volunteers. number of entries that may be submitted. Adhere to council • Tape musical compositions, and play them at PTA functions and district PTA due dates! and school events. Give a copy to a local radio station to • Make certain each entry meets all judging criteria with play. regard to size, mounting, etc. • Organize a special program/reception/assembly where • Be sure the Official Entry Form (Reflections Program Packet, Reflections Program photography and visual arts entries can Service Mailing; www.capta.org) is completely filled out, be displayed, musical composition entries can be performed signed by both student and parent, and attached securely to and literature entries read aloud. each entry, according to the National PTA rules. • Make all Reflections Program entrants feel special. Consider • Complete and send Participation Form A (Reflections awarding students with certificates, ribbons, medallions, but- Program Packet, Service Mailing; www.capta.org) with tons, plaques, trophies, art supplies, film, music supplies, gift entries, according to National PTA rules. certificates, books and bookmarks. Send congratulatory let- ters to students. • Keep a copy of all Official Entry Forms and Participation Form A. AddiTiOnAl ResOuRCes • Keep a copy of all CDs and DVDs. • National PTA Reflections Packet mailed to unit, council and district PTA presidents in the service mailing sent in the sum- • After the program, give each participant a certificate of par- mer. ticipation. • National PTA website, www.pta.org • Return entries to students whose work was not selected for the next level of judging. • California PTA website, www.capta.org • Update the Reflections Program procedure book. Insurance and Loss Prevention Guide (English and Spanish), mailed annually to PTA presidents • Announce the new Reflections Program theme as soon as it is available. The theme is announced at the annual California State PTA convention. • Publicize any awards given to local students at other levels of judging. 01/2011

462 California State PTA Toolkit – 2011 Officer and Chairman Job Descriptions Job Description for Room Representative

2327 L Street, Sacramento, CA 95816-5014

Room representatives are parents and guardians from a partic- PRePARe ular class or grade level who serve as a liaison or contact per- son for that classroom. They are encouraged to be members • Meet with the room representative coordinator to learn the of the local PTA, but they do not serve on the executive board. association’s work plan for room representatives. The room representative coordinator (chairman) represents • Understand the unit’s goals and plans for the year. them on the executive board. • Become familiar with the policies and Purposes of the PTA. ResPOnsibiliTies • Understand the school district policies regarding TB testing, • Help build friendly relations among parents from that class- fingerprinting, food service, classroom visits, classroom room or grade level. interruptions, transportation of students, etc. • Work effectively with the classroom teacher(s). • Reinforce the objectives of the classroom teacher(s), assist- • Encourage teacher(s) and parents to develop a “team effort” ing in activities as requested and promoting a positive atti- to foster communications and cooperation between home tude for PTA projects. and school. • Participate in PTA, not just as a voice on the telephone or an • Interpret and promote the work of PTA within the school and e-mail sender, but as a member who values the work of the the community. organization on behalf of children and youth. • Be enthusiastic, and demonstrate to parents and teachers • Keep in touch with the coordinator and other PTA officers that PTA involvement creates excitement and a sense of and chairmen to share ideas and suggestions for improving accomplishment for everyone. interpersonal relations and team building. duTies sPeCiAl infORmATiOn ThAT WOuld be helPful

• Work closely with the room representative coordinator or The following names, addresses and telephone numbers other designated board members. should be used for official PTA activities only and must be kept confidential: • Make an appointment to meet with the classroom teacher(s) to become acquainted and to offer assistance, if needed, – Room representative coordinator with classroom projects, field trips, celebrations, etc. – PTA president • Attempt to contact the parents of all students in the class- – School principal room(s), either by telephone, letter or e-mail. Personal con- tact is vital in helping parents become involved and in mak- – School secretary ing them feel welcome. – Classroom students and parents • Encourage members to participate in and help with school and PTA activities: study groups, parent orientation meet- – Other room representatives ings, health examinations and immunizations, library func- A list of classroom teachers (room number and grade level). tions, school volunteers, legislative action, and other PTA programs and projects. A current calendar of PTA and school activities. • Prepare a file containing parents’ names, addresses, tele- A copy of any school/school district policies regarding parent phone numbers and other pertinent information for PTA use involvement and participation in school activities. only. In some instances, school district records may be open for PTA to use. In others, information may be obtained from teachers and/or parents. In either case, the information must be kept strictly confidential. • Set up a telephone or e-mail tree, so that each parent is responsible for calling or e-mailing other parents to advise them of PTA and school activities and events. • Assist with PTA membership enrollment or with hospitality, as requested. 03/2004

Officer and Chairman Job Descriptions California State PTA Toolkit – 2011 463 464 California State PTA Toolkit – 2011 Officer and Chairman Job Descriptions Job Description for Room Representative Coordinator

2327 L Street, Sacramento, CA 95816-5014

The room representative coordinator is a chairman or officer TiPs on the PTA unit executive board. The coordinator chairs a committee of representatives from each classroom or grade • Encourage grade level meetings (with the approval of the level in the school. principal and the executive board) – at school or at a home, daytime and/or evening – to inform parents of school and ResPOnsibiliTies PTA activities. • Obtain a procedure book and other materials from one’s • Share the committee’s activities and the special needs of predecessor or from the unit president. If no procedure book families in the school community with the executive board. is available, the president should assist in organizing one. • Bring motions to executive board/association to sponsor • Meet with the unit president, the principal and classroom classroom activities if funded/sponsored by PTA. teachers (according to local procedures) to select parent representatives from each classroom or grade level. • Cooperate with committees, such as hospitality and mem- Questionnaires are a good source for discovering potential bership, to determine how room representatives can best volunteers. volunteer their services. • Understand basic policies of the PTA, particularly the policy • Understand the role of coordinator in encouraging room rep- on “Working With the Schools” (Working with the Schools resentatives to be proud of their contributions in helping to 1.3.4). Additional information can be found in the National strengthen PTA. PTA Quick-Reference Guide. These publications should be • Create a calendar of PTA and school activities. made available to the coordinator by the unit president and shared with room representatives. helPful infORmATiOn

• Secure from the school principal information concerning Collect names and contact information (address, telephone, e- school and school district policies that affect parent involve- mail) for the following people to provide to room representa- ment and participation in school activities: TB testing, finger- tive: printing, food service, classroom visits, classroom interrup- tions, transportation of students, etc. – Room representative coordinator • Plan an orientation get-together for room representatives at – PTA president the beginning of the school year to provide – School principal – Job descriptions for room representatives; – School secretary – A handbook or “how-to” booklet for each representative; – Classroom students and parents – A calendar of scheduled events; – Teachers (room numbers and grade level) – Information regarding school rules, policies regarding – Other room representatives soliciting donations, etc.; Reminder: All information is for PTA use only and must be – Tips for helping to promote hospitality; and kept confidential. – Suggestions for contacting and interacting with parents. The president and the principal should be invited to share additional information, to answer questions, and to lend their support in encouraging room representatives to become active 03/2004 and involved.

Officer and Chairman Job Descriptions California State PTA Toolkit – 2011 465 466 California State PTA Toolkit – 2011 Officer and Chairman Job Descriptions Job Description for Safety

2327 L Street, Sacramento, CA 95816-5014

The safety of students and staff at school, and traveling to and • Cooperate with school authorities to inform the public of from school, is of paramount concern. PTAs have a responsi- these programs (Disaster Preparedness and Crisis bility to identify and promote awareness of safety problems in Response and Emergency Kit 7.11, 7.11.3). the school community and, in collaboration with others, to help develop solutions. • Suggest a neighborhood survey to discover environmental and toxic substance hazards and follow up with proper Safety is a growing concern for the public. Preparedness for authorities for correction and implementation of safety pro- emergencies and disasters, as well as the prevention of unin- grams. tentional injuries (accidents), is a serious concern of those who care for children in the home, at school, and in the community. • Cooperate with PTA program chairman to plan a safety pro- gram for at least one PTA meeting during the year. Secure Activities to promote safety are closely related to and can be guest speakers from community safety agencies. Make incorporated in all PTA interests. announcements and arrange displays, exhibits and posters at meetings. WhAT TO dO • Sponsor parent education safety awareness programs. • Have president appoint a safety committee. • Keep informed about all safety legislation in local, state and • Encourage participation in the annual creation and/or review federal government. Study measures regulating schools and of the school's Safety and Emergency/Disaster residential areas. Preparedness Plans and share the plans with the member- ship and the community. Involve students in this process • Share all information with unit, council, district PTA and where appropriate. California State PTA.

• Create a travel safety plan that includes drop-off instructions AddiTiOnAl ResOuRCes for buses and private vehicles as well as safe access for stu- dents walking or bicycling to school. Review and update the Insurance and Loss Prevention Guide (English and Spanish), plan annually, involving students and parents. Include this mailed annually to PTA presidents information in registration packets, websites and fliers. Work California Safe Kids Coalition with local government as needed to address access prob- 2315 Stockton Blvd., Room 4302, Sacramento, CA 95817 lems. (www.usa.safekids.org) • Become familiar with PTA publications that may be free or Crime and Prevention Center available for purchase from the California State PTA office. California Attorney General’s Office For California State PTA position statements and resolutions, 1300 I Street, Suite 1150, Sacramento, CA 95814 refer to the California State PTA Toolkit. (All are obtainable (www.caag.state.ca.us and www.safestate.org) from unit, council or district PTA presidents, service mailing National Safety Council CD; www.capta.org) 421 North Michigan Ave., Chicago, IL 60611 (www.nsc.org) • Contact the council and/or district PTA for additional informa- Bicycle Institute of America tion. 122 East 42nd St., New York, NY 10017 • Establish an ongoing working relationship with the school Insurance Information Institute district and safety agencies within the community (i.e., local 110 William St., New York, NY 10038 (www.iii.org) branches of the National Safe Kids Coalition and the National Education Association National Safe Routes to School Partnership, local law 1201 16th Street, NW, Washington, DC 20036 (www.nea.org) enforcement and government agencies). Attend safety work- shops/conferences and clinics. Safe Routes to School National Partnership (http://www.saferoutespartnership.org/) • Research the facts on safety problems and regulations in the school and community. Interview school officials, student Automobile Club of Southern California leaders, local police and fire officials, health departments, 2601 S. Figueroa St., Los Angeles, CA 90007 safety councils, automobile clubs, medical societies and oth- (www.aaa-calif.com) ers. California State Automobile Association 150 Van Ness Ave., San Francisco, CA 94102 (www.csaa.com) • Determine what safety instruction is included in the school curriculum, K-12, and adult education programs. Listings for first aid and/or survival guide provided in local tele- phone directories • Become familiar with the school district’s and school site’s state-mandated disaster preparedness program. Is it up-to- American Red Cross (www.redcross.org) date, adequate and enforced? (www.prepare.org) (www.redcross.org/services/pre- pare/0,1082,0_239_,00.html)

Officer and Chairman Job Descriptions California State PTA Toolkit – 2011 467 California Department of Education, Education Codes (www.cde.ca.gov) County Disaster Plan Federal Emergency Management Agency (www.fema.gov) Governor’s Office of Emergency Services, Sacramento (www.oes.ca.gov) School District Disaster Plan School Disaster Plan U.S. Coast Guard U.S. Department of Homeland Security (www.ready.gov) U.S. Department of Homeland Security-Links for Citizens (www.dhs.gov/xcitizens/) Life Secure Emergency Solutions (www.lifesecure.com) 10/2008

468 California State PTA Toolkit – 2011 Officer and Chairman Job Descriptions Job Description for Student Board Member

2327 L Street, Sacramento, CA 95816-5014

PuRPOses Of sTudenT RePResenTATiOn • Show other potential student members how PTA/PTSA activ- ities relate to special interests such as art, music, writing, • Students bring a new perspective to PTA/PTSA ideas and conservation and legislation. programs. • Stress the following basic benefits: • Viewpoints and ideas of students are essential because all PTA/PTSA programs focus on youth. – Improving the school and community; • Students and adults obtain a better understanding and – Being with friends; appreciation of one another by working side by side on goal- – Learning new life skills; related projects. – Participating in a goal-oriented team; and • Students gain leadership skills, such as goal-setting, deci- sion-making, team building and conflict resolution while – Having a voice in issues that affect youth. enhancing their own personal growth and development. suggesTed ACTiviTies • Students obtain community service opportunities for high • Plan an orientation for new students. school credit. Active PTA/PTSA involvement is an excellent addition to any college or job application. • Sponsor a school-wide “spring clean-up day.” • Students are introduced to the legislative process and the • Participate as a PTA/PTSA in a community service project, importance of advocating for a cause through PTA's involve- such as volunteering at a shelter or soup kitchen. ment in legislative activities. • Participate as a PTA/PTSA in statewide, national and world • Student voices can be heard by elected representatives observance days. before the students reach voting age. • Become involved in legislative issues and activities. • Students provide PTA/PTSA with information regarding stu- dent interests and concerns thereby enhancing relevance • Participate in the National PTA Reflections Program. and effectiveness of PTA/PTSA programs. • Participate in a celebration honoring all volunteers and their commitment to PTA/PTSA. sTudenT ResPOnsibiliTies • Accept nomination to the nominating committee. • Refer to Student Involvement Templates in figures 3-9, 3-10, and 3-11 of the California State PTA Toolkit for ideas for • Participate in planning next year's activities. involving students in elementary, middle and high school • Help choose the next year's membership theme. activities. • Schedule a college application entrance exam preparation • Become a full voting member of your PTA/PTSA upon pay- night. ment of membership dues. • Apply for a California State PTA Graduating High School • Become a member of your PTA/PTSA executive board (as Senior Scholarship. an elected officer, chairman or in a committee position). California Corporations Code and civil laws allow students to • Apply for PTA Spotlight Award based on activities related to serve in any PTA/PTSA office. All officers, adults and stu- student involvement or student recruitment. dents alike, must perform duties of the office as outlined in • Be a delegate to the California State PTA convention. the PTA/PTSA bylaws and the California State PTA Toolkit. • Encourage student delegates to the California State PTA • Attend all PTA/PTSA meetings. convention to attend the district PTA orientation. • Communicate with board members about your other impor- • Apply for a student board member position on the California tant commitments such as family, schoolwork, household State PTA Board of Managers (students between the ages of chores and part-time job. 16-21 are eligible).* • Practice effective positive communication skills. Help create an atmosphere of mutual respect between students and *Applications are available from the district PTA president or adults in order to communicate the needs, desires and con- California State PTA office. cerns of fellow students. AddiTiOnAl ResOuRCes • Interact with peers and other school organizations/clubs to plan programs and activities that will enhance the atmos- National PTA website, www.pta.org phere on your campus and create a more positive learning California PTA website, www.capta.org environment for all. 1/2011 • Represent students and PTSA at school board and other civic meetings, wherever student input is needed or requested. Officer and Chairman Job Descriptions California State PTA Toolkit – 2011 469 470 California State PTA Toolkit – 2011 Officer and Chairman Job Descriptions Job Description for Student involvement Chairman

