THE Communicatordownloads.capta.org/pub/communicator-2012-Fall/... · 2012-12-03 · THE COMMUNICATOR – FALL 2012 Articles appearing in The Communicator may be reprinted for PTA

THE

Fall

2327 L Street, Sacramento, CA 95816-5014 Telephone: 916-440-1985 FAX: 916-440-1986

www.capta.org

THE Communicator

California State PTA

THE COMMUNICATOR – FALL 2012

Articles appearing in The Communicator may be reprinted for PTA use only, in PTA unit, council and district newsletters, as fliers or as handouts. Please credit The Communicator when reprinting articles. The Communicator is published five times a year – July (Leadership issue), Fall, Winter, Spring and Summer. Each issue is provided electronically to the California State PTA Board of Managers and the issue is also posted on the California State PTA website, www.capta.org. Past issues of The Communicator can also be found at www.capta.org. Cover illustration by Reflections Program participant, Remo Abboud Kathryn Cross, Vice President – Communications 2011–2013 Mark Buchman, Editor – 2012-2013

California State PTA Fall 2012 www.capta.org NOW, More Than Ever!

Table of Contents 01. The Power of Teamwork .......................................... Leadership Services Commission 02. Active Listening Encourages All Member Voices ............. Leadership Services Commission 03. Dealing With Difficult People ..................................... Leadership Services Commission 04. Secrets to HUGE Crowds to Your PTA Meeting .............. Leadership Services Commission 05. Councils Are Key ................................................... Leadership Services Commission 06. Checklist for Council Officers ..................................... Leadership Services Commission 07. Fiduciary Responsibilities ........................................................ Finance Commission 08. All PTAs Must File Tax Returns ................................................. Finance Commission 09. PTA Financial Benefits ........................................................... Finance Commission 10. Financial Checklist ................................................................ Finance Commission 11. Families With Children ............................................................. Health Commission 12. Familias Con Niños ................................................................. Health Commission 13. Start Healthy, Stay Healthy ........................................................ Health Commission 14. Nutrition, Food and Food Safety Resources .................................... Health Commission 15. Cardiac Care Apps .................................................................. Health Commission 16. Seven Steps to Earthquake Safety ............................................... Health Commission 17. Prescription Drug Abuse Prevention ............................................. Health Commission 18. Food Safety Guidelines ............................................................ Health Commission 19. Policy Brief: Fulfilling the Promise of Free Water .............................. Health Commission 20. Celebrate PTA Founders Day – February 17 ... Programs and Member Services Commission 21. Honorary Service Awards Checklist .............. Programs and Member Services Commission 22. Reflections Program: Celebrating the Arts ...... Programs and Member Services Commission 23. Brag A Little With PTA Unit Spotlight Awards .. Programs and Member Services Commission 24. Volunteer Hour Form – Individual ................ Programs and Member Services Commission 25. Volunteer Hour Form – Individual Spanish ...... Programs and Member Services Commission 26. Volunteer Hour Form – Event ..................... Programs and Member Services Commission 27. Volunteer Hour Form – Event Spanish .......... Programs and Member Services Commission 28. Volunteer Hour Form – Unit ....................... Programs and Member Services Commission 29. Volunteer Hour Form – Unit Spanish ............ Programs and Member Services Commission 30. Fund Your PTA: Scholarships and Grants ...... Programs and Member Services Commission 31. Grant Application and Report ..................... Programs and Member Services Commission 32. Fresh Ideas for Running Your PTA ............... Programs and Member Services Commission 33. List of PTA Publications ............................................... Communications Commission 34. Publicaciones de PTA Disponibles en Español ................... Communications Commission 35. Effectively Involve Students ........................................ Student Involvement Committee 36. Distributing Membership Cards at Secondary Schools ........ Student Involvement Committee 37. The Magical Benefits of PTA ............................................... Membership Commission 38. Membership Invitation Letter ............................................... Membership Commission 39. Membership – Step by Step ................................................ Membership Commission 40. Idea Exchange ................................................................................... Membership Commission 41. Membership Themes ......................................................................... Membership Commission

Leadership Services Commission


POWER UP YOUR UNIT WITH TEAMWORK

Teamwork is a powerful tool that enhances your success as a PTA. By understanding, nurturing and adapting the habits of effective teams and effective team members, your PTA can work smarter and accomplish even more in your community.

EFFECTIVE TEAMS EFFECTIVE TEAM

o Set and achieve shared goals o Collaborate actively

o Focus on a common purpose o Communicate regularly

o Agree on priorities o Value each contribution

o Make decisions together o Welcome new ideas

o Accept joint responsibility o Share resources

o Embrace diversity o Practice active listening

o Promote a common vision o Voice clear expectations

o Share knowledge and skills o Cultivate mutual respect

o Celebrate achievements o Encourage feedback

o Offer training opportunities o Enjoy an open process

o Encourage open dialogue o Help everyone stay on task

o Build and reach consensus o Offer mutual support

o Inspire confidence o Accept other working styles

o Let everyone do their jobs o Agree to disagree

o Create a sense of belonging o Mentor each other

o Invest time in developing relationships o Celebrate everyone’s success



Active listening encourages all member voices

VALIDATE Validate what the speaker is saying. • acknowledge the value of the person's

issues and feelings • acknowledge their worth and efforts to

resolve the problem ENCOURAGE Encourage the speaker to talk and

express their feelings. • convey interest in what they say • use neutral words - don't agree or

disagree CLARIFY Clarify each one's perception of what has

happened. • ask questions avoiding "why?" • help the speaker see other points of

view

RESTATE Restate what has been said. • this shows you are listening • gives opportunity to check your

interpretations of what is being said EMPATHIZE Empathize with the speaker. • shows you understand (although not

necessarily agree with) how the person feels

• helps speaker evaluate his/her feelings by hearing them expressed by someone else

SUMMARIZE Summarize the major feelings and ideas

expressed. • pull together important ideas and facts • establish a basis for further discussion



Why we don’t hear others If you want to listen so you can really hear what others say, make sure you're not falling into one of the categories below.

MIND READER - You'll hear little or nothing as you think "What is this person really thinking or feeling?"

REHEARSER - Your mental tryouts for "Here's what I'll say next" tune out the speaker.

FILTERER - Some call this selective listening - hearing only what you want to hear.

DREAMER - Drifting off during a face-to-face conversation can lead to an embarrassing "What did you say?" or "Could you repeat that?"

IDENTIFIER - If you refer everything you hear to your experience, you probably didn't hear what was said.

COMPARER - When you get side-tracked assessing the messenger, you're sure to miss the message.

DERAILER - Changing the subject too quickly tells others you're not interested in anything they have to say.

SPARRER - You hear what's said but quickly belittle it or discount it. That puts you in the same class as the derailer.

PLACATER - Agreeing with everything you hear just to be nice or to avoid conflict does not mean you're a good listener.



Dealing with Difficult People Occasionally we find ourselves in a difficult situation, needing to handle opposing viewpoints or direct competition between people. The first things to remember are:

Do Not:

• Interrupt • Blame • Think of what we

are going to say while the other is talking

• Change the subject

• Minimize the situation

• Ignore • Jump to

conclusions

Common problems can often be avoided if PTA leaders take the following steps:

• Be knowledgeable about PTA, its purposes, programs, legislative policies and the organization.

• Be familiar with bylaws and refer to them when conducting PTA business. Have copies distributed to all board members and available to any member who wants a copy. Bylaws are a protection and ensure the democratic process.

• Follow all PTA policies and procedures. • Be informed about the issues. • Respect the rights of members. Allow ample time in meetings for discussion of

issues. Encourage speaking and voting. • Focus on issues, not people or personalities. Leaders must develop skills to work

with all types of people. Respect the opinions of others. • Cooperate and communicate with each other and the principal.



In problem solving and conflict resolution, focus on the following:

• Issues and Facts - Understand the main issues and facts from the other person’s perspective.

• Perceptions - As people express their viewpoints or their perceptions, it is important to realize that their perceptions are their reality. Allow people to identify and express their perceptions of the events surrounding the conflict situation.

• Values - Peoples’ reactions, sensitivities and tolerances are often heavily dependent on their values. The listener should ask questions and listen for information that defines key values and identifies the aspects of the conflict that are most significant.

• Assumptions and Suspicions - Identify the basic assumptions. Determine what the other person assumes to be true and valid. Discover what suspicions people may have about why a specific situation is occurring, or perhaps why a person is behaving in a particular way.

• Feelings - It is valuable to identify feelings, not simply to provide for venting, but to ensure an opportunity to acknowledge the specific feelings that have prevented the conflict from being resolved.