2327 L Street, Sacramento, CA 95816-5014

Student involvement is the commitment of a PTA/PTSA to • Elect students as officers. California Corporations Code and actively involve students in the leadership of the association. civil laws allow students to hold office in PTA/PTSA. Parents, teachers, and students work together as a team to train youth to be future advocates and community leaders. The Think of student involvement as a process: California State PTA encourages and supports student partici- 1. Make student involvement a PTA/PTSA priority. pation in PTA leadership, events and programs. Refer to Student Involvement Templates for ideas for involving students 2. Encourage the support and participation of students as in elementary, middle and high school activities. (California stakeholders in their school community. State PTA Toolkit, Membership 3.6) 3. Work as a collaborative team with students, teachers and Once the membership has voted to have a student involve- community members to bring about positive change. ment committee, the president will appoint a chairman, subject to ratification of the executive board. finAnCiAl / legAl issues TO COnsideR When invOlving sTudenTs ResPOnsibiliTies Checking accounts – in accordance with PTA policy, two sig- • Include adults and students on the Student Involvement natures are required on all checks issued for payment. Committee. Students may be signatories on the PTA/PTSA account as long as they have been approved as one of the signatories by the • Discuss student involvement with your PTA/PTSA executive association and it has been noted in the minutes of the associ- board. ation. Contact your local bank, as bank policies may differ from • Survey the school community to find out what types of activi- those of the California State PTA. ties would encourage student involvement. Contracts or Binding Procedures – all contracts or binding • Develop a plan for student involvement. Set reasonable commitments of the association must be approved and voted goals based on available resources and the desired out- on by the association in accordance with PTA policy. Refer to come. Finance 5.5.1, California State PTA Toolkit. After approval by the association, if the officer authorized to sign contracts is • Recruit student membership, making a formal commitment to under 18, that individual is still authorized to sign a contract youth involvement in the form of a motion or an action item. under the PTA bylaws and with the authority of the local PTA. If there is a default on the terms of the contract, allegations • Review and revise bylaws according to California State PTA would be filed against the PTA, not the individual signing offi- procedures if the association decides to incorporate students cer. into the legal name of the association. insurance – California State PTA provides comprehensive • Request that the executive board plan meetings during a general liability coverage and basic bonding insurance that time the majority can attend; be considerate of schedules so covers all unit, council and district PTAs/PTSAs in the state students and adults can be equally represented. when involved in allowable PTA activities. These policies make • Publicize PTA/PTSA meetings to students with school no distinction regarding, and are not limited by, the age of the posters, morning announcements and school newsletters. PTA volunteer. Youth under the age of 18 are not excluded from these insurance policies. • Promote student membership. Highlight benefits of involve- ment such as PTSA scholarships, community service oppor- Parent Approval – Have on file a signed contract signifying tunities, and enhancement of college and job applications. the approval of the student's parent or guardian if the student is under the age of 18 (Insurance Loss and Prevention Guide, • Develop and implement programs that are relevant and that Parent’s Approval and Student Waiver). involve both students and adults. Include students in the ini- tial planning stages as well as in the execution of the proj- AddiTiOnAl ResOuRCes ects. National PTA website, www.pta.org • Publicize activities through the PTA/PTSA newsletter, fliers, California PTA website, www.capta.org marquees, school website, e-mail blasts, social media, per- sonal telephone calls and local newspapers. Insurance and Loss Prevention Guide (English and Spanish), mailed annually to PTA presidents • Evaluate activities/accomplishments at least once a year. This will show how students were actively involved, and how students can continue to be involved in PTA/PTSA activities. 1/2011 • Encourage students to have an active voice in your PTA/PTSA. Payment of membership dues entitles students to all membership privileges and responsibilities.

Officer and Chairman Job Descriptions California State PTA Toolkit – 2011 471 472 California State PTA Toolkit – 2011 Officer and Chairman Job Descriptions Job Description for Volunteer

2327 L Street, Sacramento, CA 95816-5014

WhO mAy seRve As A sChOOl vOlunTeeR? ReCOmmended ACTiOn

School volunteers may be parents, community members, sen- • Work with the school volunteer coordinator to develop a ior citizens or upper grade students who augment and comple- clear understanding of duties and responsibilities. ment the educational program. Volunteers can be utilized in a variety of situations in schools, ranging from one time only to • Attend and participate in orientation and training sessions. monthly, weekly or daily commitments. They may provide tuto- • Become familiar with the school—both the staff and the rial help, monitor lunchrooms, staff libraries and supervise campus. playgrounds. Volunteers assist the classroom teacher, the school nurse or the clerical staff. They may make telephone • Learn about school governance and school/school district calls, enter data, type or file. They might share a special skill, policies and procedures regarding school volunteers. occupation or talent with the students. • Respect contracts negotiated between school districts and quAlifiCATiOns employee bargaining units regarding jobs which may be done by volunteers. • Availability, dependability, reliability, friendliness and flexibili- ty. sPeCiAl infORmATiOn ThAT WOuld be helPful

• Awareness of and willingness to follow any school district or PTA: Names, addresses and telephone numbers of state-mandated criteria regarding health and background checks. Volunteer Coordinator • Special talents or abilities that help to enrich the school PTA president program. school: Names of • Recognition that accepting an assignment is a serious Principal commitment. Secretary • Strict confidentiality regarding students and school person- nel. Nurse • Awareness of the ethical and legal responsibilities involving Librarian the privacy of students’ records. Custodian • A desire and interest in working with children and youth. Classroom teachers, including grade levels and • A willingness to learn and to follow directions room numbers.

3/2004

Officer and Chairman Job Descriptions California State PTA Toolkit – 2011 473 474 California State PTA Toolkit – 2011 Officer and Chairman Job Descriptions Job Description for Volunteer Coordinator

2327 L Street, Sacramento, CA 95816-5014

The PTA Volunteer Coordinator oversees the activities of the helPful infORmATiOn school volunteers and represents them on the PTA executive board. Collect names and contact information (addresses, telephone, e-mail) for the following individuals to provide to the volunteers: Review program procedures within the California State PTA Toolkit. Meet with the principal to review school and school dis- – volunteer coordinator trict policies and procedures regarding volunteers on campus. – volunteers Assess, ReCRuiT And PRePARe – PTA president – Assess the need for volunteers at the school. – site administrator – Recruit from all segments of the community. – school secretary – Train the volunteer to ensure that school district require- – nurse ments are met (health standards, liability, etc.). Contact council or district PTA and school district to determine – librarian standards. – custodian – Provide opportunities for orientation and training. – classroom teachers, including grade levels and room num- – Furnish a handbook or instruction/information sheet. bers.

– Provide volunteers’ identification badges. AddiTiOnAl ResOuRCes sChedule • Council and district PTA volunteer coordinator/chairman – Maintain a center for volunteer sign-in and recording of • School district administrators for information regarding con- hours served. tract negotiations with employee bargaining units outlining which jobs may be done by volunteers. – Keep an up-to-date listing of active and substitute volun- teers. • Community and civic organizations

AddiTiOnAl ACTiviTies • Active school/community volunteer programs in surrounding communities – Keep a Volunteer Tally Sheet (Forms, Chapter 9) account- ing for all volunteer hours, and help the historian prepare • Community programs that involve volunteers all reports required by the California State PTA. • Adopt-a-school partnership programs – Publicize volunteer opportunities. – National PTA Quick-Reference Guide – Promote the value of the school volunteer program with – Parents Empowering Parents Guide the community. – Insurance and Loss Prevention Guide (English and – Plan a recognition activity for volunteers at the end of the Spanish) mailed annually to PTA presidents school year. – Bylaws for Local PTA/PTSA Units – Bring motions to executive board/association on behalf of volunteer committee.

04/2005

Officer and Chairman Job Descriptions California State PTA Toolkit – 2011 475 476 California State PTA Toolkit – 2011 Officer and Chairman Job Descriptions Job Description for Website

2327 L Street, Sacramento, CA 95816-5014 guidelines – Student or adult class schedules.

PTA communications should help PTA members and the gen- • Do not give identification in student bylines that would identi- eral public understand that PTA is fy classrooms (e.g., Art-work by John L., third grade). • A volunteer association of parents, teachers, students and • Date all materials. other concerned citizens. • Always make it easy for the reader to identify and find the • An action-oriented organization working for the well-being of Website Coordinator. List the following items: children and youth. – Name of the unit, council or district PTA; PuRPOses Of PTA PubliCATiOns – Contact information (units should use school address, • Encourage and highlight involvement with the child in the council and district PTAs should use office or mailing home and in the school. address); • Inform every family in the school of the aims and accom- – Names of PTA levels to which the local PTA belongs (coun- plishments of the unit. cil or district PTA, California State PTA, and National PTA). • Encourage and highlight attendance at PTA meetings and – Include an e-mail address and telephone number, so that parent involvement in PTA projects and activities. people can be reached for more information about the organization. • Foster cooperation with the school in keeping parents informed about school functions. suggesTiOns fOR imPROving COnTenT • Inform the community about PTA activities and school func- • Feedback is necessary to find out whether the publication is tions. achieving its goals. Take an opinion poll at an executive board meeting. Include a questionnaire on the website to • Express appreciation to those participating in or contributing learn which information is most helpful to readers. to programs. • Encourage others to contribute to the website. Tell them how PTA PubliCATiOns much space is available for articles. • Adhere to PTA noncommercial, nonpartisan and nonsectari- • Make suggestions that encourage others to contribute. an policies (Background for Communications 6.2.2; Basic Policies for All PTAs 1.3). • Be on the alert for coming events that should be publicized. Go after stories. • All material is to be cleared with the PTA president and school principal before printing. The principal is responsible • Report the results of events, publicize membership cam- for the accuracy of school information and compliance with paigns, or announce PTA award recipients. the State Education Code and school district policy. The PTA • Remember, people do not read, they skim. Make sure the president is responsible for the accuracy of PTA information message is easy to find. Keep things brief and to the point. and compliance with PTA policies. Strategically use bullets, quotes, charts, and graphics. • Never present material critical of any individual or group. To • Graphic design should be clean and simple. Avoid graphics do so may very well expose the PTA to a libel suit. that overwhelm the reader and distract from your content. • Avoid publishing the last name and telephone number of a • Proofread everything! volunteer who handles PTA funds. TRAnslATing mATeRiAls • Only publish a summary of actions taken from the PTA asso- ciation meeting. • PTAs should work closely with the school to meet the lan- guage needs of all in the PTA community who may visit the • Do not publish, without written permission, personal informa- website. tion about students or adults. This includes: • To translate information and materials, seek help from bilin- – Photographs of students or adults (with/without first or full gual parents on the executive board, teachers or support names) (See Toolkit, Forms, Chapter 9, Photography personnel in the classrooms or the school district, or the for- Release); eign language departments at local high schools, community – Home addresses and/or telephone/cellphone numbers of colleges and universities. students or adults; Online COmmuniCATiOns: WebsiTe – E-mail addresses of students or adults; and • When designing a website, remember that less is more.

Officer and Chairman Job Descriptions California State PTA Toolkit – 2011 477 • Think strategically about the content and design of the site. • Encourage officers and chairmen to keep you informed The most important step in site development is navigational about their projects, and urge them to contribute short arti- design and planning. How you structure the site will deter- cles and reports for the newsletter. Advise all potential con- mine whether users can access the information that they tributors that material will be edited for space and form need. (grammar, punctuation, spelling and accuracy of informa- tion). • Plan for maintenance. If funds are allocated for the website, do not spend the entire budget on the initial development. • California State PTA materials may be reprinted; please credit the source. Read National PTA materials carefully to • Every page should have a purpose. The quality of each determine when permission to reprint is required. Observe page is determined by how well it serves its purpose. copyright laws by obtaining permission to reprint all non-PTA • Determine if the website will be hosted through a county materials (Sample Request for Use of Copyrighted Material office of education, the school district, or paid for by a local 6.2.2d; Fig. 6-1). PTA. Obtain bids from at least three service providers. • Keep a well-organized procedure book, including the follow- • Whether the website construction will be done commercially ing information, for the next coordinator: or by a volunteer: – Number of postings – Forward edited copy (preferably on computer disk) by the – Copy deadline for e-newsletter and Web updates expected date; – Materials, supplies, software and equipment – Mark a sample hard copy so instructions are clear; – For electronic medium: Internet service provider, e-mail – Keep a duplicate disk back-up of the copy submitted; and account names and passwords, Webmaster name and address – Beta test before the pages are posted publicly. – Council and district PTA publication chairman contact • Links to California State PTA and National PTA website infor- information. Advise council and district PTA if you post a mation are typically more cost and time effective than website. repeating the same material. – Contact information for Webmasters for the California • If the PTA has a website, the e-newsletter is an easy way to State and National PTAs to establish a link from their web- promote the site and generate new users. Keep the e- sites to yours. newsletter brief; provide short summaries of new information COnsideRATiOns fOR yeAR-ROund sChOOls available on the site and include links to the specific pages being discussed. This allows the reader to get a preview and • Develop a plan to reach all members, whether they are on- jump to the site easily. (Sample e-newsletter Fig.6-2.) or off-track. • Social media (e.g., Facebook, Twitter) can work hand-in- • Post website changes right before track goes off and right hand with a website. Positings there can drive members to before track returns. the website, while the website can include links to a PTA’s social media presence. neCessARy infORmATiOn

WebsiTe COORdinATOR • PTA’s history; Purposes of the PTA; Mission Statement of the California State PTA; California State PTA Core Values; • Review www.capta.org and www.pta.org. California State PTA Legislation Platform; and the PTA’s basic policies, procedures, and programs (Know the PTA 1.1 • Subscribe to PTA in California, The Communicator and Our and Legislation Platform 4.2.4). Children (Resources and Subscriptions in the Introductory section of the California State PTA Toolkit). The cost of PTA • PTA Style Guide, Toolkit, Forms, Chapter 9. subscriptions is a legitimate PTA expense. • The local media: who they are, who is interested in PTA • Follow council or district PTA guidelines and attend work- issues, and how to contact them. shops for publications chairmen. • Current PTA information, publications, names of officers and • As the new editor of a website, gather all available informa- chairmen, and schedule of events. tion from predecessor. Review past issues. Study websites from other unit, council and district PTAs. Secure samples ResOuRCes from council or district PTA (Online Communications 6.2.5). • The addresses, telephone numbers, and e-mails of PTA offi- • Include the cost of materials – paper, ink, computer soft- cers and chairmen. ware, etc. – in the unit budget. • Helpful tools: computer with Internet access. • Set website due dates and stick to them. Advise contributors • Reference materials: grammar book, dictionary, thesaurus, of the due dates frequently. Ask the PTA president to include and California State PTA Toolkit. the items “website article assignments” and “publication copy due dates” on all meeting agendas. 10/2010

478 California State PTA Toolkit – 2011 Officer and Chairman Job Descriptions TK11–Index_2011_11-11 index -7/04 8/1/11 4:13 PM Page 479

Index a-b A Assistance, Handling Requests for Relief...... 5.12.3 Association Meetings ...... 2.1 a-b-c’s of Parliamentary Procedure ...... xii Agenda, Sample ...... Fig. 2-1 Absentees and Dropouts Program ...... 7.5 Helpful Parliamentary Procedure ...... 2.4.4c Academic Enrichment Programs ...... 5.9.1d Needs Assessment, sample agenda ...... Fig. 7-2 Accepting Advertising ...... 6.3.3a, Fig. 6-2 Preparation ...... 2.1.5 Accountability (See Accountability and Education in Advocacy Topic Index) ...... 4.0 Associations, Types of ...... 1.2.1 Action Plans ...... 7.4, Programs (Chapter 7), Forms (Chapter 9) Community College ...... 1.2.1d Addendum, Facilities Use Permit ...... 1.3.4a, 5.14, Forms (Chapter 9) Other Site ...... 1.2.1e Addresses of Elected Officials ...... 4.1.3b Preschool ...... 1.2.1b Administrators, School ...... 2.3.8 PTSA ...... 1.2.1a Advertising ...... 6.4.8 Special Education ...... 1.2.1c Advocacy for Children and Youth ...... 4.1 ATM and Credit Cards/Bank Cards ...... 5.4.2 Advocate (def.) ...... 4.1 Attendance (See Attendance in Advocacy Topic Index) ...... 4.0 Agenda ...... 2.1.9 Audit ...... 5.8 Definition ...... 2.1.9 Checklist ...... 5.3.3d, Fig. 5-5 or Forms (Chapter 9) Meeting Planner, Sample ...... Fig. 2-1 Internal Revenue Service (IRS) ...... 5.10.11 Needs Assessment ...... Fig. 7-2 Preparation ...... 5.8.3 Press Conference ...... 6.4.5a Procedure and Recommendations ...... 5.8.4 AIDS/HIV (See Sexually Transmitted Diseases in Advocacy Topic Index) ...... 4.0 Purpose ...... 5.8.2 Alcohol (See Substance Abuse in Advocacy Topic Index) ...... 4.0 Report ...... 5.8.5, Forms (Chapter 9) Alcohol and Other Drugs: Schedule ...... 5.8.1 Prevention ...... 1.5.14, 4.6.5, 7.23.8 State PTA Audit ...... 5.8 PTA Events ...... 5.5.10b Audit Report Form ...... Forms (Chapter 9) Red Ribbon Week ...... xix, 7.24 Auditor ...... 5.2.3, Job Descriptions (Chapter 10) Allegations Against a Member ...... 2.4.5a Authorization to Purchase on the Internet form ...... Forms (Chapter 9) Allegations Against a Unit, Council or District PTA ...... 2.4.5b Authorization to Transfer Funds Between Accounts ...... Forms (Chapter 9) Amendments ...... 2.1.8; Bylaws, Article XIX Awards Program ...... 7.6 Americans with Disabilities Act, Compliance ...... 2.1.1 Acknowledging Service & Honoring Presidents ...... 7.6.4 Annual Financial Report ...... 5.3.3e Continuing Service ...... 7.6.3d, Forms (Chapter 9) Sample ...... Fig. 5-6 or Forms, Chapter 9 Family-School Partnership Award, Phoebe Apperson Hearst ...... xix, 7.6.1 Annual Historian Report: Golden Oak Service ...... 7.6.3e, Forms (Chapter 9) Council ...... xviii, xix, 2.3.6, Forms, Chapter 9 Honorary Service Award...... xvii, xix, 7.6.3c, Forms (Chapter 9) District PTA ...... xviii, xix, 2.3.6 Donations ...... 7.6.3f, Forms (Chapter 9) Unit ...... xviii, xix, 2.3.6, 2.3.15a, Forms, Chapter 9 Legacy PTA Award ...... 7.6.5 Annual PTA Budget, Sample ...... 5.3.3a, Fig. 5-1 or Forms, Chapter 9 Membership Challenge ...... xviii, xix, 3.8.3 Annual Reports: Membership Growth ...... xviii, xix, 3.8.2 Council Historian Report, Annual ...... xviii, xix, 2.3.6, Forms, Chapter 9 Order Form, HSA ...... Forms (Chapter 9) Financial Annual Report ...... 5.3.3e, Fig. 5-6 or Forms, Chapter 9 PTA Unit Spotlight Award ...... xviii, xix, 7.6.2, Forms (Chapter 9) Unit Historian Report, Annual ...... xviii, xix, 2.3.6, 2.3.15a, Forms, Chapter 9 Reflections Program, Workers’ Compensation Annual Payroll Report . . .xvii, xix, 5.3.3i, Forms, Chapter 9 National PTA www.capta.org ...... xviii, xix, 7.25, Job Descriptions (Chapter 10) Antibiotics (See Health in Advocacy Topic Index) ...... 4.0 Very Special Person ...... 7.6.3b, Forms (Chapter 9) Application for Youth Group Sponsorship or Renewal ...... 2.7.1b, Forms, Chapter 9 Applications: Continuing Education Scholarship for: B Credentialed Classroom Teachers Baby-sitting Services, PTA-Provided ...... 5.12.2 and Counselors ...... xvii, xix, 7.27.2, Forms (Chapter 9) Insurance Requirements ...... 5.12.2a PTA Volunteers ...... xvii, xix, 7.27.4, Forms (Chapter 9) Background Checks (See Background Checks in Advocacy Topic Index) ...... 4.0 School Nurses ...... xvii, xix, 7.27.3, Forms (Chapter 9) Background Checks of Mobile Food Vendors Guideline ...... 4.6.2 Due Dates ...... xvii, xix, 12 Ballot Measures, School Bonds ...... 4.3.4 Graduating High School Senior Scholarship ...... xvii, 7.27.1, Forms (Chapter 9) Ballot Vote ...... 2.2.4c Honorary Service Award (HSA) Order Form ...... Forms (Chapter 9) Bank Cards/ATM and Credit Cards ...... 5.4.2 HSA Donation Form ...... 7.6.3f, Forms (Chapter 9) Banking ...... 5.4 PTA Grant Application for Unit, Council and District PTAs: Cards, Bank/ATM and Credit ...... 5.4.2 Cultural Arts Grant ...... xvii, xix, 7.16.3, Forms (Chapter 9) Deposits ...... 5.4.1b Outreach Translation Grant ...... xvii, xix, 7.16.2, Forms (Chapter 9) Outstanding Checks ...... 5.4.1a Parent Education Grants ...... xvii, xix, 7.16.1, Forms (Chapter 9) Petty Cash ...... 5.4.3 PTA Unit Spotlight Award ...... xviii, xix, 7.6.2, Forms (Chapter 9) Reconciling Bank Statements ...... 5.4.1 Reflections Program ...... 7.25, www.capta.org Savings Account ...... 5.4.4 Form A ...... Reflections Packet Statements ...... 5.4.1 Official Entry Form ...... Reflections Packet Building Bridges and Eliminating Barriers, Parent Involvement: Packet ...... Service Mailing Position Statement ...... 4.5.52 Youth Group Sponsorship or Renewal ...... 2.7.1b, Forms, Forms (Chapter 9) Basic Education Position Statement ...... 4.5.4 Articles of Incorporation ...... Bylaws (Chapter 8) Basic Policies ...... 1.1.4, 1.3, Bylaws, Article III (Chapter 8) Arts (See Arts in Advocacy Topic Index) ...... 4.0 Noncommercial ...... 1.1.4, 1.3.1, 5.5.9 Arts Education Chairman ...... Job Descriptions (Chapter 10) Nonpartisan ...... 1.1.4, 1.3.3, 1.3.3d, 4.3.6 Arts in Education Position Statement ...... 4.5.1 Nonsectarian ...... 1.1.4, 1.3.2 Assessment (See Assessment in Advocacy Topic Index) ...... 4.0 Basics of PTA Membership ...... 3.2 Assessment (Statewide) Position Statement ...... 4.5.2 Before- and After-School Programs (See Child Care in Advocacy Topic Index) . . . .4.0 Assessment and Testing Guideline ...... 4.6.1 Before- and After-School Options for Children and Youth Position Statement . . . .4.5.5 Assistance to Families in Need Position Statement ...... 4.5.3

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Behavioral Health and Social Emotional Development Position Statement ...... 4.5.5 Core Values ...... 1.1.3 Benefits of Membership for You, Students, Your Council and District PTAs ...... Bylaws, Article XIII (Chapter 8) School brochure ...... xiii, xiv, Forms (Chapter 9) Duties of Officers ...... Bylaws, Article IX (Chapter 8) Bicycle Safety (See Safety in Advocacy Topic Index) ...... 4.0 Fiscal Year and Audit ...... Bylaws, Article XVII (Chapter 8) Bingo ...... 5.5.10d Legislation Platform ...... 4.2.4 Bill Positions ...... 4.2.3 Legislation Policies and Procedures ...... 4.2.5 Support ...... 4.2.3 Legislation Team ...... 4.2.1 Oppose ...... 4.2.3 Legislative Program ...... 4.2 Oppose Unless Amended ...... 4.2.3 Lines of Communication ...... 1.2.5a Support if Amended ...... 4.2.3 Mission Statement ...... 1.1.2 Seek Amendments ...... 4.2.3 National Convention ...... xix, Bylaws, Article XVI (Chapter 8) Approve ...... 4.2.3 Nominations and Elections ...... Bylaws, Article XII (Chapter 8) Watch ...... 4.2.3 Office, State ...... 1.2.6 Birney, Alice McLellan ...... 1.1.5c Officers ...... ii, 18-20, Bylaws, Article VIII (Chapter 8) Board of Directors, State PTA ...... ii, 1.4, Bylaws, Article XI (Chapter 8) Organizational Flow Chart ...... Fig. 1-2 Board of Managers, State PTA ...... ii, 1.4, Bylaws, Article X (Chapter 8) Parliamentary Authority ...... Bylaws, Article XVIII (Chapter 8) Bonding Insurance ...... 5.1.8c Responsibilities ...... 1.2.4a Bonds, School ...... 4.3.4 State and Local Relationships ...... Bylaws, Article XIV (Chapter 8) Bookkeeping Procedures ...... 5.6.3a State Office ...... 1.2.6 Boy Scouts of America, PTA and the ...... Fig. 2-2 Campaigns. See Political Involvement. Boy Scout Groups ...... 2.7.1b Candidates Brief Statements on Current Issues ...... 1.5 Elections ...... 1.3.3a Brainstorming ...... 2.3.3 Forum ...... 1.3.3b, 4.3.2 Brochures & Fliers, List of ...... xii-xiv, Forms (Chapter 9) Questionnaires ...... 4.3.3 Budgeting and Fundraising ...... 5.5 School Board ...... 1.3.3, 1.3.3d, 4.1.3 Amending ...... 5.5.5 Capitalization, Correct Use of, Style Guide brochure ...... Forms (Chapter 9) Approving ...... 5.5.4 Career and Technical Education ...... 7.237d Authorizing Expenditure ...... 5.3.3h Cash Verification Form ...... 5.3.3g, Fig. 5-8, Forms (Chapter 9) Developing ...... 5.5.1 Catalog of PTA Materials (List of PTA Materials) ...... xii-xiv Recommended Line Items ...... 5.5.2 Categorical Programs (See Special Needs in Advocacy Topic Index) ...... 4.0 Sample ...... Fig. 5-1 or Forms (Chapter 9) Categorical Programs, Education Position Statement ...... 4.5.16 Budget Line Items ...... 5.5.2 Certificate of Insurance (def.) ...... 5.14 Carry-over Funds ...... 5.5.2 Chairmen Convention ...... 5.5.2 Additional ...... 2.5.2 Donations ...... 5.5.2 Duties ...... 7.2.1 Fundraisers ...... 5.5.2 Guidelines ...... 2.5, 7.2 Gifts to Schools ...... 5.1.5 Job Descriptions ...... 2.3.12b, Job Descriptions (Chapter 10) Gross Income ...... 5.5.2 Procedures ...... 7.2 Insurance ...... 5.5.2 Recommended ...... 2.3.12 Membership Dues ...... 5.5.2 Responsibilities ...... 2.3.9 Membership Envelopes ...... 5.5.2 Character Education Position Statement ...... 4.5.7 Reimbursable Expenses ...... 5.5.2 Charter, PTA ...... 1.2.2a Restricted Reserve ...... 5.5.2 Charter Replacement, PTA ...... 1.2.2a Staff/Volunteer Appreciation ...... 5.5.2 Charter Schools (See Charter Schools in Advocacy Topic Index) ...... 4.0 Training/Workshops ...... 5.5.2 Charter Schools Position Statement ...... 4.5.8 Unallocated Reserve ...... 5.5.2 Check Request System. Bulk Mail ...... 6.3.5c See also Payment Authorization ...... 5.3.3h, Fig. 5-9 or Forms (Chapter 9) Businesses. See Noncommercial Policy. Child Abuse (See Child Abuse, Violence and Vandalism in Advocacy Topic Index) .4.0 Butler, Selena Sloan ...... 1.1.5e Child Abuse Position Statement ...... 4.5.9 Bylaws ...... 2.3.16a, 2.4 Child Abuse Prevention Program ...... 7.7 Amendments ...... 2.1.8, Bylaws, Article XIX (Chapter 8) Child Care (See Child Care in Advocacy Topic Index) ...... 4.0 Bylaws for Local PTA/PTSA Units ...... xii, xiv, Bylaws, Article VI (Chapter 8) Child Care ...... 1.5.6, 4.0, 7.23.4 California Congress of Parents, Teachers, and Students, Inc...... Chapter 8 Child Care Position Statement ...... 4.5.10 California State PTA Bylaws ...... Chapter 8 Child Restraints and Seat Belts, Program ...... 7.8 Changing ...... 2.4.1 Child Victims/Witnesses Rights Position Statement ...... 4.5.11 Ordering ...... xii, xiv, xv, xvi Choice in Education (See Charter Schools & Education in Advocacy Topic Index) .4.0 Standing Rules ...... 2.4.2 Chronic Illness Care in California Schools Position Statement ...... 4.5.12 Violations ...... 2.4.5 Chronicle, Convention ...... xx, 2.9.4 Citizenship Program ...... 7.9 Class Size Reduction (See Class Size Reduction in Advocacy Topic Index) ...... 4.0 C Coalitions ...... 2.7 Building ...... 2.7.3a Calendar Joining ...... 2.7.3b Calendar of Events ...... xix Making Coalition Work ...... 2.7.3c Due Dates, List ...... xvii-xviii Selecting Representatives ...... 2.7.3d Finance Calendar of Activities (Sample) ...... 5.1.2 Tips for Success ...... 2.7.3e California State PTA ...... 1.2.5 Collective Bargaining (See Collective Bargaining in Amendments to State PTA Bylaws ...... Bylaws, Article XIX (Chapter 8) Advocacy Topic Index) ...... 4.5.58, 4.5.58a, 4.0 Annual Convention ...... xix, Bylaws, Article XV (Chapter 8) College Entrance Requirements and Tests ...... 7.23.7e Board of Directors ...... ii, 1.4, Bylaws, Article XI (Chapter 8) Commissions, California State PTA: ...... ii, 1.4.1 Board of Managers ...... ii, 1.4, Bylaws, Article X (Chapter 8) Communications ...... ii, 1.4.1a, Fig. 1-2