• Intentions - Many people in conflict feel terribly misunderstood. Misunderstanding intentions is often a major contributor to conflict escalation. The listener must ask questions and provide opportunities that allow parties to present and clarify their intentions. In many instances, as people present their issues, they are describing their needs. Appropriate questions will allow the parties to identify their needs.

Use language to encourage compromise:

• Right and Wrong – Move away from the “I’m right, you’re wrong” wording. Due to their moral connotation, “right/wrong” discussions tend to escalate, deepening the conflict, thus making it harder for either side to soften positions and compromise.

• What Works and What Doesn’t Work - Help the situation by talking about “what works” and “what doesn’t work” instead. “This doesn’t work for me.” “This doesn’t work in our PTA." This type of “what works” language is neutral and free of any moral undertones.

The goal is finding appropriate options,

alternative solutions, and good choices that "work for all of us".



7 Secrets to drawing HUGE crowds to your PTA meeting

Initial planning steps toward successful meetings should include a review of past meeting schedules. Select 3 to 4 options where something fun can be incorporated into the meeting. Surveys play an important role. Collect door prizes, food and fun items before school starts.

1. Identify barriers: Know what keeps parents away. These can include childcare, meeting notification, work/traffic issues, sports/meal time, uninteresting topics, language/cultural barriers, parents feel inadequate, parents feel unwelcome or excluded, timing of meeting.

2. Market: Know what you are selling. Be attractive to parents, and sell involvement in new ways. Parents don’t understand what PTA does – spell it out. What do you do for children? What do you do for parents? How, where and when do you market? Identify your audience – if mommies are 98% of your current audience, don’t spend all your resources marketing to dads. Communicate at the sixth grade level. Use email and paper – parents do look in backpacks. Use social media. Promote where parents gather; promote consistently.

3. Be friendly: Know how to get them in the door. Be welcoming to everyone. Use all methods, especially personal invitations, nametags, and introductions at every meeting.

4. Be fun: Know how to keep them coming back. Tap into kids’ talent, local agencies, and teachers’ activities with kids. Use drawings for prizes, kids’ art shows, and concerts. Keep the PTA meeting short – 15-to-30 minutes maximum. Always provide (healthy) food/drinks, door prizes.



5. Bring in a speaker: Know how to make their lives better. Use a survey to identify topics. Questions to ask speakers include: fee, availability, equipment needs, cancellation policy, and availability of promotional posters or marketing materials.

6. More marketing: Know how to keep promoting. Use another catchy name besides PTA MEETING. Plan out the social media, email, print, flier and electronic marquee schedule. Hang posters on school entry doors. Ask a Dad/Mom to build a PTA sandwich board to place in a visible area – before/after school pick-up line.

7. Engage them: Know how to keep the momentum going. Use evaluation sheets. Ask others to become involved making jobs “small bites” which lead to larger roles.

Resources

• National Parent Education Network www.npen.org/profdef/state-networks.html • Positive Discipline Association www.positivediscipline.org • Parent Learning www.parentlearninglink.com • MamaCon Inspiration and Tools for Modern Moms www.mamcon.net • Summary of workshop at NPTA Convention (permission granted to print)

o Presenters: § Amy Lang, Birds and Bees and Kids [email protected] § Kim Estes, Savvy Parents Safe Kids [email protected]


California State PTA Fall 2012 www.capta.org NOW, More than Ever!

Councils are key The basic role of councils:

• Build relationships and provide networking opportunities among units. • Build relationships with and within school districts. • Coordinate the efforts of units. • Provide training and support to member units.

o Assist your units to stay in good standing. o Encourage ongoing training and leadership development. o Share information from district, state and national PTA promptly. o Promote use of district, state and national PTA resources. o Interpret PTA policies, plans, practices and programs. o Model and encourage advocacy efforts.

Councils do:

• Inform and inspire local units. • Respond to the needs of their units. • Respect the chain of communication. • Provide a way for local units to act

together on projects that a single PTA could not accomplish alone.

• Unify PTA activities in a community or school district with the consent of a majority of the member units.

• Undertake council projects only after a majority of member units vote to support them.

• Encourage and provide ongoing training and support to unit officers. • Model and encourage advocacy and legislative efforts. • Have a representative at all district meetings per their bylaws. • Assist district PTA leadership in organizing new PTA units

Councils do not:

• Initiate the organization process for new PTAs or dictate to local units. • Legislate for the local units, including establishing rules for local units

and taking action involving member units without their consent. • Change council dues or amend council bylaws unless the local units, having

been delegated to act for the members of their units, vote to do so. • Duplicate the work or programs of the local units. • Compete with local units. • Compel local units to enter into council projects. • Assess local units for funds without their consent.



Councils have some key responsibilities:

• Have current council bylaws (no older than 3 years). • Forward member unit bylaws for revision. • Have a minimum of three

local associations as council members.

• Have at least three elected officers: president, secretary and treasurer.

• Submit the names and addresses of member units and council officers to the district PTA as received and by the due date.

• Forward council insurance premium and workers compensation form, budget, audits and annual financial report to the district by due date.

• Forward insurance premiums and workers compensation forms for member units to be received in timely manner and by the district due date.

• Collect and forward members unit budgets, audits, tax returns, and annual financial reports by due dates.

• File all required state and federal forms. • Remind all units to file IRS 990s and remit copies to them so they can

forward to the district PTA. • Forward per capita dues to the district PTA monthly and by the due

dates. • Provide state and district PTA membership reports to member units for

their review and reconciliation.

A council is effective when:

• Council and units are active and involved. • New leaders are being developed. • Council facilitates advocacy efforts. • When PTA is seen as a key stakeholder in their school district and

community.

LEADERSHIP SERVICES COMMISSION

California State PTA Leadership 2012 www.capta.org NOW, More than Ever

Checklist for council officers

Schedule r Council meeting dates early (don't conflict with district or unit PTA meetings) r Regular meetings with unit presidents, principals, and superintendents r Continuing education (at meetings and in separate workshops) for unit and

council officers and chairman r Due dates and publish widely with reminders

§ Per capita membership dues and insurance § Required reports - budgets, audits, tax filings, annual reports

r Founders' Day Observance Attend

r All council executive board and council association meetings r District PTA meetings, workshops r Meetings of allied agencies and organizations

Develop and implement membership campaign r Encourage membership challenges and year round efforts r Acknowledge accomplishments

Prepare and distribute r Regular communication via email or newsletter r Reports to send to district PTA r Master calendar r Spreadsheets for all receipts/monies collected from units

Request, review and forward to district PTA r Directory/contact information for unit presidents, treasurers and principals r Copies of audits, budgets, annual financial reports, tax returns r Copies of unit Workers Compensation Annual Payroll Report r Copies of Annual Historian Report with volunteer hours

Share r All information in a timely manner with unit presidents r Information between council officer to unit counterparts r Ideas on how to implement PTA programs and use PTA publications r Information from district, state and national PTAs with school district

personnel

Sponsor r Council workshops using district PTA presenters r Programs dealing with issues of concern to the community r Candidate forums for school board, city council and other elected offices

Monitor r School board meetings regularly r City council meetings, as necessary r County board of education/supervisors, as necessary

Finance Commission


Fiduciary Responsibility

Congratulations! You have been elected to serve on your PTA board. The board has a legally defined fiduciary responsibility to uphold the trust that placed in the officers. This means that you and your board must act:

§ In good faith, understanding and abiding by the bylaws of the organization;

§ With the care an ordinary prudent person would exercise under similar circumstances; and

§ In a manner the individual reasonably believes to be in the best interests of the organization.

The board is responsible for protecting the assets of the PTA. This means that each officer is obligated to ensure:

§ Compliance with all laws, § The assets are used to serve the interests and needs of the beneficiaries

(the children), § Continuity of the organization for years into the future, § The organization remains transparent, and § You are carrying out the purpose you have been given.

What are the assets of the PTA? These fall into several categories:

§ Money – Include all accounts when reporting balances and transactions. Use the clear and concise rules for managing and handling money found in the Toolkit.

§ Property – anything purchased with PTA funds, such as office supplies, carnival games or equipment, storage items, computers, paper goods, etc.

§ Inventory – spirit wear such as T-shirts or hats, left-over gift wrap or cookie dough, paper scrip, etc.

§ Volunteers – the most important asset of the PTA. Make sure to find a job for everyone who volunteers. If someone volunteers and is never called, they are probably not going to volunteer again.

§ Ongoing concern – This means the board must make decisions that will protect the future of the PTA. The decisions you make must serve the needs today as well as preserve assets for tomorrow. You have an obligation to not encumber future boards as well. Each board may only make decisions directly affecting its term of office.