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Community Concerns ...... ii, 1.4.1b, Fig. 1-2 Consensus ...... 2.3.3b Convention ...... ii, 1.4.1c, Fig. 1-2 Constituent Organizations ...... Bylaws, Article IV (Chapter 8) Education ...... ii, 1.4.1d, Fig. 1-2 Continuing Education Scholarships for Finance ...... ii, 1.4.1e, Fig. 1-2 Graduating High School Senior ...... xvii, xix, 7.27.1, Forms (Chapter 9) Health ...... ii, 1.4.1f, Fig. 1-2 Teachers and Counselors Credentialed Leadership Services ...... ii, 1.4.1g, Fig. 1-2 Classroom ...... xvii, xix, 7.27.42, Forms (Chapter 9) Membership ...... ii, 1.4.1i, Fig. 1-2 PTA Volunteers ...... xvii, xix, 7.27.4, Forms (Chapter 9) Programs and Member Services ...... ii, 1.4.1j, Fig. 1-2 School Nurses ...... xvii, xix, 7.27.3, Forms (Chapter 9) Parent Involvement ...... ii, 1.4.1k, Fig. 1-2 Contracts ...... 5.1.6 Committees: Student contracts, parent permission for student ...... Job Description (Chapter 10) Chairmen ...... 2.3.12, 2.5.2, 2.5.3b, 7.1 Contributions, Quid Pro Quo ...... 5.6.2, Forms (Chapter 9) Common Duties ...... 7.2.1 Controversial Issues ...... 2.4.4 Creation ...... 2.5 Convention, California State PTA: Development and Guidelines ...... 2.5 Annual ...... xviii, xix, Fig. 1-2, 2.8.1, Bylaws, Article XV (Chapter 8) Meetings ...... 2.5.4 Attending ...... 2.8 Member Selection ...... 2.5.3 Budget Line Item ...... 5.5.2 Procedures ...... 7.2 CALL ...... xx, 2.8.1c Report Form ...... Forms (Chapter 9) Chronicle ...... xx, 69 Required Officers ...... 2.5.1 Dates, future ...... xix, 2.8 Selection ...... 2.5.3a Delegates ...... 2.8.1b Special Committees (def.) ...... 2.5 Mailing ...... xx, 1.4.2a Committees, California State PTA: ...... 1.4, Fig. 1-2 Purpose ...... 2.8.1a Communicating with: Registration ...... 2.8.1d Confidence ...... 6.2 Resolution Process ...... xviii, xix, 2.9 the Child ...... 7.23.2 Convention, National PTA ...... 2.8.2 Communications ...... Communications (Chapter 6) Annual ...... xix, 2.8.2 Acknowledging Assistance ...... 6.3.3b Dates, future ...... xix, 2.8.2 Background Knowledge ...... 6.5.3 Convention Commission ...... ii, 1.4.1c, Fig. 1-2 Copyright Laws ...... 6.3.3c Convention Resolutions ...... 2.9, 4.4 E-mail Accounts ...... 6.3.4b Action Cover Sheet ...... xviii, xix E-mail Lists ...... 6.3.4c Actions Following Convention ...... 2.9.6 E-newsletter ...... Fig. 6-2, 6.3.4d Emergency ...... 2.9.5 Fliers and Brochures ...... xii-xiv, 6.3.5b, Forms (Chapter 9) Presentation at Convention ...... 2.9.4 Newsletters ...... 6.3.5a Process ...... 2.9 Nonprofit Mailing Permits ...... 6.3.5c Review and Recommendations ...... 2.9.3 Noncommercial Policy ...... 1.1.4, 1.3.1, 5.5.9 Submitting ...... 2.9.2 Planning Remarks ...... 6.2.1a Cooperating with Other Organizations ...... 1.3.6 Print ...... 6.3.5 Cooperation ...... 2.7.1 Promote ...... 6.4.1 Coordinators. See Chairmen. Purposes of ...... 6.1 Copyright ...... vi, 3.4.1, 6.3.3c Style Guide, brochure ...... Forms (Chapter 9) Laws ...... 6.3.3c Website ...... 6.3.4a, Job Descriptions (Chapter 10) Request for Use of Copyrighted Material, Sample ...... Fig. 6-1 Communications Commission ...... ii, 1.4.1a, Fig. 1-2 Copyright, California State PTA Toolkit ...... vi Communications Coordinators ...... 6.3 Core Values, California State PTA ...... 1.1.3 Communications Related Resolutions, Position Statements and Co-sponsorship ...... 2.7 Guidelines (See Advocacy Topic Index): ...... 4.0 Conditions of Sponsorship ...... 2.7.1b Communicator, The ...... xiii, xx, 1.4.2c Council ...... 1.2.3 Community Action Plans: Annual Historian Report ...... xviii, xix, 2.3.6a, Forms (Chapter 9) Evaluation Report Form ...... 7.4.5, Forms (Chapter 9) Council PTAs ...... 1.2.3, Bylaws, Article XIII (Chapter 8) Final Action Plan Form ...... 7.4.3, Forms (Chapter 9) Policies ...... 1.2.3b Community and Wellness Fairs Program ...... 7.10 Responsibilities ...... 1.2.3a Community Concerns Commission ...... ii, 1.4.1b, Fig. 1-2 Counseling (See Child Abuse, Education, Health, Mental Health & Violence And Community Concerns Related Resolutions, Position Statements and Vandalism in Advocacy Topic Index) ...... 4.0 Guidelines (See Advocacy Topic Index) ...... 4.0 Credentialed and Support Personnel, Education (See Credentialed and Support Community Organizations, Cosponsorship and Coalitions ...... 2.7 Personnel in Advocacy Topic Index) ...... 4.0 Coordinating With Community Groups ...... 2.7.1a Credentialed School Personnel Position Statement ...... 4.5.13 Limits of Cooperation ...... 2.7.1b Credit Cards, Bank Cards/ATM and ...... 5.4.2 Computer Use, Guidelines for ...... 5.3.2a Crime. See Violence. Computers (See Education, Mass Media & Technology in Advocacy Topic Index) . .4.0 Cultural Arts Grant ...... xvii, xix, 7.16.3, Forms (Chapter 9) Computer, Technology and Other Major Purchases ...... 5.9.1c Current Issues, Brief Statements on ...... 1.5 Condom Availability Through the Schools Guideline ...... 4.6.3 Curriculum and Educational Programs (See Advocacy Topic Index) ...... 4.0 Conferences, Outside ...... 2.8 Conflict of Interest Policy ...... 2.3.2 Conflict Management ...... 2.4.3 D Handling Disagreements ...... 2.4.3d How to Deal With ...... 2.4.3d Dealing with Establishments that Sell Alcohol and Gasoline Is Conflict Bad ...... 2.4.3b Concurrently Guideline ...... 4.6.4 Meeting Disruption ...... 2.4.3d Delegates ...... 2.8.1b What is a Conflict Situation ...... 2.4.3a Delegating ...... 2.6 Why Do People Complain ...... 2.4.3c Delinquency Prevention (See Attendance, Delinquency Prevention, Mental Health, Conflict/Whistleblower Form ...... Forms (Chapter 9) Special Needs & Violence and Vandalism in Advocacy Topic Index) ...... 4.0

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Delinquency Prevention Position Statement ...... 4.5.14 Electronic Mail (E-mail) ...... 4.1.3d Deposits ...... 5.4.1b Faxes ...... 4.1.3c Desegregation and Integration (See Desegregation and Integration in Telephone ...... 4.1.3e Advocacy Topic Index) ...... 4.0 Telephone and E-mail Trees ...... 4.1.3f Disaster Preparedness (See Disaster Preparedness in Advocacy Topic Index) . . . .4.0 Visiting ...... 4.1.3a Disaster Preparedness/Crisis Response ...... Job Descriptions (Chapter 10) Writing Letters ...... 4.1.3b Discipline (See Delinquency Prevention, Discipline and Violence Elections, The PTA Leaders’ Role ...... 4.3 Prevention in Advocacy Topic Index) ...... 4.0 Elections (PTA) ...... 2.2 District, PTA ...... 1.2.4, Bylaws, Article XIII (Chapter 8) Ballot Vote ...... 2.2.4c Annual (Historian) Report ...... xviii, xix, 2.3.6a Two or More Nominees for Office ...... 2.2.4b District PTA Officers and Chairmen ...... 1.2.4b Voice Vote ...... 2.2.4a District PTAs ...... Bylaws, Article XIII (Chapter 8) Voting Rights of Officers ...... 2.2.4d Due Dates, District PTA ...... xvii, xiv, 1.2.4, 3.7 Elections (Public). See Nonpartisan Policy ...... 1.3.3, 1.3.3d Map of District PTAs ...... Fig. 1-1 Electronic Communications ...... 6.3.4 Organizational Structure ...... 1.2, Fig. 1-2 E-mail ...... 4.1.3d Responsibilities ...... 1.2.4a E-mail Trees ...... 4.1.3e Diversity ...... 3.5.1 E-mail Lists ...... 6.3.4c Domestic Violence (See Child Abuse, Domestic Violence, Health, Mental Health, Embezzlement ...... 5.13.1 Violence and Vandalism in Advocacy Topic Index) ...... 4.0 Emergency (See Emergency in Advocacy Topic Index) ...... 4.0 Donation Employee ...... 5.11 Budget Line Item ...... 5.5.2 Approving Projects that Require Employees ...... 5.11.2 HSA Program ...... 7.6, Forms (Chapter 9), Job Descriptions (Chapter 10) Hiring Requirements ...... 5.11.2b Receipt Form ...... Forms (Chapter 9) Injury ...... 5.11.4a Donors, Providing Documentation to ...... 5.6.2, Forms (Chapter 9) vs. Independent Contractor ...... 5.11.1 Driver Education (See Driver Education in Advocacy Topic Index) ...... 4.0 Employer, PTA As An ...... 5.11 Dropouts & Absentees Program ...... 7.5 Employer Identification Number (EIN) ...... 5.10.1 Due Dates, District PTA ...... xvii, xiv, 1.2.4, 5.10.8, 7.17 Filing Requirements ...... 5.10.5 Calendar ...... xix Filing Requirements for Independent Leadership Development Grant Report...... Forms (Chapter 9) Contractors ...... 5.11.9 Membership Awards ...... xviii, xix, 3.7 Penalties ...... 5.11.8 Tax Filing ...... xix, 5.10.8 Tax and Withholding Requirements ...... 5.11.6 Drug Abuse (See Substance Abuse in Advocacy Topic Index) ...... 4.0 Employer-Employee Negotiations (See Collective Bargaining in Drugs (See Substance Abuse in Advocacy Topic Index) ...... 4.0 Advocacy Topic Index) ...... 4.0 Drugs. See Alcohol and Other Drugs. Endorsement versus Sponsorship ...... 5.5.9a Drug, Alcohol and Tobacco Abuse Prevention and Awareness Guideline ...... 4.6.5 Endorsements, The PTA Leader’s Role in Elections ...... 1.3.3a Due Dates ...... xvii, xix Energy. See Environment. Dues: Energy Conservation Position Statement ...... 4.5.25 Collection ...... 3.3.1 Energy Drink and Coffee Beverage Awareness Position Statement ...... 4.5.26 Dues – Where Do They Go And How Are They Used? (Examples) ...... 3.2.6 E-newsletter Sample ...... Fig. 6-2 Membership ...... 3.2.2 Enrichment Programs, Academic ...... 5.9.1d Environmental Health and Environmental Education Position Statement ...... 4.5.27 Environmental Protection (See Environmental Protection in Advocacy Topic Index) 4.0 E Environmental Protection Program ...... 7.12 Equal Rights (See Equal Rights in Advocacy Topic Index) ...... 4.0 Editorials: Equal Rights Position Statement ...... 4.5.28 Letters to the Editor ...... 6.4.6 Evaluation Form, Sample ...... 7.3.5 Forms (Chapter 9) Opinion-Editorials (Op-Eds) ...... 6.4.6 Evaluation of Teachers Position Statement ...... 4.5.29 Education (See Education in Advocacy Topic Index) ...... 4.0 Event Planning ...... 7.3.2, Forms (Chapter 9) Education Chairman and Evaluation Form, Sample ...... 7.3.5, Forms (Chapter 9) Coordinators ...... 256, See Job Descriptions, Chapter 10, Table of Contents Service Provider/Speakers/Program Education Code and Election Law, California ...... 4.3.9 Participants Check List ...... 7.3.2a, Forms (Chapter 9) Education Commission ...... ii, 1.4.1d, Fig. 1-2 Worksheet ...... Forms (Chapter 9) Education Foundations ...... 5.9.4 Executive Board ...... 2.3.1 Education of English Language Learners Position Statement ...... 4.5.15 Executive Leadership ...... 2.3 Education Pocket Pal (English and Spanish) ...... xii, xiv Executive Vice President Job Description ...... Job Descriptions (Chapter 10) Education Program ...... 7.11 Expenditures ...... 5.7 Education Related Resolutions, Position Statements and Guidelines (See Advocacy Authorization Procedure ...... 2.7.2 Topic Index) ...... 4.0 Check Request System ...... 5.7.1 Education: Categorical Programs Position Statement ...... 4.5.16 Request for Advance ...... 5.4.5 Education: Higher Education Position Statement ...... 4.5.17 Stale Dated Checks ...... 5.7.6 Education: Opposing Vouchers, Tuition Tax Credits and Deductions as Systems of Unbudgeted Expenditures ...... 5.7.3 Education Aid Position Statement ...... 4.5.18 Education: Parental Choice in Public Education Position Statement ...... 4.5.19 Education: Support of Public Education Position Statement ...... 4.5.20 F Education: The Early Years, Ages 3 to 6 Position Statement ...... 4.5.21 Education: The Elementary Years, Ages 6 to 10 Position Statement ...... 4.5.22 Facilities (See Facilities in Advocacy Topic Index) ...... 4.0 Education: The Middle Years, Ages 10-14 Position Statement ...... 4.5.23 Facilities Use Permit ...... 1.3.4a, 2.3.8b, 5.1.7, 5.14, Forms (Chapter 9) Education: The High School Years, Ages 14-18 Position Statement ...... 4.5.24 Facilities Use Permit Addendum (def.) ...... 1.3.4a, Forms (Chapter 9) EIN (Employer Identification Number) ...... 5.10.1 Facsimile Consent Form ...... 2.1, Forms (Chapter 9) Elected Officials, Communicating with ...... 4.1.3 Fair Housing Position Statement ...... 4.5.30 Addresses ...... 4.1.3b Fairs, Community and Wellness ...... 7.10

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Index f

Family (See Family in Advocacy Topic Index) ...... 4.0 Ledger (sample) ...... Forms (Chapter 9) Family Planning (See Family Planning in Advocacy Topic Index) ...... 4.0 Needs Assessment Worksheet ...... Forms (Chapter 9) Family Planning Position Statement ...... 4.5.31 Order Form, PTA Materials (English and Spanish) ...... xv-xvi Family Responsibility and Accountability Position Statement ...... 4.5.32 Outreach Translation Grants for Family-School Partnership Award, Phoebe Apperson Hearst ...... xix, 7.61 Unit, Council and District PTAs ...... xvii, xix, 7.16.2, Forms (Chapter 9) Family Services (See Family in Advocacy Topic Index) ...... 4.0 Parent Education Grants for Family Services Position Statement ...... 4.5.33 Unit, Council and District PTAs ...... xvii, xix, 7.16.1, Forms (Chapter 9) FICA, Federal Insurance ...... 5.11.6 Payment Authorization/Request for Reimbursement Form ...... Forms (Chapter 9) Fiduciary Agreement ...... 5.1.5, Forms (Chapter 9) Photography Release ...... Forms (Chapter 9) Films (See Mass Media in Advocacy Topic Index) ...... 4.0 PTA Brochures, printable list ...... xiv Final Action Plan ...... 7.4.3, Forms (Chapter 9) PTA Partners in Education Series (4) ...... Forms (Chapter 9) Finance and Funding – Education (See Finance and Funding in PTA Unit Spotlight Award Application ...... xviii, xix, 7.6.2, Forms (Chapter 9) Advocacy Topic Index) ...... 4.0 Professional Governance Standards ...... xiii, Forms (Chapter 9) Finance Commission ...... ii, 1.4.1e, Fig. 1-2 Scholarships, Continuing Education for: Financial Aid and Scholarships ...... 7.23.7f Credentialed Classroom Teachers and Counselors ...... Forms (Chapter 9) Financial Officers ...... 5.2 Graduating High School Senior ...... Forms (Chapter 9) Officer Transition ...... 5.2.7 PTA Volunteers ...... Forms (Chapter 9) Responsibilities for Filing Taxes ...... 5.10.9 School Nurses ...... Forms (Chapter 9) Financial Officers’ Report ...... 5.3.3 Style Guide ...... Forms (Chapter 9) Financial Pocket Pal (English and Spanish) ...... xii, xiv Request for Advance/Payment Authorization ...... Forms (Chapter 9) Financial Procedures for the Internet ...... 5.6.5 Service Provider/Speakers/Program Check List ...... 7.3.2a, Forms (Chapter 9) Financial Records, Computer-Generated ...... 5.3.2 Treasurer’s Report ...... Forms (Chapter 9) Financial Report, Annual ...... 5.3.3e Unit Historian Report, Annual ...... xviii, xix, Forms (Chapter 9) Sample ...... Fig 5-6 or Forms (Chapter 9) Unit Remittance Form ...... Forms (Chapter 9) Financial Secretary ...... 5.1.2, See Job Descriptions, Chapter 10, Table of Contents Volunteer Tally Sheet ...... Forms (Chapter 9) Financial Calendar of Activities, Sample ...... 5.1.2 Workers’ Compensation Annual Payroll Report ...... Forms (Chapter 9) Financial Secretary Report ...... 5.3.3c, Fig 5-3 or Forms (Chapter 9) Foundations, Education ...... 5.9.4 Firearms (See Weapons in Advocacy Topic Index) ...... 4.0 Founders: Firearms and Assault Weapons Position Statement ...... 4.5.34 Birney, Alice McLellan ...... 1.1.5c Fiscal Year ...... 5.1.4, 5.3.3a, 5.3.3e Butler, Selena Sloan ...... 1.1.5e Fliers & Brochures ...... xii-xiv, Forms (Chapter 9) Hearst, Phoebe Apperson ...... 1.1.5d For the Record (secretary’s reference brochure) ...... xiii Founders Day (February 17) ...... xvii, xix, 1.1.5e Forming a Committee to Study and/or Implement Year-Round Education Guideline4.6.6 Program ...... 7.13, Job Description (Chapter 10) Forms, Reproducible Founders’ Vision ...... 1.1.5f Addendum, Facilities Use Permit ...... Forms (Chapter 9) Freedom to Learn Position Statement ...... 4.5.35 Annual Financial Report ...... Forms (Chapter 9) Freewill Offering . . . . xvii, xix, 5.1.2, 5.5.3, 5.14, 7.13.1, Job Description (Chapter 10) Application for Youth Group Sponsorship or Renewal ...... Forms (Chapter 9) Funding (See Finance and Funding in Advocacy Topic Index) ...... 4.0 Audit Checklist ...... Forms (Chapter 9) Funding of Mandated Programs: Effect on Public Education Position Statement 4.5.36 Audit Report Form ...... Forms (Chapter 9) Fundraising for PTAs ...... 5.5.8 Authorization to Purchase on the Internet ...... Forms (Chapter 9) Acknowledging Assistance ...... 6.3.3b Authorization to Transfer Funds Between Accounts ...... Forms (Chapter 9) Alcohol at PTA Events ...... 5.5.10b Award Order Form, Honorary Service ...... Forms (Chapter 9) Bingo Games ...... 5.5.10d Benefits of PTA Membership for You, Students, Your School Budget Line Item ...... 5.5.2 brochure (English and Spanish) ...... Forms (Chapter 9) Chairman ...... Job Description (Chapter 10) Budget sample ...... Forms (Chapter 9) Choosing a Fundraising Company ...... 5.5.10c Cash Verification Form ...... Forms (Chapter 9) Committee Procedures ...... 5.5.8b Check and Check Register sample ...... Forms (Chapter 9) Committee Responsibilities ...... 5.5.8a Committee Report ...... Forms (Chapter 9) Documentation to Donors ...... 5.6.2 Conflict/Whistleblower Form ...... Forms (Chapter 9) Donation Receipt Form ...... Forms (Chapter 9) Continuing Education Scholarship for: Grants ...... 5.5.11 Credentialed Classroom Teachers and Counselors ...... Forms (Chapter 9) Local Requirements ...... 5.5.7 PTA Volunteers ...... Forms (Chapter 9) Noncommercial Policy ...... 5.5.9 School Nurses ...... Forms (Chapter 9) Obtaining Grants ...... 5.5.11 Council Historian Report, Annual ...... Forms (Chapter 9) Promoting ...... 5.5.9 Cultural Arts Grant for Unit, Council and District PTAs ...... Forms (Chapter 9) Protecting Tax Exemption ...... 5.5.6 Donation Form (HSA Program) ...... Forms (Chapter 9) Quid Pro Quo Contributions ...... 5.6.2 Donation Receipt Form ...... Forms (Chapter 9) Raffles ...... 5.5.10e Evaluation Report Form ...... Forms (Chapter 9) Receipts and Expenditures ...... 5.8 Event Planning Worksheet ...... Forms (Chapter 9) Safeguards ...... 5.5.10a Facilities Use Permit Addendum ...... Forms (Chapter 9) Scrip ...... 5.5.10f Facsimile Consent Form ...... Forms (Chapter 9) Selecting Appropriate Fundraising Activities ...... 5.5.10 Final Action Plan Form ...... Forms (Chapter 9) Sponsorship versus Endorsement ...... 5.5.9a Fiduciary Agreement ...... Forms (Chapter 9) Standards for ...... 5.5.8 Graduating High School Senior Scholarships ...... Forms (Chapter 9) Funds: Grant Application for Unit, Council and District PTAs: ...... Forms (Chapter 9) Commingling of Funds ...... 5.1.4 Cultural Arts Mismanagement ...... 5.13.1 Outreach PTA Funds versus School/Public Monies ...... 5.9.1 Translation Funds Not Belonging to the Unit ...... 5.5.3 Parent Education Hold Harmless Agreement ...... Forms (Chapter 9) Honorary Service Award Nomination ...... Forms (Chapter 9)