§ Reputation – Everything centers on the reputation of your PTA, so guard it as the organization’s most important asset. Who will donate to the PTA if it has a bad reputation? Who will volunteer to help? Mistakes and rumors will damage the PTA’s good name. Theft, or even the rumor of it, can destroy the PTA altogether. Take your position seriously in order to protect the assets of the organization and to be a good role model for upcoming parent leaders. What you say and how you act is important.

This is why we consider ourselves “Professional Volunteers.”

Finance Commission


Every PTA must file a tax return this year - There are no exceptions!

Don’t Throw Away Your PTA’s Tax-Exempt Status

All tax-exempt groups, including PTAs, must file tax returns California State PTA is committed to providing information to help make your PTA aware of the latest state and federal requirements. Federal and state laws require nonprofit groups, including PTAs, to file tax returns. Below is a list of the requirements as they relate to PTAs for the federal IRS Form 990, for the State of California Franchise Tax Board and Attorney General's Registry of Charitable Trusts. Please continue to check the California State PTA's website www.capta.org for the latest information.

Note: For PTAs that require specific filing assistance, it is recommended that an accountant or tax professional specializing in nonprofit 501(c)3 organizations be consulted regarding all tax filings.

Federal IRS Form 990

990 Filing Requirements Form to File If your PTA’s gross receipts are:

990N Normally equal to or less than $50,000

990EZ Equal to or more than $50,000 and less than $200,000 and total assets are less than $500,000

990 Equal to or more than $200,000 or more and total assets are equal to or more than $500,000

Internal Revenue Service (IRS) Form 990 tax returns or an extension request Form 8868 must be filed no later than the 15th day of the fifth month after the fiscal year-end. For example, if your PTA's fiscal year-ends on June 30, your Form 990 is due on November 15. See filing instructions at http://www.irs.gov/pub/irs-pdf/i990.pdf.

Most unit and council PTAs will not need to file a California 190 or an IRS 990T, unless they are separately incorporated. However, if the PTA has unrelated income in excess of $1,000, these forms are required. Sale of advertising (not recommended) is unrelated business income. Sponsorship income is related income and not unrelated business income. There are exceptions to unrelated business income.

Schedule B must be completed if the PTA receives a donation of $5,000 or more from a single donor.

Finance Commission


California State Franchise Tax Board Form 199

199 Filing Requirements Form to File If your PTA’s gross receipts are:

199N Normally equal to or less than $25,000

199 Normally greater than $25,000

The California State Franchise Tax Board (FTB) is requiring all tax-exempt organizations to file the electronic Form 199N or Form 199. In the past, PTA units and councils were not required to file a Form 199 if they were unincorporated. Based on reporting requirements starting in 2010, ALL units, councils and districts must now file the Form 199. Returns are due the 15th day of the fifth month after the fiscal year-end. For example, if your unit's fiscal year-end is June 30, 2012, the form is due on November 15, 2012. To see more information on the Form 199N go to http://www.ftb.ca.gov/professionals/taxnews/2010/July/Article_8.shtml. California Attorney General's Office, Registry of Charitable Trusts The State Attorney General's Office requires that all PTA units must be registered with the Attorney General's Office, Registry of Charitable Trusts and must start filling the RRF-1 form annually, beginning no later than December 2012. PTAs that do not register by this date will be required by the Attorney General's Office to provide five years of information filings, fees and possible fines. If you do not have a CT number yet, FILE NOW as the process takes approximately 90 days to complete. For more information, visit http://www.capta.org/sections/finance/new-tax-requirements-trust.cfm

Finance Commission


Financial benefits of being a

California PTA PTAs are dedicated to positively impacting the lives of all children and families. Being a PTA also makes excellent financial sense. PTA units and councils benefit from experienced guidance, cost-saving opportunities and fiscal safeguards that only the state’s largest and oldest volunteer nonprofit organization can provide. Being a PTA is the best way to maximize your local resources, while ensuring long-term financial stability and peace of mind.

Financial procedures

With PTA, you are never alone. PTA has spent years developing and refining effective financial procedures. Every year, we train thousands of volunteers to use these procedures to maximize and protect the assets of their organizations. Following PTA’s financial procedures protects you against embezzlement, theft, and government penalties and fines. In addition, as part of a well-run nonprofit organization, PTAs are better positioned to apply for and receive grants, and to participate in hundreds of new and innovative programs that support your efforts on behalf of children. Organizers of non-PTA parent groups may show you how to set up a local nonprofit organization, but then you’re on your own.

Incorporation and nonprofit status PTA units do not need to incorporate separately because they are already covered under the corporate veil of California State PTA. PTA units are automatically nonprofits at no cost and without any application process. For officers of other parent organizations to receive the benefits and protections afforded by incorporation, those organizations must individually incorporate at a cost of approximately $1,000. Other parent organizations have to apply for nonprofit status to the IRS and California Tax Board at a cost in excess of $1,100.

Finance Commission


Insurance

Non-PTA parent organizations must purchase their own insurance. As a result, these other organizations usually carry only general liability insurance and must purchase other policies separately. This places these organizations at risk. For instance, if they choose to forgo directors and officers insurance, each officer can be sued individually and held individually liable for the obligations of the organization. Total insurance coverage comparable to the amount of coverage California State PTA provides to each unit can cost several thousand dollars. Yet, because of our large-scale purchasing power and financial procedures, PTA provides extensive coverage for under $200 annually. PTA insurance includes general liability, workers compensation, directors’ and officers’ insurance as well as bonding insurance. If local officers, who have followed PTA policies and procedures, are ever sued for actions of the PTA, the insurance company will secure legal representation.

Federal tax report form 990, 990N or 990EZ

State income tax form 199

Charitable Trust (CT) Number and Registration

Renewal Fee Report (RRF1)

All nonprofits must file the federal form 990, 990N or 990EZ, depending on gross receipts. All California nonprofits must file the state form 199 or 199N, depending on gross receipts. All nonprofits must file for a Charitable Trust (CT) Number and annually file the Registration Renewal Fee Report (RRF1) with the Attorney General. California State PTA provides units with valuable information on compliance and the filing requirements to protect the PTA from loss of nonprofit status or a penalty.

Your children deserve the very best. Help ensure fiscal stability and maximize your local assets by being part of California State PTA.

Finance Commission


Financial document review checklist 1. All reports

o Identify errors, omissions, lack of procedure o Follow up when report has not been received o Review for recommended format/title (see samples in Toolkit, Forms)

2. Annual Financial Report

o Prepared in recommended format o Reflects gross revenues (no expenses have been netted) o Funds Not Belonging to the Unit/Council Income and Expense are shown

separately o Reflects all memberships collected for year (compare with budget and audit

reports) o Membership collected corresponds with membership forwarded. If not, exception

must be noted in the audit report. Check against State PTA membership numbers.

o Founder’s Day income matches expense (make sure all monies forwarded as required).

o Carry-over of restricted funds includes explanation o Annual report ending balance agrees with audit ending balance o Adopted by association – minutes provided

3. Annual Budget

o Prepared in recommended format o Cash carried over matches prior year’s Annual Financial Report o Funds Not Belonging to the Unit/Council Income and Expense are shown

separately o Carryover funds for future term o Remaining funds listed as “Unallocated” line item (balances to zero) o Adopted by association – minutes provided

4. Budget Revisions

o Budget revised when line item amounts near depletion o Motions adopted by association to amend budget line items and transfer funds

from “Unallocated” - minutes provided 5. Audit Report

o Prepared in recommended format, separate report for each bank account

Finance Commission


o Audit Checklist completed for each bank account; any “No” checkmarks are explained

o Mid-year budget-to-actual report provided to executive board o Findings and recommendations include discrepancies in membership monies

received vs. monies forwarded o Year-end audit ending balance agrees with Annual Financial Report ending

balance o Adopted by association – minutes provided o Recommendations from last audit report implemented o Procedural improvements are acknowledged in future Audit Reports

6. Tax Return

o Correct 990 form filed, based on gross income from Annual Financial Report o Filed timely or extension requested o Correct EIN and fiscal year o Executive board reviewed tax return in accordance with 2006 Pension Act o Annual Conflict of Interest form for each board member is signed and on file with

PTA treasurer o Reflects same income that was reported in Annual Financial Report

7. Workers Compensation Annual Payroll Report (Toolkit, Forms)

o Compare financial reports to Workers Compensation Annual Payroll Report to ensure all individuals who received payment for services are listed

o Ensure Workers Compensation insurance certificates are attached for individuals who carry own Workers Compensation insurance

o verify with PTA that individuals were asked whether they carried Workers Compensation insurance

8. RRF-1 (Annual Registration Renewal Fee Report)

o State Charity Registration (CT) number required for units, councils and districts (must be registered by December 31, 2012)

o Filed annually with California Registrar of Charitable Trusts 9. Form 199

o Filed annually with State of California, based on gross income 10. Form 109

o Filed with California Franchise Tax Board if unrelated business income (UBI) is more than $1,000

Health Commission

California State PTA www.capta.org The Communicator Fall 2012

THE TOP FIVE THINGS YOU NEED TO KNOW ABOUT THE AFFORDABLE CARE ACT�

T he Affordable Care Act – the health care law – gives hard

working families the security they need and important new bene�ts. Signed into law in March of 2010, the law holds insurance companies accountable, gets rid of the worst insurance industry practices and puts patients �rst.