Index California State PTA Toolkit – 2011 483 TK11–Index_2011_11-11 index -7/04 8/1/11 4:13 PM Page 484 g-i G Butler, Selena Sloan ...... 1.1.5e California Movement ...... 1.1.5b Gang Awareness Position Statement ...... 4.5.37 First Meeting ...... 1.1.5a Gangs (See Gangs in Advocacy Topic Index) ...... 4.0 Founders' Vision ...... 1.1.5f Gangs Program ...... 7.14 Hearst, Phoebe Apperson ...... 1.1.5d Gifts to Schools, Fiduciary Agreements and ...... 5.1.5 Historian, Sharing PTA History ...... Job Description (Chapter 10) Glossary, Collective Bargaining ...... 4.5.58h History Book ...... 2.3.15 Goal Setting ...... 2.3.4 Timeline ...... 1.1.5 Intermediate ...... 2.3.4 HIV (See AIDS in Advocacy Topic Index) ...... 4.0 Long-Range ...... 2.3.4 Hold Harmless Agreement ...... 1.3.4a, 5.1.7, Forms (Chapter 9) Planning ...... 2.3.4a Home and School Safety (See Safety in Advocacy Topic Index) ...... 4.0 Potential Goals for the Year ...... 2.3.4b Homeless (Also see Family in Advocacy Topic Index) ...... 4.0 Short-Range ...... 2.3.4 Homeless Families and Children Program ...... 7.18 Good Standing ...... 1.2.2, Bylaws, Article VI (Chapter 8) Homeless Families/Children Position Statement ...... 4.5.40 Governance and Operations of the California State PTA ...... 1.4 Honorary Life Membership ...... 7.6.3 Governance, Public School (See Governance, Public School in Honorary Service Award (HSA): Advocacy Topic Index) ...... 4.0 Award Form ...... Forms (Chapter 9) Governmental Relations, National PTA Office ...... 4.1.3b Donation Form ...... Forms (Chapter 9) Graduating High School Senior Scholarship . . . . . xvii, xix, 7.27.1, Forms (Chapter 9) Honorary Service Award Nomination Form ...... Forms (Chapter 9) Graduation/Prom Night: Program ...... 7.15 Job Description ...... Job Description (Chapter 10) Legal Issues ...... 7.15.5 Hospitality Chairman ...... 5.3.13, Job Description (Chapter 10) Graduation Requirements ...... 7.23.7b Housing, Fair Position Statement ...... 4.5.30 Grant Proposals ...... 5.5.11c Human Relations Position Statement ...... 4.5.41 Grant Request Process ...... 5.5.1b Grant Writing ...... 5.5.11a Grants, Obtaining ...... 5.5.11 I Grants Program ...... xvii, xx, 7.16 Ice Cream Vendors (See Ice Cream Vendors in Advocacy Topic Index) ...... 4.0 Grant Application for Unit, Council and District PTAs: Immigrants, Services for Children of Undocumented Position Statement . . . . . 4.5.70 Cultural Arts ...... xvii, xix, 7.16.3, Forms (Chapter 9) Incidents, Reporting ...... 5.13.2 Healthy Lifestyles ...... xvii, xix, 7.16.5, Forms (Chapter 9) Inclusiveness and Diversity Position Statement ...... 4.5.42 Leadership Development ...... xvii, xix, 7.16.4, Forms (Chapter 9) Income ...... 5.6 Outreach Translation ...... xvii, xix, 7.16.2, Forms (Chapter 9) Income Tax, Federal and State ...... 5.10 Parent Education ...... xvii, xix, 7.16.1, Forms (Chapter 9) Independent Contractor ...... 5.11.9 Grant Report for Unit, Council and District PTAs ...... Forms (Chapter 9) Comprehensive General Liability Insurance ...... 5.1.8a Gross Income Budget Line Item ...... 5.5.2 Filing Requirements ...... 5.11.9 Gross Receipts ...... 5.10.6 Injury, Employee ...... 5.11.4a Guidelines for PTAs Regarding Public School Employer-Employee Instructional Materials and Time (See Instructional Materials and Time in Advocacy Negotiations (See Collective Bargaining in Advocacy Topic Index) . . . . .4.0, 4.5.58 Topic Index) ...... 4.0 PTA Activities ...... 4.5.58a Instructional Materials Position Statement ...... 4.5.43 Guidelines, Issue-Related ...... 4.6 Insurance: ...... 5.1.8 (See Advocacy Topic Index) ...... 4.0 Bonding ...... 5.1.8c Guns (See Weapons in Advocacy Topic Index) ...... 4.0 Budget Line Item ...... 5.5.2 Certificate of Insurance (def.) ...... 5.14 H Comprehensive General Liability ...... 5.1.8a Directors and Officers Liability ...... 5.1.8b Handling Requests for Relief Assistance ...... 5.12.3 Liability for Baby-Sitting ...... 5.12.2 Handicapped (See Special Needs in Advocacy Topic Index) ...... 4.0 Premium Due Date (December 20) ...... xvii, xix Hazardous/Toxic Materials (See Environmental Protection in Reporting Incidents ...... 5.13.2 Advocacy Topic Index) ...... 4.0 State Disability (SDI) ...... 5.11.6 Health (See AIDS/HIV, Health, Mental Health, Pregnancy, Sexually Transmitted State Unemployment (SUI) ...... 5.11.6 Diseases & Substance Abuse in Advocacy Topic Index) ...... 4.0 Vendors/Concessionaires/Service Providers ...... 5.5.10c Health Care Access for Children, Youth and Pregnant Women, and Their Families Workers’ Compensation Insurance ...... 5.1.8d Position Statement ...... 4.5.38 Workers’ Compensation Annual Payroll Health Centers, School-Based/Linked Position Statement ...... 4.5.65 Report and Form ...... 5.3.3i, 198, Fig. 5-10 or Forms (Chapter 9) Health Commission ...... ii, 1.4.1f, Fig. 1-2 Insurance and Loss Prevention Guide ...... 5.1.9 Health Chairmen and Coordinators ...... Job Description (Chapter 10) Green Light ...... 5.1.9 Health Education Position Statement ...... 4.5.39 Red Light ...... 5.1.9 Health Program ...... 7.17 Yellow Light ...... 5.1.9 Health Related Resolutions, Position Statements and Integration, School Desegregation Position Statement ...... 4.5.68 Guidelines (See Advocacy Topic Index) ...... 4.0 Inter-District PTA Committees ...... 1.2.4c Healthy Lifestyles Grant ...... xvii, xix, 7.16.5, Forms (Chapter 9) Internet (See Mass Media in Advocacy Topic Index) ...... 4.0 Hearst, Phoebe Apperson ...... 1.1.5d Interview Preparation ...... 6.4.4 High School Graduation Requirements ...... 7.23.7b Involvement: Historian ...... 53, Job Description (Chapter 10) Areas of PTA Involvement ...... 7.1 Historian Report, Annual Involvement Makes a Difference, brochure (English and Spanish) ...... xii-xiv Council...... xviii, xix, Forms (Chapter 9) Parent Involvement Guideline ...... 4.6.7 Unit ...... xviii, xix, Forms (Chapter 9) Issue-Related Guidelines ...... 4.6 Historical Briefs ...... 1.1.5g Assessment and Testing (Education) ...... 4.6.1 History ...... 1.1.5 Background Checks of Mobile Food Vendors (Community Concerns) ...... 4.6.2 Birney, Alice McLellan ...... 1.1.5c Condom Availability Through the Schools (Health) ...... 4.6.3

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Dealing with Establishments That Sell Gasoline and Alcohol Legislation Chairman ...... 107, Job Descriptions (Chapter 10) Concurrently (Community Concerns) ...... 4.6.4 Legislation Related Resolutions, Position Statements and Drug, Alcohol and Tobacco Abuse Prevention and Awareness (Health) ...... 4.6.5 Guidelines (See Advocacy Topic Index) ...... 4.0 Forming a Committee to Study and/or Implement Year-Round Legislation Team ...... ii, 1.4.1h, 4.2.1 Education (Education) ...... 4.6.6 Legislative Advocacy Chairman ...... Job Descriptions (Chapter 10) Parent Involvement (Parent Involvement) ...... 4.6.7 Legislative Advocate (def.) ...... 4.1 Studying the Impact of Video Games (Community Concerns) ...... 4.6.8 Legislative Program, California State PTA ...... 4.2 Suicide Prevention Education and Awareness (Health and Action on Legislation ...... 4.2.2a Parent Involvement) ...... 4.6.9 Activities ...... 4.3.5 (See Advocacy Topic Index) ...... 4.0 Authority for PTA Action on Legislation...... 4.2.2b Involving Teachers and School Staff ...... 3.7 General Principles ...... 4.2.4b Planks ...... 4.2.4c Platform ...... 4.2.4 J Policies and Procedures ...... 4.2.5 Positions ...... 4.2.3 Job Descriptions ...... See Job Descriptions, Chapter 10, Table of Contents Legislators, Visit Your ...... 4.1.3a Arts Education Chairman Letters, Sample Outreach Auditor for Business/Community ...... Fig. 3-4 Disaster Preparedness/Crisis Response to Parents and Families ...... Fig. 3-1 Education Chairman to Students ...... Fig. 3-2 Executive Vice President to Teachers, Administrators and School Board Members ...... Fig. 3-3 Financial Secretary Libraries and Media Facilities in Schools Program ...... 7.19 Founders Day Library (See Library in Advocacy Topic Index) ...... 4.0 Fundraising Chairman (Ways and Means) Library Services Position Statement ...... 4.5.46 Graduation/Prom Night Lines of Communication ...... 1.2.5a Health List of Brochures ...... xii-xiv, Forms (Chapter 9) Historian List of Due Dates ...... xvii, xix Honorary Service Award List of Figures ...... xi Hospitality List of PTA Materials (English and Spanish) ...... xii-xiv Legislative Advocacy Chairman Literacy (See Literacy in Advocacy Topic Index) ...... 4.0 Local Unit Leader Lobbying. See Nonpartisan Policy...... 1.1.4, 1.3.3, 1.3.3d, 4.3.6 Media Coordinator Local Candidates Forum ...... 4.3.2 Membership Chairman/Vice President (Unit) Local Unit PTA ...... 1.2.2 Outreach Local Unit Leader, Job Description ...... Job Descriptions (Chapter 10) Parent Involvement Logo and tagline, PTA ...... 6.3.2 Parliamentarian Lottery Revenue and Public School Funding Position Statement ...... 4.5.47 President Program Chairman Public Relations M Publications Coordinator Reflections Program Mailing Permits ...... 6.3.5c Room Representative Mailings: Room Representative Coordinator Convention ...... xx, 1.4.2a Secretary, Recording Insurance ...... xx, 1.4.2a Safety Service ...... xx, 1.4.2a Student Board Member Making a Place for Everyone in Your PTA, brochure (English and Spanish) . . . .xii-xiv Student Involvement Chairman Map, California State PTA District PTAs ...... Fig. 1-1 Treasurer Mass Media and the Family Position Statement ...... 4.5.48 Volunteer Mass Media – Film, Internet, Print, Television, Video (See Mass Media in Advocacy Volunteer Coordinator Topic Index) ...... 4.0 Ways and Means (See Fundraising) Media Coordinator ...... Job Descriptions (Chapter 10) Website Media Facilities, School Libraries ...... 7.19 Joining the PTA ...... 2.7.3b Media Outreach Why People Join (Examples) ...... 3.1.2 Interview Preparation ...... 6.4.4 Juvenile Justice (See Juvenile Justice in Advocacy Topic Index) ...... 4.0 Interview Tips, Media ...... 6.4.4a Juvenile Offenders in the Justice System Position Statement ...... 4.5.44 Letters to the Editor ...... 6.4.6 Opinion Editorials ...... 6.4.7 Press Releases ...... 6.4.5, Fig. 6-3 K Sound Bites, Speaking in, ...... 6.4.4b Meetings: Agenda & Meeting Planner ...... Fig. 2-1, Fig. 7-2 Announcements and Materials ...... 2.1.4 L Association ...... 2.1 Committee ...... 2.5.4 Leadership Development Grants ...... 260 Evaluation ...... 2.1.10 Leadership Services Commission ...... ii, 1.4.1g, Fig. 1-2 Hospitality ...... Job Descriptions (Chapter 10) Lead Poisoning Position Statement ...... 4.5.45 Parliamentary Procedures ...... 2.1.6 Ledger (def.) ...... 5.2.1 Suggested Topics ...... 2.1.2 Ledger, Sample ...... Forms (Chapter 9) Suggestions for Program Format ...... 2.1.3 Legacy PTA Award ...... 7.6.5 Member Services Commission, Programs and ...... ii, 1.4.1j, Fig. 1-2 Legislation (See Legislation in Advocacy Topic Index) ...... 4.0 Membership ...... Fig. 1-1, Membership (Chapter 3), Job Descriptions (Chapter 10) Legislation Action Report ...... xx, 1.4.2e

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Adding and Keeping Members ...... 3.4.3 Nonsectarian Policy ...... 1.1.4, 1.3.2 Awards ...... xviii, xix, 3.8 Numerals, Correct Use of, Style Guide brochure ...... Forms (Chapter 9) Benefits of Membership for You, Students, Your School, Nutrition (See Nutrition in Advocacy Topic Index) ...... 4.0 brochure (English and Spanish) ...... xii-xiv, Forms (Chapter 9) Nutrition Education Position Statement ...... 4.5.51 Building PTA Membership ...... 2.7.3 Card ...... 3.2.1 Challenge ...... xviii, xix, 3.7.2 O Diversity ...... 3.5 Dues ...... 3.2.2, Job Descriptions (Chapter 10) Officers: Dues, Budget Line Item ...... 5.5.2 Additional ...... 59, Job Descriptions (Chapter 10) Envelopes, Budget Line Item ...... 5.5.2 Auditor ...... Job Descriptions (Chapter 10) Honorary Life Membership, National PTA ...... 7.6.3 California State PTA ...... 1.4.1 Job Description ...... Job Descriptions (Chapter 10) Co-Officers ...... 2.3.9 Letters ...... Fig. 3-1 – 3-12 Duties, State Officers ...... Bylaws, Article IX (Chapter 8) Outreach ...... 3.4.4 Financial Secretary ...... Job Descriptions (Chapter 10) Student ...... 73, 82-84 Historian ...... Job Descriptions (Chapter 10) Themes ...... 3.4.1 Parliamentarian ...... Job Descriptions (Chapter 10) Welcome Packets ...... 3.4.2 President ...... Job Descriptions (Chapter 10) What Dues Provide ...... 3.2.6 Recommended ...... 2.3.12 Why People Join (Examples) ...... 3.1.2 Recording Secretary ...... Job Descriptions (Chapter 10) Membership Chairman/Vice President (Unit) ...... Job Descriptions (Chapter 10) Required ...... 2.5.1 Membership Commission ...... 1.4.1i, Fig. 1-2 Responsibilities ...... 2.3.9 Membership Pocket Pal (English and Spanish) ...... xii, xiv Treasurer ...... Job Descriptions (Chapter 10) Member, Profile Types ...... 3.1.2 Voting Rights ...... 2.2.4d Mental Health (See Mental Health in Advocacy Topic Index) ...... 4.0 Year-Round School ...... 2.1 Minors (See Minors in Advocacy Topic Index) ...... 4.0 Opposing Vouchers, Tuition Tax Credits and Deductions as Systems of Education Minor Consent for Health Care Position Statement ...... 4.5.49 Aid Position Statement ...... 4.5.18 Minutes ...... xiii, Secretary Job Description (Chapter 10) Order Form, PTA Materials, English and Spanish ...... xv-xvi Missing and Exploited Children Position Statement ...... 4.5.50 Order Form, Spanish PTA Materials ...... xvi Missing and Exploited Children Program ...... 7.20 Organize a Rally ...... 4.1.5,j Mission Statement, California State PTA ...... 1.1.2 How to Organize a Local Rally ...... Fig. 4-2 Mismanagement of Funds/Embezzlement ...... 5.13.1 Organizational Flow Chart ...... Fig. 1-2 Motion, Eight Steps to Making a ...... 2.1.3 Organizational Structure ...... 1.2, Fig. 1-2 Multimedia Literacy ...... 6.6 Organizing a Letter Writing Campaign ...... Fig. 4-1 Organizing a Local Candidates Forum ...... Fig. 4-3 Our Children ...... 1.4.2d N Outreach ...... Job Descriptions (Chapter 10) Membership ...... 3.3.4 Name, Use of PTA ...... 4.3.1 Outreach Translation: Grants for Unit, Council and Needs Assessment: District PTAs ...... xvii, xix, 7.16.2, Forms (Chapter 9) Sample Agenda ...... Fig. 7-2 Worksheet ...... Forms (Chapter 9) Newsletter: P Communicator, The ...... xiii, xx, 1.4.2c E-newsletter ...... Fig. 6-2, 6.3.4d Parent and Family Involvement Program ...... 7.21 Legislation Action Report ...... xx, 1.4.2e Brochures, English, Spanish ...... xii-xiv, Forms (Chapter 9) Our Children ...... 1.4.2d California State Board of Education Policy on ...... 7.21.2 PTA in California ...... xiii, xx, 1.4.2b Guideline ...... 4.6.7 Sacramento Update ...... xx, 1.4.2b National Standards ...... 7.21.2 This Week in Washington ...... 1.4.2e Sample ...... 7.21.4 Newsletters ...... 6.3.5a School District Policies ...... 7.21.2a New Unit, Chartering ...... 1.2.2a Parent Education: Grants for Unit, Council and Nominating Committee ...... 2.2.1 District PTAs ...... xvii, xix, 7.16.1, Forms (Chapter 9) Alternates ...... 2.2.1d Parent Involvement Pocket Pal (English and Spanish) ...... xii, xiv Previous Members ...... 2.2.4e Parent Involvement (See Parent Involvement in Advocacy Topic Index) ...... 4.0 Qualities of Members ...... 2.2.1a Parent Involvement and the Administrator ...... 2.3.8 Questions and Answers ...... 2.2.5 Parent Involvement Commission ...... ii, 1.4.1k, Fig. 1-2 Responsibilities ...... 2.2.1b Parent Involvement Guideline ...... 4.6.7 Responsibilities of Chairman ...... 2.2.1c Parent Involvement Program ...... 7.22 Role of Parliamentarian ...... 2.2.1e Parent Involvement Resolutions, Position Statements and Role of the Principal ...... 2.2.1f Guidelines (See Advocacy Topic Index) ...... 4.0 Suggestions for Year-Round Schools ...... 2.2.1g Parent Resources Program ...... 7.23 Nominations and Elections ...... 2.2, Bylaws, Article XII (Chapter 8) Parent Talk, brochure (English and Spanish) ...... xii-xiv Nominees: Parent-Teacher Conferences ...... 7.23.6 Contacting ...... 2.2.3 Parent Involvement: Building Bridges and Eliminating Barriers Requirements ...... 2.2.2a Position Statement ...... 4.5.52 Selection ...... 2.2.2 Parental Choice in Public Schools, Education Position Statement ...... 4.5.19 Noncommercial Policy ...... 1.1.4, 1.3.1, 5.5.9 Parenting Education (See Parenting Education in Advocacy Topic Index) ...... 4.0 Non-Dues Revenue ...... 5.6.4 Parenting Education and Skills Development Position Statement ...... 4.5.53 Nonpartisan Policy ...... 1.1.4, 1.3.3, 1.3.3d, 4.3.6 Parents Empowering Parents (PEP) Guide (English and Spanish) ...... xii, xiv Nonprofit Mailing Permit ...... 6.3.5c Parliamentarian ...... 39, 48, 54, Job Descriptions (Chapter 10)

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Role in Nominating Committee ...... 2.2.1, 2.3.16c Role in the Nominating Committee ...... 2.3.16c Parliamentary Authority ...... 54, 56, 293 Self Assessment ...... 2.3.8e Parliamentary Procedures ...... 2.1.6 Working with Officers and Committees ...... 2.3.8b a-b-c’s ...... xii Working with the PTA President ...... 2.3.8a Amendments ...... 37, 293 Principles, General ...... 4.2.4b Motions, Eight Steps to Making ...... 37 Privacy Policy, California State PTA ...... 1.2.8 Roberts Rules of Order ...... xii Procedure Book ...... 2.3.5 Participant Response Form, Sample ...... Fig. 7-1, Forms (Chapter 9) Proclamation, Sample ...... Fig. 3-8 Partisan (def.) ...... 1.3.3 Professional Governance Standards ...... 2.3.10 Partners in Education Series: ...... 45, Forms (Chapter 9) Procedures for Adoption of ...... 2.3.10a School Board and PTA, The ...... 45, Forms (Chapter 9) brochure ...... Forms (Chapter 9) Site Administrator and PTA, The ...... 45, Forms (Chapter 9) Professional Opinion, Special Request for ...... 5.12.2 Superintendent and PTA, The ...... 45, Forms (Chapter 9) Program Planning ...... 2.1.2 Teacher and PTA, The ...... 45, Forms (Chapter 9) Programs ...... Programs (Chapter 7) Partnership Between Home & School ...... 271 Child Abuse Prevention ...... 7.7 Payment Authorization ...... 186 Child Restraints and Seat Belts ...... 7.8 Payment Authorization/Request for Reimbursement Form ...... Forms (Chapter 9) Citizenship ...... 7.9 Pedestrian Safety (See Safety in Advocacy Topic Index) ...... 4.0 Community and Wellness Fairs ...... 7.10 Per Capita Dues ...... 3.2.3 Education ...... 7.11, Job Description (Chapter 10) Final Remittance (June 30) ...... xvii, xix, 76, 85 Environmental Protection ...... 7.12 First Remittance (December 1) ...... xvii, xix, 76 Founders Day ...... 7.13, Job Description (Chapter 10) Pesticides (See Environmental Protection and Hazardous/Toxic Gangs ...... 7.14 Materials in Advocacy Topic Index) ...... 4.0 Graduation or Prom Night ...... 7.15, Job Description (Chapter 10) Pesticides in and Around School, Use of Position Statement ...... 4.5.79 Grants ...... 7.16 Petty Cash ...... 5.4.3 Health ...... 7.17, Job Description (Chapter 10) Phoebe Apperson Hearst Family-School Partnership Award, ...... xix, 7.6.1 Homeless Families and Children ...... 7.18 Photography Release Form ...... Forms (Chapter 9) Library and Media Facilities in Schools ...... 7.19 Physical Education (See Physical Education in Advocacy Topic Index) ...... 4.0 Missing and Exploited Children ...... 7.20 Physical Education (K-12) Position Statement ...... 4.5.54 Parent and Family Involvement ...... 7.21, Job Description (Chapter 10) Planks, Legislation ...... 4.2.4c Parent Involvement Committee ...... 7.22 Plans. See Community Action Plans. Parenting Resources ...... 7.23 Playground (See Playground in Advocacy Topic Index) ...... 4.0 Red Ribbon Week ...... xix, 7.24 Platform, Legislative ...... 4.2.4 Reflections ...... 7.25, Job Description (Chapter 10) Pocket Pal, Education, Financial, Leadership, Membership and Parent Involvement Safety/Disaster Preparedness ...... 7.26, Job Description (Chapter 10) (English and Spanish) ...... xii, xiv Scholarships ...... 7.27 Policies and Procedures, Legislative ...... 4.2.5 Programs and Member Services Commission ...... ii, 1.4.1j, Fig. 1-2 Policies, Basic ...... 1.1.4, 1.3 Programs Chairmen & Coordinators ...... 7.2, Forms (Chapter 9) Political Involvement: Professional Governance Standards, brochure ...... xiii, 2.3.10a, Forms (Chapter 9) See also Nonpartisan Policy...... 1.1.4, 1.3.3, 1.3.3d, 4.3.6 Prom Night ...... 258, Job Description (Chapter 10) Ballot and Bond Measures ...... 4.3.4 Legal Issues ...... 7.15.5 Candidate, Restrictions on Endorsements of ...... 4.3.1 Propositions, Position on State Initiatives and ...... 4.2.3a Candidate Questionnaire ...... 4.3.3 PTA in California ...... xiii, xx, 1.4.2b Election Campaigns and Role of PTA ...... 4.3 PTA Funds vs. School Funds ...... 5.9.1 Forums ...... 1.3.3b, 4.3.2 PTA Benefits of Membership for You, Students, Your School, Legal Guidelines for Campaign Activity ...... 4.3.5 brochure (English and Spanish) ...... xiii, Forms (Chapter 9) Nonpartisan Policy ...... 1.1.4, 1.3.3, 1.3.3d, 4.3.6 PTA Unit Spotlight Award ...... xviii, xix, 7.6.2, Forms (Chapter 9) School Bonds ...... 4.3.4 PTSA. See Students. Seeking Public Office, PTA Leaders ...... 1.3.3c Public Appearances ...... 4.1.4 Politics (See Politics in Advocacy Topic Index) ...... 4.0 Public Education. See Education. Pollution (See Environmental Protection and Hazardous/Toxic Public Involvement in Collective Bargaining Process (See Collective Bargaining in Materials in Advocacy Topic Index) ...... 4.0 Advocacy Topic Index) ...... 4.0, 4.5.58a Position Statements (See Advocacy, Chapter 4, Table of Contents for Alpha Listing)4.5 Public Involvement in School Governance Position Statement ...... 4.5.57 Position Statements (See Advocacy Topic Index) ...... 4.0 Public Relations ...... Job Description (Chapter 10) Positions: Public Relations Coordinator ...... Job Description (Chapter 10) Legislative Bills ...... 4.2.3 Public Service Announcements (PSA) ...... 6.4.8 State Initiatives and Propositions ...... 4.2.3a Public School Employer-Employee Negotiations (See Collective Pregnancy (See Pregnancy in Advocacy Topic Index) ...... 4.0 Bargaining in Advocacy Topic Index) ...... 4.0, 4.5.58a President ...... 49, Job Description (Chapter 10) Public School Employer-Employee Negotiations Position Statement ...... 4.5.58 Acknowledging Service and Honoring ...... 7.6.4 Publications and Supplies ...... xii-xiv, xx, 1.4.2f Administrator and PTA President ...... 2.3.8a List of PTA Materials (English and Spanish) ...... xii-xiv Council ...... 5.3.13a Publications Coordinator ...... Job Description (Chapter 10) District PTA ...... 5.3.13b Publications, Guidelines for PTA ...... 6.3.3 Self Assessment ...... 2.3.8e Publicity ...... 6.4.3 Working with the PTA President, Administrator ...... 2.3.8a Publicity Campaign, Programs ...... 7.3.2b Press Conference Agendas and Kits ...... 6.4.5a Publicity Record Book ...... 6.5.4 Press Release, Sample ...... Fig. 6-3 Punctuation, Correct Use of, Style Guide brochure ...... Forms (Chapter 9) Prevention and Intervention Programs Position Statement ...... 4.5.55 Purposes of the PTA ...... 1.1.1, Bylaws, Article II (Chapter 8) Prevention of Teen Pregnancy Position Statement ...... 4.5.56 Put Yourself in the PTA Picture, brochure (English and Spanish) ...... xii-xiv Principal: Involving School Administrators and School Community ...... 2.3.8 Promote Parent Involvement ...... 2.3.8c