Here are �ve ways the law helps you and your family:

1. Insurance companies are held accountable. If insurance companies don't spend at least 80 percent of your premium dollar on medical care rather than advertising and bonuses for executives, they will have to provide you a rebate. The �rst

September 1, 2011, in every State and for the �rst time ever, insurance companies are required to publicly justify their actions if they want to raise rates by more than 10 percent.

4. Insurers can’t limit your care. In the past, some people with cancer or other chronic illnesses ran out of insurance coverage because their health care expenses reached a dollar limit imposed by their insurance company. Under the health care law, insurers can no longer impose lifetime dollar limits on essential health bene�ts and annual limits are being phased out by 2014.

5. You can keep any child under age 26 on your insurance. Even if your children are married or live on their own, if your insurance plan covers dependents, your children can

rebates will be made in the summer of 2012. And starting

2. Insurers can no longer refuse to insure children with serious illnesses. Insurance companies are no longer allowed to deny or exclude coverage for your children (under age 19) based on a pre-existing condition such as asthma, diabetes or other disability.

3. Free preventive services. All new health plans must now cover preventive services ranging from mammograms to vaccinations for your child, without any additional cost to you. For more details, visit www.healthcare.gov/prevention.

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A HealthCare.gov FactSheet

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A HealthCare.gov FactSheet

The 100% Campaign is a collaborative effort of Children Now, The Children's Partnership, and Children's Defense Fund-California, working together since 1998 to ensure that all of California's children gain access to affordable, comprehensive health coverage. Go to www.100percentcampaign.org to learn more.

The California School Health Centers Association is leading the movement to put health care where kids are -- in schools. Our mission is to promote the health and academic success of children and youth by increasing access to the high quality health care and support services provided by school health centers. Learn more at www.schoolhealthcenters.org.

� Enroll your child in health insurance today. Health insurance can help you afford the routine and emergency care your child will need to stay healthy. You can explore available health coverage options for children at www.100percentcampaign.org/needinsurance, or you can call 1-877-KIDS-NOW to find out if your child qualifies for free or low-cost comprehensive coverage through Medi-Cal or Healthy Families.

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Make sure your children have needed physicals and/or shots before school starts. Before they enter school, all children are required by law to be up-to-date on their recommended immunizations and vaccinations. You can learn more about the school immunization requirements at www.shotsforschool.org. If you need help, contact your local department of public health or your county’s Child Health and Disability Prevention (CHDP) program office, which provides free age-appropriate periodic health assessments and exams (including immunizations) for low-income children.

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Keep the name and contact information for your child’s doctor(s) handy. It is important to be able to reach your child’s provider(s) quickly and easily, especially in the case of an emergency. Make sure the necessary information for your child’s pediatrician and other regular providers are kept somewhere safe and easily accessible, as well as shared with close family, friends, or neighbors.

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Schedule a dental check-up for your child. Maintaining good oral health is a key factor in children’s success in school and it is recommended that children visit a dentist every six months. In fact, California law requires all kindergarteners to have a dental check-up. Schedule a dental check-up for your child now to make sure they see a dentist regularly and continue to practice positive oral care habits.

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Set a reminder to re-enroll your child in health coverage. Health coverage generally needs to be renewed every 12 months, but depending on the type of coverage it may be more frequent. Put a reminder in your calendar for a month before your child’s coverage expires to make sure that any renewal paperwork is submitted so there is no lapse in your child’s coverage.

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Start healthy - Stay healthy

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A student health checklist for parents

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Nutrition, food and food safety

Teaching kits and materials For health educators and parents from the U.S. Food and Drug Administration

Grade school • Fight Bac!™ Curriculum contains food safety games and activities for grades K-‐3.

www.fightbac.org/curriculum-‐and-‐kids/curriculum-‐k-‐3 • Food Safety Activities with quizzes, puzzles, songs and other activities.

www.fda.gov/Food/ResourcesForYou/Consumers/KidsTeens/default.htm • Let’s Move! The First Lady’s campaign that stresses the importance of healthy eating and physical

activity. www.letsmove.gov • Spot the Block urges tweens to look for the Nutrition Facts Label and to read and think about ("food

facts") before making food choices. www.fda.gov/Food/ResourcesForYou/Consumers/NFLPM/ucm281746.htm

Middle school

• BAM! Body and Mind (Teacher’s Corner) is a resource for teachers to incorporate health, safety, and science topics into their classroom activities. www.bam.gov/teachers/site_guide/index.htm

• Choose My Plate is the new USDA program to help Americans make better food choices by building a healthy plate using the five food groups. www.choosemyplate.gov

• Fight Bac!™ Curriculum contains food safety games and activities for grades 4-‐6. www.fightbac.org/curriculum-‐and-‐kids/curriculum-‐4-‐8

• Medicines in My Home is an interactive and educational program about the safe and effective use of over-‐the-‐counter medicines. This link is to the teacher’s kit. www.fda.gov/Drugs/ResourcesForYou/Consumers/BuyingUsing MedicineSafely/UnderstandingOver-‐the-‐CounterMedicines/ucm092139.htm

• “Milk Matters” provides online lesson resources stressing the importance of calcium for bone health and is available for middle and high school teachers. This calcium educational campaign was developed by the National Institutes of Health. www.nichd.nih.gov/milk/teachers/

• The Power of Choice is a healthy lifestyle, after-‐school program targeting adolescents (ages 11-‐13), designed to help build decision-‐making skills that promote healthier eating and activity choices in real-‐life settings. www.fns.usda.gov/tn/RESOURCES/power_of_choice.html

High school

• BodyWorks is a train-‐the-‐trainer program designed to improve eating and activity habits to prevent obesity and help maintain a healthy weight. www.womenshealth.gov/bodyworks/current-‐trainers/bodyworks-‐toolkit/

• Food Safety for Moms-‐To-‐Be is a program to teach food safety to pregnant girls and women focusing on general food safety, listeria, toxoplasmosis and mercury in fish. www.fda.gov/Food/ResourcesForYou/HealthEducators/ucm081785.htm

• Make Your Calories Count is an interactive learning program that provides information to help plan a healthful diet while managing calorie intake. Participants will learn to use the food label to make decisions about which food choice is right for them. www.fda.gov/Food/ResourcesForYou/Consumers/NFLPM/ucm275438.htm

• Science & Our Food Supply www.fda.gov/Food/ResourcesForYou/StudentsTeachers/ScienceandTheFoodSupply/default.htm

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Additional websites from the Food and Drug Administration:

• Consumer Page: o www.fda.gov/ForConsumers/default.htm

• Department of Education Health Resources: o www.free.ed.gov/subjects.cfm?subject_id=243&toplvl=60&res_feature_request=1

• Dietary Supplements: o ods.od.nih.gov/research/cards_database.aspx & ods.od.nih.gov/ o www.fda.gov/food/dietarysupplements/default.htm o www.pharmacy.ca.gov/publications/herbals.pdf (RX-‐Supplement Interactions)

• Drug Safety: o California Pharmacy Foundation (Drug Interactions): www.SafeMedService.org o Drugs @FDA: www.accessdata.fda.gov/scripts/cder/drugsatfda/index.cfm o FDA Drug Information

www.fda.gov/Drugs/ResourcesForYou/Consumers/BuyingUsingMedicineSafely/default.htm • E-‐mail Updates from FDA:

o www.fda.gov/AboutFDA/ContactFDA/StayInformed/GetEmailUpdates/default.htm • FDA Tools for Health Educators:

o www.fda.gov/Food/ResourcesForYou/HealthEducators/ucm117536.htm • FDA publications:

o Drug Safety: www.fda.gov/ForConsumers/Publications/ucm119456.htm o Food Safety/Nutrition: www.accessdata.fda.gov/scripts/email/cfsan/reg_feedback/oic-‐

pubs.cfm o All languages: www.fda.gov/downloads/Food/ResourcesForYou/UCM222258.pdf o Women:

www.fda.gov/ForConsumers/ByAudience/ForWomen/FreePublications/default.htm o Non-‐English:

www.fda.gov/ForConsumers/ByAudience/ForWomen/FreePublications/ucm116738.htm • Food Allergies:

o www.fda.gov/Food/FoodSafety/FoodAllergens/default.htm • Food Label:

o www.fda.gov/Food/ResourcesForYou/Consumers/NFLPM/ucm275438.htm • MedWatch (report adverse reactions & emerging drug issues):

o www.fda.gov/Safety/MedWatch/default.htm • NIH Portion Distortion:

o http://hp2010.nhlbihin.net/portion/ • Safe Medication Use:

www.fda.gov/ForConsumers/ByAudience/ForWomen/TakeTimetoCareProgram/ucm116695.htm • USDA Food Safety:

www.fsis.usda.gov/Food_Safety_Education/Food_Safety_Education_Programs/index.asp • Youth Health:

o www.cdc.gov/HealthyYouth/index.htm § Contact Information: Mary Ellen Taylor, FDA PAS, (510) 337-‐6888,

[email protected]

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There’s an app for that!

Clueless on how to assist a person going into cardiac arrest

or needing first aid?

Accidents happen. The official American Red Cross First Aid App puts expert advice for everyday emergencies in your hand. With videos, interactive quizzes and simple step-by-step advice it’s never been easier to know first aid. This free app is fully integrated with 9-1-1 so you can call

EMS from the app at any time. Preloaded content means you have instant access to all safety information at anytime, even without reception or an Internet connection. www.redcross.org/FirstAidApp The Team Life CPR App guides users through the life-saving procedure using audible prompts and step-by-step visuals for administering chest compressions and subsequent breaths to victims. The app is available at www.teamlife.com/cpr for $1.99, and is compatible with iPhone, Droid, and Blackberry smart phones as well as tablets.

The Pocket First Aid & CPR App is provided by American Heart Association. Available for $1.99, this app reflects the American Heart Association guidelines on CPR & emergency cardiovascular care for adults, children and infants. Content is organized to make it easy to find help in an emergency. http://jive.me/apps/firstaid/

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Research other phone apps on first aid and CPR to determine the one best suited for your use. The U.S. Department of Health and Human Services has also launched new apps that utilize social media in the event of an emergency. The bReddi Facebook App allows users to coordinate preparedness plans – such as establishing a meeting place and a person of contact during a disaster.

In addition the Project: Lifeline Facebook App establishes a network of friends and determines everyone’s status during and after a disaster.

To access the free app, visit www.phe.gov/lifeline.

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Seven steps to earthquake safety The information on this page is from materials created by the Emergency Survival Program (ESP) in 2006, and based on "The Seven Steps to Earthquake Safety" in the handbook, Putting Down Roots in Earthquake Country. (www.earthquakecountry.info/roots/)

PREPARE

Step 1: Secure it now! Reducing and/or eliminating hazards throughout your home, neighborhood, workplace and school can greatly reduce your risk of injury or death following the next earthquake or other disaster. Conduct a "hazard hunt" to help identify and fix things such as unsecured televisions, computers, bookcases, furniture, unstrapped water heaters, etc. Securing these items now will help to protect you tomorrow.

Download the Secure It Now! focus sheet ( www.espfocus.org -- courtesy Emergency Survival Program) Step #1 in Putting Down Roots in Earthquake Country

Step 2: Make a plan Planning for an earthquake, terrorist attack, or other emergency is not much different from planning for a party or vacation. Make sure that your emergency plan includes evacuation and reunion plans; your out-of-state contact person's name and number; the location of your emergency supplies and other pertinent information. By planning now, you will be ready for the next emergency.

Download the Make a Plan focus sheet (www.scec.org/education/public/espfocus/Mar_06.pdf -- courtesy Emergency Survival Program,) Step #2 in Putting Down Roots in Earthquake Country

Step 3: Make disaster kits Everyone should have disaster supplies kits stored in accessible locations at home, at work and in your vehicle. Having emergency supplies readily available can reduce the impact of an earthquake, a terrorist incident or other emergency on you and your family. Your disaster supplies kits should include food, water, flashlights, portable radios, batteries, a first aid kit, cash, extra medications, a whistle, fire extinguisher, etc.

Download the Make Disaster Kits focus sheet (www.scec.org/education/public/espfocus/Apr_06.pdf -- courtesy Emergency Survival Program) Step #3 in Putting Down Roots in Earthquake Country

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Step 4: Is your place safe? Most houses are not as safe as they could be. Whether you are a homeowner or a renter, there are things that you can do to improve the structural integrity of your home. Some of the things that you might consider checking include inadequate foundations, unbraced cripple walls, soft first stories, unreinforced masonry and vulnerable pipes. Consult a contractor or engineer to help you identify your building's weaknesses and begin to fix them now.

Download the Is Your Place Safe? focus sheet (www.scec.org/education/public/espfocus/May_06.pdf -- courtesy Emergency Survival Program,) Step #4 in Putting Down Roots in Earthquake Country

SURVIVE

Step 5: DROP, COVER, and HOLD ON! Learn what to do during an earthquake, whether you're at home, at work, at school or just out and about. Taking the proper actions, such as "Drop, Cover, and Hold On", can save lives and reduce your risk of death or injury. During earthquakes, drop to the floor, take cover under a sturdy desk or table, and hold on to it firmly. Be prepared to move with it until the shaking stops.

Download the Drop, Cover, and Hold On! focus sheet (www.scec.org/education/public/espfocus/June_06.pdf -- courtesy Emergency Survival Program) Step #5 in Putting Down Roots in Earthquake Country

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RECOVER

Step 6: Check it out! One of the first things you should do following a major disaster is to check for injuries and damages that need immediate attention. Make sure you are trained in first aid and in damage assessment techniques. You should be able to administer first aid and to identify hazards such as damaged gas, water, sewage and electrical lines. Be prepared to report damage to city or county government.

Download the Check It Out! focus sheet (www.scec.org/education/public/espfocus/Jul_06.pdf -- courtesy Emergency Survival Program) Step #6 in Putting Down Roots in Earthquake Country

Step 7: Communicate and recover! Following a major disaster, communication will be an important step in your recovery efforts. Turn on your portable radio for information and safety advisories. If your home is damaged, contact your insurance agent right away to begin your claims process. For most Presidentially declared disasters, resources will also be available from federal, state, and local government agencies.

Download the Communicate and Recover! focus sheet (www.scec.org/education/public/espfocus/Aug_06.pdf -- courtesy Emergency Survival Program) Step #7 in Putting Down Roots in Earthquake Country

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Food safety guide for those most vulnerable to food-borne illness USDA and FDA partner on food safety booklets to help those with compromised immune systems prevent foodborne illness

The U.S. Department of Agriculture’s Food Safety and Inspection Service (FSIS) and the Department of Health and Human Services’ Food and Drug Administration (FDA) have partnered to create six booklets with food safety advice for populations that are most susceptible to foodborne illness. The booklets in this “at-risk series” are tailored to help individuals and families reduce their risk for foodborne illness.

The clear, understandable information in these booklets will help at-risk individuals feel confident about the safety of foods they prepare and eat. Each of the booklets contains 24 pages of practical guidance on how to prevent foodborne illness. The information is presented in easy-to-read charts, illustrated how-to’s, and straightforward descriptions of why each group is at higher risk for foodborne illness and symptoms that may mean trouble. The booklets contain three tear-out cards with quick-reference tips for grocery shopping, cooking to the right temperature, and eating at restaurants for those times when taking along the entire booklet would be impractical.

The six new booklets list food safety resources, such as www.foodsafety.gov. They also include revised safe cooking temperatures for meat and poultry: 145 °F for whole cuts of meat, followed by a three-minute rest time; 160 °F for ground meats; and 165 °F for all poultry.

The booklets are available to the public free of charge. Additionally, the booklets are downloadable in PDF format at www.foodsafety.gov/poisoning/risk/index.html. To order booklets for your home, office, or organization, call the toll-free USDA Meat and Poultry Hotline at 1-888-MPHotline (1-888-674-6854) weekdays between 10 a.m. and 4 p.m. ET, or email requests to [email protected].

Consumers with food safety questions are encouraged to “Ask Karen,” the FSIS virtual representative available 24 hours a day at www.AskKaren.gov or via smartphone at m.askkaren.gov. “Ask Karen” live chat services are available in English and Spanish weekdays from 10 a.m. to 4 p.m. ET.