Index California State PTA Toolkit – 2011 487 TK11–Index_2011_11-11 index -7/04 8/1/11 4:14 PM Page 488 q-s Q Sample Surveys: Elementary PTA/PTSA ...... Fig. 3-6 Questionnaires, candidate ...... 4.3.3 Secondary PTA/PTSA ...... Fig. 3-7 Quid Pro Quo Contributions ...... 5.6.2, Forms (Chapter 9) Savings Account ...... 5.4.4 Quorum (def.) ...... 2.1.8 Scholarships, Financial Aid ...... 7.23.7f Quotation Marks, Correct Use of, Style Guide brochure ...... Forms (Chapter 9) Scholarships Program ...... xvii, xix, 7.27 Continuing Education for: Credentialed Classroom Teachers and R Counselors ...... xvii, xix, 7.27.2, Forms (Chapter 9) Graduating High School Senior ...... xvii, xix, 7.27.1, Forms (Chapter 9) Raffles ...... 5.5.10e PTA Volunteers ...... xvii, xix, 7.27.4, Forms (Chapter 9) Read and Write, Helping Your Child ...... 7.23.1 School Nurses ...... xvii, xix, 7.27.3, Forms (Chapter 9) Records, PTA ...... 5.1.3 School Administrators: Involving School Administrators and Records Retention Schedule and Destruction Policy ...... 5.1.3 School Community ...... 2.3.8a, Forms (Chapter 9) Treasurer’s File ...... 5.3.3b School Administrators Manual ...... xii Red Ribbon Week Program ...... xix, 7.24 School Attendance Position Statement ...... 4.5.63 Reduced Class Size in Grades K-3 Position Statement ...... 4.5.59 School Based Decision Making Position Statement ...... 4.5.64 Reflections Program ...... xiii, xix, 7.25, Job Description (Chapter 10) School-Based/Linked Health Centers Position Statement ...... 4.5.65 Relief Assistance, Handling Requests for...... 5.12.3 School Board and PTA, The ...... 45, Forms (Chapter 9) Registration Renewal Fee Report (RRF-1) ...... 1.2.3, 1.2.4, 5.10.5 School Bond and Other Ballot Measure Campaigns ...... 4.3.4, 5.12.4 Regulation of Medical Marijuana Providers Near Schools Position Statement . . .4.5.60 School Bonds (See Finance and Funding in Advocacy Topic Index) ...... 4.0 Reimbursable Expenses Budget Line Item ...... 5.5.2 School Bus Safety Position Statement ...... 4.5.66 Reports, Financial Officers’: School Buses (See School Buses in Advocacy Topic Index) ...... 4.0 Annual Financial Report ...... 5.3.3e, Fig. 5-6 or Forms (Chapter 9) School Closure Position Statement ...... 4.5.67 Treasurer’s Report ...... 5.3.3b, Fig. 5-2 or Forms (Chapter 9) School Desegregation/Integration Position Statement ...... 4.5.68 Unit Remittance Form ...... 5.3.3f, Fig. 5-7 or Forms (Chapter 9) School Nurses (See School Nurses in Advocacy Topic Index) ...... 4.0 Workers’ Compensation Annual Payroll Report5.3.3i, Fig. 5-10 or Forms (Chapter 9) School Staff, Involving Teachers and ...... 3.7 Representing PTA ...... 6.2.2 Reproducible Forms. See Forms. School Support Groups ...... 1.3.5 Request for Advance ...... 5.7.5, Forms (Chapter 9) Use of School Facilities ...... 1.3.4a Request for Professional Opinion, Special ...... 5.12.1 See also – Facilities Use Permit Request for Use of Copyrighted Materials, Sample ...... Fig. 6-1 Addendum ...... 1.3.4a, 2.3.8b, 5.1.7, Forms (Chapter 9) Resolutions, Where We Stand: Working with ...... 1.3.5 Convention and Board of Managers ...... 4.4 School-to-Career (See School-to-Career in Advocacy Topic Index) ...... 4.0 Action Cover Sheet ...... xviii, xix School-to-Career Technical Education Position Statement ...... 4.5.69 Action Following Convention ...... 2.9.6 Scrip Programs ...... 5.5.10f Convention Resolutions, Adopted ...... 4.4 Seat Belts (See Seat Belts in Advocacy Topic Index) ...... 4.0 Convention Resolution Process ...... 2.9 Secretary, Corresponding ...... 2.3.14a Criteria ...... 2.9.1 Secretary, Financial ...... 5.2.2, Job Description (Chapter 10) Drafts ...... 2.9.5 Secretary, Recording ...... 2.3.14, Job Description (Chapter 10) Emergency Resolutions ...... 2.9.5 Secretary’s reference guide, “For the Record” brochure ...... xiii Presentation at Convention ...... 2.9.4 Service Mailings ...... xx, 1.4.2a Review and Recommendation ...... 2.9.3 Service Mark ...... 1.2.7 Submitting ...... 2.9.2 Service Provider/Speakers/Program Participants Resources and Subscriptions ...... xii, xx, 1.4.2 Check List ...... 7.3.2a, Forms (Chapter 9) Regulation of Medical Marijuana Providers Near Schools Position Statement . . .4.5.60 Services for Children of Undocumented Immigrants Position Statement ...... 4.5.70 Responsibility of Society to the Family Position Statement ...... 4.5.61 Services to Unit, Council and District PTAs ...... 1.4.2 Retention of Records and Destruction Policy ...... 5.1.3 Sexual Assault and Abuse (See Mental Health and Sexual Assault in Returned Not Sufficient Funds Checks ...... 5.6.3 Advocacy Topic Index) ...... 4.0 Robert’s Rules of Order ...... xii Sexually Transmitted Disease (See Sexually Transmitted Disease in Room Representative ...... Job Description (Chapter 10) Advocacy Topic Index) ...... 4.0 Room Representative Coordinator ...... Job Description (Chapter 10) Site Administrator and PTA, The ...... 2.3.8a, Forms (Chapter 9) Roster of Officers (def.) ...... xviii, xx, 1.2.2e Smoking (See Substance Abuse in Advocacy Topic Index) ...... 4.0 Sound Bite (def.) ...... 6.4.4b Spanish PTA Publications ...... xiv S Special Committees (def.) ...... 2.5 Special Education Position Statement ...... 4.5.71 Sacramento Update ...... xx, 1.4.2e Special Needs (See Categorical Programs in Advocacy Topic Index) ...... 4.0 Safe School Environments Position Statement ...... 4.5.62 Spelling List, Style Guide brochure ...... Forms (Chapter 9) Safety (See Safety in Advocacy Topic Index) ...... 4.0 Sponsorship ...... 2.7.1b, Forms (Chapter 9) Safety/Disaster Preparedness Program ...... 7.26, Job Descriptions (Chapter 10) Application for Youth Group Sponsorship Conditions for Safety Helmets (See Safety Helmets in Advocacy Topic Index) ...... 4.0 Sponsorship ...... 2.7.1b, Forms (Chapter 9) Sales Tax ...... 5.10.3 Sponsorship versus Endorsement ...... 5.5.9a Sample Letters, Outreach to: Staff Appreciation ...... 5.9.3a Business/Community ...... Fig. 3-4 Standards (See Standards in Advocacy Topic Index) ...... 4.0 Parents & Families ...... Fig. 3-1 Standing Rules ...... 2.4.2 School Board Members ...... Fig. 3-5 State and Local Relationships ...... Bylaws, Article XIV (Chapter 8) Students ...... Fig. 3-2 State Initiatives and Propositions ...... 4.2.3a Teachers and Administrators ...... Fig. 3-3 State Office ...... 1.2.6 Sample Needs Assessment Worksheet ...... Fig. 7-2 State Tax Reform Position Statement ...... 4.5.72 Sample Proclamation ...... Fig. 3-8 Statewide, Assessment Position Statement ...... 4.5.21

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Index s-v

Status, Changes in Association: Officer Responsibilities for Filing ...... 5.10.9 Becoming PTSA ...... 1.2.2b Resources ...... 5.10.10 Changing Name ...... 1.2.2b Sales ...... 5.10.3 Charter Withdrawal ...... 1.2.2b State Disability Insurance (SDI) ...... 5.11.6 Combining ...... 1.2.2b State Taxes & Government Forms ...... 5.10.5 Disbanding ...... 1.2.2b State Unemployment Insurance (SUI) ...... 5.11.6 Dividing ...... 1.2.2b Tax Exempt Status ...... 1.3, 5.10.2 Good Standing ...... 1.2.2, Bylaws, Article VI (Chapter 8) Unrelated Business Income (UBIT) ...... 5.10.7 Rescinding Charter Withdrawal ...... 1.2.2b Teacher and PTA, The ...... 2.3.7, Forms (Chapter 9) Transferring ...... 1.2.2b Teachers (See Credentialed and Support Personnel in Advocacy Topic Index) . . . .4.0 Status Offenders Position Statement ...... 4.5.73 Teachers and School Staff, Involving ...... 3.7 Structure, Organizational Flow Chart ...... Fig. 1-2 Technical Education, Career and ...... 7.23.7d Student Involvement: Elementary School, Template for Developing ...... Fig. 3-10 Technology (See Technology in Advocacy Topic Index) ...... 4.0 Student Involvement: High School, Template for Developing ...... Fig. 3-12 Teen Pregnancy, Prevention of Position Statement ...... 4.5.56 Student Involvement: Middle School, Template for Developing ...... Fig. 3-11 Telephone and E-mail Trees ...... 4.1.3e Student Participation in Public Demonstrations Position Statement ...... 4.5.74 Television and Video Viewing Position Statement ...... 7.5.76 Student Records Position Statement ...... 4.5.75 Viewing Skills ...... 6.6.1 Students: Television Programming and Viewing (See Mass Media in Advocacy Topic Index) .4.0 Adding ...... 3.4.3 Television Programming Position Statement ...... 4.5.77 Best Practices for Including Student Members ...... 3.6.2 Testing Guideline, Assessment and ...... 4.6.1 Involving Students in PTSA ...... 3.6 The Communicator ...... xiii, xx, 1.4.2c Keeping ...... 3.4.3 Themes, Membership ...... 3.4.1 Legal Issues ...... 3.6.4 Things Kids Want Parents to Know..., brochure (English and Spanish) ...... xii-xiv Membership ...... 3.2.3 Through Channels (def.) ...... 1.2.1d, 3.2.2, 5.1.2 Parent Permission and Consent to Treatment (Also see Timeline. See History. Insurance and Loss Prevention Guide) ...... Job Description (Chapter 10) Titles, Correct Use of, Style Guide brochure ...... Forms (Chapter 9) Recognition ...... 3.6.3 Tobacco (See Substance Abuse in Advocacy Topic Index) ...... 4.0 Records Position Statement ...... 4.5.75 Toolkit ...... iii, vi, xii, xiv, xx, 1.4.2f Student Contract ...... Job Description (Chapter 10) Toxic/Hazardous Materials (See Toxic/Hazardous Materials in Advocacy Topic Index)4.0 Student Board Member Job Description ...... Job Description (Chapter 10) Toy Look-Alike Guns Position Statement ...... 4.5.78 Student Involvement Chairman Job Description ...... Job Description (Chapter 10) Toys (See Toys in Advocacy Topic Index) ...... 4.0 Student Participation in Public Demonstrations Position Statement ...... 4.5.74 Trademark/Service Mark ...... 1.2.7 Student State Board Members ...... 1.4.1l Traffic and Transportation (See Traffic and Transportation in Youth Involvement Position Statement ...... 4.5.81 Advocacy Topic Index) ...... 4.0 Study, How to Make a ...... 7.4.2 Training/Workshops, Budget Line Item ...... 5.5.2 Agenda for Needs Assessment, Sample ...... Fig. 7-2 Translating Materials ...... 3.5, 6.3.3f Needs Assessment Worksheet ...... Forms (Chapter 9) Translation Grants, Outreach ...... xvii, xix, 260, Forms (Chapter 9) Style Guide, brochure ...... 353 Treasurer ...... 2.5.1, Job Descriptions (Chapter 10) Subscriptions ...... xiii, xx-xx, 1.4.2 Treasurer’s File ...... 2.3.3b Legislation Action Report ...... xx, 1.4.2e Treasurer’s Report: PTA in California ...... xiii, xx, 1.4.2b Monthly ...... 5.3.3b PTA Connects E-newsletter ...... xiii, xx Sample ...... Fig. 5-2 or Forms (Chapter 9) Sacramento Update ...... xx, 1.4.2e Truancy (See Attendance & Gangs in Advocacy Topic Index) ...... 4.0 SMARTS E-news ...... xiii, xx The Communicator ...... xiii, xx, 1.4.2c Substance Abuse (See Substance Abuse in Advocacy Topic Index) ...... 4.0 U Suggested Family Disaster Preparedness Suggestions for Use, Toolkit ...... xi Unallocated Reserve, Budget Line Item ...... 5.5.2 Suicide Prevention (See Suicide Prevention in Advocacy Topic Index) ...... 4.0 Unit Historian Report Form, Annual . . . . . xviii, xix, 2.3.6a, 2.3.15a, Forms (Chapter 9) Suicide Prevention Education and Awareness Guideline ...... 4.6.9 Unit Remittance Form ...... 5.3.3f, Fig. 5-7 or Forms (Chapter 9) Superintendent and PTA, The ...... 2.3.8a, Forms (Chapter 9) Unrelated Business Income (UBI) (def.) ...... 2.10.7 Support of Public Education, Education Position Statement ...... 4.5.20 Use of Pesticides in and Around Schools Position Statement ...... 4.5.79 Survey, Sample: Elementary PTA/PTSA ...... Fig. 3-6 Secondary PTA/PTSA ...... Fig. 3-7 V Vehicle Safety (See Safety in Advocacy Topic Index) ...... 4.0 T Vendors/Concessionaires/Service Providers ...... 5.5.10c, Forms (Chapter 9) Video (See Mass Media in Advocacy Topic Index) ...... 4.0 Talking Points ...... 6.2.1c Video Games, Studying the Impact of Guideline ...... 4.6.8 Tax Exempt Status, 501(c)(3) ...... 1.3, 5.10.2 Violations of PTA Bylaws, Policies or Procedures ...... 2.4.5 Fund-Raising, and ...... 1.3 Allegations Against a Member ...... 2.4.5a Lobbying, and ...... 1.3.1 Allegations Against a PTA Unit, Council or District PTAs ...... 2.4.5b Tax Forms ...... 5.10.5 Violence. See Community Concerns Taxes (See Taxes in Advocacy Topic Index) ...... 4.0 Violence and Vandalism (See Violence and Vandalism in Advocacy Topic Index) . .4.0 Taxes: Visual Identity ...... 2.3.2 Employment Training Tax (ETT) ...... 5.11.6 Volunteer Coordinator ...... 7.1, Job Description (Chapter 10) Federal ...... 5.10.4 Volunteer Tally Sheet ...... 2.3.15a, Forms (Chapter 9) FICA (Federal Insurance Contributions Act) ...... 5.11.6 Volunteers ...... Job Description (Chapter 10) Filing Due Dates ...... 5.10.8 Hours ...... 2.3.6a Gross Receipts ...... 5.10.6 Recruiting ...... 3.1.2, 3.3.3, 3.4.3, 7.1

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Room Representative ...... Job Description (Chapter 10) Tally Sheet ...... Forms (Chapter 9) Voting: Ballot ...... 2.2.4c By Proxy ...... 2.1.6, 2.5.4b Rights of Officers ...... 2.2.4d Voice ...... 2.2.4a Voting Member (def.) ...... 2.1.6 Vouchers (See Vouchers in Advocacy Topic Index) ...... 4.0

W

Ways and Means (See Fundraising) ...... Job Description (Chapter 10) We Are the Future, brochure ...... xiii Weapons (See Weapons in Advocacy Topic Index) ...... 4.0 Website ...... 6.3.4a, Job Description (Chapter 10) California State PTA (www.capta.org) ...... xx, 1.4.2b National PTA (www.pta.org) Website Job Description ...... Job Description (Chapter 10) Welcome Packets ...... 3.4.2, 3.4.2b Wellness Fairs, Community and ...... 7.10 What’s Happening in Washington, National PTA Newsletter ...... 1.4.2e Whistleblower Policy ...... 2.3.11 Why People Join (Examples) ...... 3.1.2 Workers’ Compensation: Annual Payroll Report Form ...... Forms (Chapter 9) Due Date ...... xvii, xix, 179, Forms (Chapter 9) Insurance ...... 197 Payroll Report ...... xvii, xix, 170, 198 Writing Style, Correct Use of, Style Guide brochure ...... Forms (Chapter 9)

X

Y

Year-Round Education (See Year-Round Education in Advocacy Topic Index) . . . . .4.0 Year-Round Education Position Statement ...... 4.5.80 Forming a Committee to Study and/or Implement Year-Round Education, Guideline ...... 4.6.6 Year-Round Schools: Chairmen & Committees ...... 7.2 Executive Board ...... 2.3.1 Nominating Committee ...... 2.2.1 Officers and Chairmen ...... 2.3.12 Position Statement ...... 4.5.80 Publications Coordinator ...... Job Descriptions (Chapter 10) Youth Involvement Position Statement ...... 4.5.81 Youth Group Sponsorship ...... 2.7.1b, Forms (Chapter 9)

Z

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