Policy Brief: Fulfilling the Promise of Free Water in K-12 Schools

Overweight and obesity among children and adolescents have tripled in the past three decades.1 With one-third of our nation’s 2-19 year-olds now overweight or obese,1 the consequences are alarming for their health and longevity, as well as for the nation’s economic well-being. A growing body of research implicates sugar-sweetened beverages (SSBs), such as sodas and sports drinks, as a key driver of rising obesity rates.2-3 In the U.S., 80 percent of 2-19 year-olds consume at least one SSB daily.4

Free drinking water provides a healthy, low-cost, zero-calorie beverage option. Consumption of water is associated with a number of health benefits including obesity prevention,5-10 dental caries reduction (even in the absence of fluoridation, drinking water instead of SSBs can prevent caries),10-12 proper hydration, and improved cognitive function.13-15 Access to free, clean drinking water in schools is important since children spend substantial time there and students may arrive at school already dehydrated.16

In September 2010, California enacted SB 1413, which requires schools to provide access to free drinking water during meal times in school food service areas.17 In December 2010, President Obama signed the Healthy, Hunger-Free Kids Act of 2010, which included a similar provision.18 Both statutes were effective as of the 2011-2012 school year.19

Background The StudyFrom May to November of 2011, researchers

at the University of California, San Francisco, in conjunction with California Food Policy Advocates and ChangeLab Solutions (formerly Public Health Law & Policy), examined drinking water access, water-related policies, and practices, as well as barriers to improving water access and intake in California public schools.20 The study principally consisted of interviews with administrators from 240 randomly selected California schools, and helped to document water access in California’s schools as the law was being initially implemented. In addition, a stakeholder convening was held in March 2012, where policy and research recommendations were developed, based upon the study’s findings.

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While all study schools reported offering free drinking water in at least one location on campus, one in four schools reported no such access where meals are served despite the new state and federal requirements.

Drinking fountains were cited as the most common source of free drinking water in schools. Five main barriers to full implementation of the new water-access requirements were identified:

a. Unfamiliarity with the “water in schools” legislation and/or health benefits of improving water access and intake.b. Concerns about the cost of making drinking water available during meal times and throughout the school day.c. Concerns about water safety and quality.d. Lack of student preference for water and their low consumption of water.e. School administrators’ other pressing work-related concerns.

Principal Study Findings

Key Policy RecommendationsStrategic goal: Change the paradigm by increasing access to and consumption of free, appealing, and safe drinking water in all schools as rapidly as possible.

1. Make water easily accessible, available and visible to students during meals. At minimum, schools should provide a cup of water on every school lunch tray or at least nearby the serving line and where students eat.

2. Eliminate sales of single-use, individual-size bottled water and other competitive beverages at school. The presence of competitive beverages in schools contradicts and undermines the policy to require and promote free water. If any competitive beverages are sold on school campuses, they should be limited to nutrition services’ sale of nonfat and 1% unflavored milk and 100% juice in National School Lunch Program (NSLP) portion size.

3. Require annual water-quality testing at the tap of every school’s drinking water, with notice of testing results readily available to students, parents and community. Current water-quality testing is piecemeal and arcane. Greater coherence and transparency will earn confidence in tap water from students and their families.

4. Require access to free water in the School Breakfast Program, Summer Food Service Program, and the Afterschool Snack and Dinner Programs under federal law. The nutrition and health benefits of free water access should not be limited to NSLP under federal law.

5. Integrate an examination of water availability and quality of school drinking water devices within existing school accountability report cards, and assessments. Stakeholders need a baseline understanding of water access to make improvements.

6. Facilitate and support the development of good models for purchase, installation, and maintenance of a range of water delivery systems, from short-term solutions (e.g. coolers) to permanent solutions (e.g., plumbed in bottle filling dispensers), support the negotiation of high-volume pricing; prohibit/discourage the use of single-use bottled water on campuses. This is the information that schools most request and need.

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FulFilling the Promise oF Free Water in K-12 schools

7. Include a water consumption recommendation in all nutrition guidance documents, particularly the Dietary Guidelines, with which school meals must be aligned, and include water access/consumption standards in incentive/reward programs like Healthier US School Challenge and Alliance for Healthier Generation. This strategy will strengthen implementation, promotion, and consumption.

8. Submit comments on relevant United States Department of Agriculture proposed rules stemming from the Healthy, Hunger-Free Kids Act of 2010, including those dealing with competitive foods, indirect costs, and wellness policies. This is an effective strategy in support of robust implementation of the relevant provisions of the Healthy, Hunger Free Kids Act of 2010.

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1. Study how the availability of competitive beverages in schools affects student consumption of free water.

2. Determine the cost of purchase, installation, and maintenance of a range of water delivery systems and identify the key factors for selecting appropriate models (e.g., most effective in increasing water intake, affordability, ease of installation).

3. Develop a baseline inventory of currently operating sources of drinking water, including type, condition, and location in the school.

4. Collect, analyze and disseminate best practices in drinking water-relevant nutrition education, promotion, and marketing that increases consumption and promotes health.

5. Develop and disseminate cost-effective ways for testing water.

6. Examine how increased drinking water access and intake impacts health outcomes, such as obesity, dental caries, and cognitive functioning.

Recommendations for Future Research

References1. Wang Y, Beydoun MA. The obesity epidemic in the United States--gender, age, socioeconomic, racial/ethnic, and geographic characteristics: a systematic review and meta-regression analysis. Epidemiol Rev 2007;29:6-28

2. Schulze MB, Manson JE, Ludwig DS, et al. Sugar-sweetened beverages, weight gain, and incidence of type 2 diabetes in young and middle-aged women. JAMA 2004;292:927-34.

3. Malik VS, Schulze MB, Hu FB. Intake of sugar-sweetened beverages and weight gain: a systematic review. Am J Clin Nutr 2006;84:274-88.

4. Wang YC, Bleich SN, Gortmaker SL. Increasing caloric contribution from sugar-sweetened beverages and 100% fruit juices among US children and adolescents, 1988-2004. Pediatrics 2008;121:e1604-14.

5. Stookey JD, Constant F, Popkin BM, Gardner CD. Drinking water is associated with weight loss in overweight dieting women independent of diet and activity. Obesity (Silver Spring) 2008;16:2481-8.

6. Stookey JD, Constant F, Gardner CD, Popkin BM. Replacing sweetened caloric beverages with drinking water is associated with lower energy intake. Obesity (Silver Spring) 2007;15:3013-22.

7. Ebbeling CB, Feldman HA, Osganian SK, Chomitz VR, Ellenbogen SJ, Ludwig DS. Effects of decreasing sugar-sweetened beverage consumption on body weight in adolescents: a randomized, controlled pilot study. Pediatrics 2006;117:673-80.

8. Daniels MC, Popkin BM. Impact of water intake on energy intake and weight status: a systematic review. Nutr Rev 2010;68:505-21.

9. Muckelbauer R, Libuda L, Clausen K, Toschke AM, Reinehr T, Kersting M. Promotion and provision of drinking water in schools for overweight prevention: randomized, controlled cluster trial. Pediatrics 2009;123:e661-7.

10. Popkin BM, D’Anci KE, Rosenberg IH. Water, hydration, and health. Nutr Rev 2010;68:439-58.

11. McDonagh MS, Whiting PF, Wilson PM, et al. Systematic review of water fluoridation. BMJ 2000;321:855-9.

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12. Ismail AI, Sohn W, Lim S, Willem JM. Predictors of dental caries progression in primary teeth. J Dent Res 2009;88:270-5.

13. Edmonds CJ, Jeffes B. Does having a drink help you think? 6-7-Year-old children show improvements in cognitive performance from baseline to test after having a drink of water. Appetite 2009;53:469-72.

14. D’Anci KE, Constant F, Rosenberg IH. Hydration and cognitive function in children. Nutr Rev 2006;64:457-64.

15. Benton D, Burgess N. The effect of the consumption of water on the memory and attention of children. Appetite 2009;53:143-6.

16. Stookey JD, Brass B, Holliday A, Arieff A. What is the cell hydration status of healthy children in the USA? Preliminary data on urine osmolality and water intake. Public Health Nutr 2012:1-9.

17. California State Legislation: Senate Bill SB 1413. Available at: www.leginfo.ca.gov/pub/09-10/bill/sen/sb_1401-1450/sb_1413_bill_20100930_chaptered.pdf. Accessed July 19, 2012.

18. Healthy, Hunger-Free Kids Act of 2010, 42 USC 1751, §203 (2010).

19. California Department of Education. Information Alert: Access to Free Water. Available at www.cde.ca.gov/ls/nu/sn/iafreewater.asp. Accessed June 14, 2012.

20. Patel AI, Chandran K, Hampton KE, Hecht K, Grumbach JM, Kimura AT, et al. Observations of Drinking Water Access in School Food Service Areas Before Implementation of Federal and State School Water Policy, California, 2011. Prev Chronic Dis 2012;9:110315. DOI: http://dx.doi.org/10.5888/pcd9.110315

Policy Brief

AcknowledgmentThe study of water access and water policies in California was funded by Healthy Eating Research, a national program of the Robert Wood Johnson Foundation.

Useful Resources

Websites• California Food Policy Advocates. Water in Schools [Online]. www.waterinschools.org/resources/• Centers for Disease Control and Prevention. Water Access in Schools [Online]. www.cdc.gov/healthyyouth/npao/wateraccess.htm.

Reports & Publications • The Boston Public Health Commission’s Healthy Beverages Toolkit • The Community Water Center’s Guide to Community Drinking Water Advocacy• Encouraging Consumption of Water in School and Child Care Settings: Access, Challenges, and Strategies for Improvement; http://ajph.aphapublications.org/doi/abs/10.2105/AJPH.2011.300142• The Hidden Energy Costs of School Beverage Vending Machines; www.phaionline.org/2012/06/07/the-hidden-energy-costs-of-school-beverage-vending-machines/

Cite as: Braff-Guajardo, E., Hecht, K., Hampton, K.E., Brindis, C.D., Grumbach, J.M., Patel, A.I. Policy Brief: Fulfilling the Promise of Free Water in K-12 Schools.(2012). Retrieved from: http://waterinschools.org/pdfs/FulfillingThePromiseOfFreeWater2012.pdf

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Celebrate PTA Founders Day – February 17 Founders Day offers an opportunity to reflect on your PTA’s achievements, talk about current issues and set goals for the future. A key objective of Founders Day events is to increase understanding of the scope of PTA’s work and accomplishments on the local, state and national levels. Ideas for Your Founders Day Event Activities for Founders Day are limited only by your imagination. Founders Day events can involve everything from assemblies to luncheons to potluck dinners. Consider celebrating the event in 2013 by:

• Creating a photo collage to highlight events in the history of your PTA.

• Organizing a panel with experts, parents, teachers and students on an issue affecting children or teens in your community.

• Showcasing students’ Reflections Program

artwork and talent. • Requesting that your town’s mayor issue a proclamation in honor of PTA’s birthday. Invite

the mayor to your meeting to sign the proclamation during a special ceremony. • Designing a ‘PTA Hall of Fame’ for everyone who has made significant contributions to

your PTA this year. • Acknowledging outstanding members of your faculty, administration and school staff who

have gone the extra mile for PTA. • Honoring community and business leaders who supported your PTA/PTSA by inviting them

to your event and introducing them to your school community.

• Providing a membership table to enroll new members.

• Asking members to make a free will offering in honor of Founders Day. • Presenting a slide show to highlight your PTA’s success this year.

• Distributing a program handout listing your PTA event and activities this year.



PTA Checklist – Honorary Service Awards The Honorary Service Award (HSA) Program is designed as a unique way for PTAs to thank and publicly recognize the outstanding community service to children and youth of their individual volunteers and community partners.

Appoint an HSA selection committee to: r Review – Types of awards,

donation amounts and criteria for selecting honorees.

r Publicize – Awards and ask for

suggestions for honorees from your members.

r Meet – Discuss and select

honorees, keeping your proceedings confidential.

r Budget – Add HSA awards as a

budget line item and keep costs within your budget.

r Order – HSA awards, certificates

and pins, using order forms on the State PTA website – www.capta.org

r Arrange – Award presentations

at a meeting or event such as Founders Day or year-end luncheon.

r Devise – Innovative ways to

present an award to highlight the recipients' service and accomplishments.

r Remember – Mention that HSA contributions fund the California State PTA Scholarship and Grant program in the honoree's name.

r Arrange –

Inclusion of families and friends of honorees to attend the presentation.

r Provide – Awardees with a copy

of the biographical materials in the presentation.

r Assign – Committee member to

take photos for the recipient. r Write – Summary of event for

chairman's procedure book and add photos, program handouts and biographies as well.

r Maintain – Accurate record of all

HSA awards in a permanent file. r Celebrate – Volunteers and

community service


California State PTA Fall 2012 www.capta.org NOW, More Than Ever

Reflections Program: Celebrating the Arts 2012-13 Reflections Theme – ‘The Magic of a Moment’

Program Overview – The National PTA Reflections Program is an arts recognition and achievement program for students. It provides opportunities for students of all ages to:

• Unleash their creative talents and be inspired • Express themselves imaginatively • Experience the joy and fun of making art • Tap into critical thinking skills to create art inspired by an annual theme • Receive positive recognition for their original works of art

As an added bonus, in showcasing and celebrating student talent, the Reflections Program increases community awareness of the importance of the arts in education.

Getting Started

• Create a planning calendar for your Reflections Program

• Collaborate with educators to promote the program • Budget funds to help support your Reflections

Program • Sponsor Reflections workshops • Ask local businesses to advertise or sponsor your

program • Promote your Reflections Program through local

media •

Quick Tips – Student Participation

• Read guidelines carefully for general participation and art category requirements

• Fill out forms completely and legibly • Check council/ district PTA due dates for submitting entries to the next

PTA level • Make sure your PTA unit is in good standing before forwarding student

entries


California State PTA Fall 2012 www.capta.org NOW, More Than Ever

Judging Student Entries

• Always use blind judging • Ask teachers or community members to help judge student art entries

Recognizing Student Participation

• Celebrate every student artist who participates • Recognize student entries with Awards of

Excellence, Awards of Merit, and Participation Awards

• Showcase student talent at special Reflections event

• Thank PTA volunteers, judges and community partners for supporting the program

Reflections Arts Program Resources

• California State PTA website – www.capta.org • 2012 California State PTA Service Mailing • 2011 California State PTA Toolkit on website



Brag a little with PTA Unit Spotlight Awards!

Applications Due – February 1

PTA Unit Spotlight Awards are designed to recognize your outstanding programs. They also provide an opportunity for you to share your successful program with other PTA leaders throughout the State at a special California State PTA Convention workshop.

Recognitions and Prizes – Award-winning PTA Units, in 8 categories, receive:

• Two (2) paid registrations to the California State PTA Convention

• $100 gift certificate to be used at the PTA Store during convention

• Special recognition at the California State PTA Convention

• Opportunity to showcase their program at a Spotlight Awards convention workshop

Categories – You can apply for a Unit Spotlight Award in the following categories:

1. LEADERSHIP DEVELOPMENT: For training new leaders

2. STUDENT ACHIEVEMENT: For supporting students

3. ENVIRONMENTAL: For raising environmental awareness

4. FAMILY INVOLVEMENT: For boosting engagement

5. MEMBERSHIP AND OUTREACH: For growing membership

6. COLLABORATION: For partnering with business/agency

7. ADVOCACY: For advocating on behalf of all children

8. STUDENT INVOLVEMENT: For developing leadership

Quick Tips – You can submit an application for any or all of the above award categories with one application form. Questions on the form focus on the core elements of a successful program so that it can be duplicated by other PTAs in terms of planning, organizing, and implementing.

Questions? Contact – Your council/ district president or the California State PTA Awards Coordinator: [email protected]

Applications Due: February 1



PTA VOLUNTEER HOURS – TALLY SHEET Individual Volunteer Record

Name:

Name of PTA:

Total



HOJA PARA LLEVAR LA CUENTA DE HORAS – VOLUNTARIADO DE LA PTA

Registro para el voluntariado individuo

Nombre:

Nombre de la PTA:

Total



PTA VOLUNTEER HOURS – TALLY SHEET PTA Program, Activity or Event Record

Name of PTA: Program, Activity or Event:

Name of PTA Volunteer

Time In

Time Out

Total Hours

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

Date:

Total Volunteer Hours =



HOJA PARA LLEVAR LA CUENTA DE HORAS – VOLUNTARIADO DE LA PTA

Registro para programa, actividad o evento de la PTA Nombre de la PTA: Programa, Actividad o Evento:

Nombre del voluntario Hora de llegada Hora de salida Total de horas

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

Fecha:

Total de horas de trabajo voluntario =



Name of PTA Volunteer

PTA Year for Volunteer Hours: Total

Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12. Name of PTA:

Total Volunteer Hours =



Nombre del voluntario de la PTA

Nombre del voluntario de la Pta: Total

Jul Ago Sep Oct Nov Dic Ene Feb Mar Abr May Jun

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12. Nombre de la PTA:

Total de horas de trabajo voluntario =

Scholarships & Grants Committee


Fund your PTA Apply for a California State PTA Scholarship

or Unit Grant

Applications – Due November 15

Grants for Unit, Council and District PTAs (On average $500-$2,000)

➢ Parent Education Grant Examples – Parent Library/Resource Center, student success workshops, newsletters on community concerns or workshops on helping families transition to middle or high school

➢ Outreach and Translation Examples – Translation of PTA handouts, improving school communications or outreach to encourage inclusion and diversity

➢ Healthy Lifestyles

Examples – Dance/exercise classes, getting smart about media & health, health fairs, activities to celebrate Fitness Awareness Week, aerobic activities, walking logs or sun safety programs

➢ Cultural Arts Examples – Performing and fine arts assemblies and demonstrations, arts communications brochures, storytellers, read-a-thons or art docent programs

Scholarships – Continuing Education ($500)

➢ PTA Volunteers | Credentialed Teachers and Counselors | School Nurses

Applications – Due February 1

Scholarships – Continuing Education ($500)

➢ Graduating High School Seniors

We Pay It Forward … The PTA Scholarship and Grant Program is funded through your purchase of Honorary Service Awards. When you honor someone with an HSA Award, we pay it forward to fund PTA scholarships and grants. Learn More: www.capta.org

California State PTA Toolkit – 2011

GRANT APPLICATIONCULTURAL 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

o CULTURAL ARTS

o HeALTHy LifeSTyLeS

o OUTReACH TRANSLATiON

o PAReNT eDUCATiON

Submit a separate application for each grant type.• PTA must be in good standing.

• Application must be signed by unit, council or district PTA president.

• Completed form must accompany all required documentation.

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

PROVIDE THE FOLLOWING: o Current fiscal year-end PTA audit

o Current fiscal year PTA budget

o Completed application form

Required documentation, including1. Description of project and its purpose. Include goals, number of

students served, and expected outcomes.

2. Description of activities planned to implement project and goals.

3. Timeline for project.

4. Proposed project budget.

5. Description of other project funding applied for or received.

6. Explanation of project implementation, if less than the amount

requested is awarded.

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

District PTA # _______

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

June 1 – Grant Report and Evaluation Due Date• Grant funds must be expended by June 1. A report

detailing the project’s goals and objectives, anevaluation of the outcomes, and a budget and anaccounting of actual expenditures must bereturned to the California State PTA office no later than June 1.

• Any funds not used for the purpose stated on theoriginal grant application must accompany thereport. (See Forms, Grant Report Form.) Copies oftranslated materials must accompany the report.

Return Application in the Following Order: 1. Completed application form (one page).2. Response to items 1-7, no more than 3 pages total.3. Copy of current fiscal year-end PTA audit. 4. Copy of current fiscal year PTA budget.

Paper clip the documents together – DO NOT STAPLE.

MAIL TO:

California State PTA2327 L StreetSacramento, CA 95816-5014

FACSIMILES WILL NOT BE ACCEPTED

California State PTA Toolkit – 2011

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 theoriginal 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 Artsq 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

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



Fresh Ideas for running your PTA

Looking for fresh ideas for running your PTA? Check out the 2012 Service Mailing and download resources and tools in English and Spanish at www.capta.org including:

Membership • 2012-13 ‘Lucky 13’ Membership Flyer • Membership Due Dates & Awards

Finance • Treasurers & Auditors – Finance Notes • Financial Packet

Programs • Programs Packet • Honorary Service Awards • PTA Unit Spotlight Awards • Reflections Flyers • Event Planning Sheet

PTA Scholarships and Grants • Grant Information & Applications • Scholarship Information & Applications

Historian • Annual Historian Report Form • Historian’s Summary Sheet • Volunteer Hours Tally Sheets • PTA Founders Day Information

Bylaws • Easy Steps for Bylaws Review • PTA E-Bylaws Program • Spanish Bylaws Terms • 2012 Changes to Bylaws

Leadership • Leadership Made Easy

Community Concerns • Teen Safe Driving • Grad Driver Program Coach • Graduated Driver Parent • Attendance Works • Bullying – Not in Our School

Education • Summer Matters – Presentation in Box • Preschool California: Transitional Kindergarten

Health • PTA Health Leadership • Health Tidbits: Plan the Year • Health Fairs Flyer • Health and Wellness Grants • 2012 Health Fairs • Be a Healthy Eating Role Model • Harvest of the Month Fact Sheet • Avoid Sports Injuries

Resolutions • Resolutions 2012 – Information • Resolutions Flow Chart • Procedure Resolutions

Advocacy/ Legislation • Children’s Advocacy Goals 2012-13 • Legislation Priorities 2011-13

California State PTA Toolkit • 2012 PTA Toolkit Updates Summary • Americans with Disabilities Act (ADA) - Toolkit

Update Flyer • 2012 Toolkit Updates • 2012 PTA Toolkit Nuts & Bolts

Resources and More • Membership Perks Flyer • 2013 Convention Save the Date Flier & Online

Publications • PTA Materials List • PTA Materials Order Form • PTA Brochures • Sponsor Flyers • PTA Store Merchandise Guide/Order Form

Communications Commission


LIST OF PTA MATERIALS P101 a-b-c’s of Parliamentary Procedure, The . . . . . . . . . . . . $1.05 Easy-to-read information on parliamentary procedures. P111 *Bylaws for Local PTA/PTSA Units - June 2012 - English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $0.35 P112 *Bylaws for Local PTA/PTSA Units - June 2012 - English/Spanish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $0.35 P113 Council Bylaws - June 2012 . . . . . . . . . . . . . . . . . . . . . . . $0.35 P114 District Bylaws - June 20112 . . . . . . . . . . . . . . . . . . . . . . . $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 outreach, 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 . . . . . . . . . . . . . . . . . . . . . . . . . . $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/activities to promote building strong home-school partnerships, to assist parents with techniques to use in supporting 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 information: 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 P231 Cash Verification Form (3 parts) ...................... $6.25/set of 25 P277E Payment Authorization Form (3 parts) .......... $6.25/set of 25 P380 Robert’s Rules of Order Newly Revised 11th Edition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $12.00 P380B Robert’s Rules of Order – Brief 11th Edition ................................................................................... $7.00 P381 Secretary’s Book .............................................................. $16.50 P382 Treasurer’s Book ............................................................... $6.50 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.



PUBLICACIONES DE PTA DISPONIBLES EN ESPAÑOL P112 Estatutos para unidades locales PTA/PTSA (English/Spanish Unit Bylaws) - junio del 2012 . . . . . . . . . . $0.35 P185S Asistente para Entender el Sistema Educativo - enero 2011 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $1.50 (Education Pocket Pal) Contiene información básica acerca de la terminología de la educación pública, las políticas y asuntos del nivel local, estatal y federales. P187S Asistente para Finanzas - enero 2011 . . . . . . . . . . . . $1.50 (Financial Pocket Pal) Contiene información básica para ayudar al presidente, tesorero, secretario financiero, y al presidente de medios y maneras a encontrar sus responsabilidades financieras. Una referencia rápida para la revisión, presupuesto, seguro, y otras prácticas financieras importantes. P145S Asistente para Liderazgo - enero 2011 . . . . . . . . . . . $1.50 (Leadership Pocket Pal) Una herramienta de liderazgo condensada para ayudar a los directivos y presidentes de unidades locales en su trabajo vital en PTA. P263S Asistente de Afiliación - enero 2011 . . . . . . . . . . . . . $1.50 (Membership Pocket Pal) Contiene información acerca del valor y los beneficios de asociación a la PTA, el mercadotecnia de su PTA, alcance de comunidad, la diversidad y la inclusión, y todos los aspectos de planificación y funcionamiento de un año campaña de asociación. P186S Asistente para la Participación de los Padres - enero 2011 . . . . . . . . . . . . . . . . . . . . . . . . . . . $1.50 (Parent Involvement Pocket Pal) Contiene información para la participación de los padres y su importancia en la educación de los niños. Proporciona consejos para mejorar las habilidades para el cuidado de los niños e identifica maneras en que los padres pueden trabajar con las escuelas para apoyar los esfuerzos de sus niños. P270S Colección de las cinco Guías rapidas . . . . . . . . . . . . $5.00 (Set of Five Pocket Pals) PEP-S Los Padres Eligen Participar (PEP) Guía - (Spanish edition) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $10.00 (Parents Empowering Parents Guide) Este recurso valioso ayudará a los líderes de la PTA en todos los niveles para establecer y llevar a cabo un programa efectivo de involucración y educación para padres. El Guía PEP contiene información e ideas/actividades de liderazgo para



promocionar la construcción de una fuerte asociación entre hogary escuela, asistir a los padres con técnicas para apoyar a sus niños en sus esfuerzos de la escuela, y mejorar las habilidades de los padres para trabajar con sus niños. PEP-C Los Padres Eligen Participar (PEP) Guía versión en disco compacto (CD) (español e inglés) . . . . . . . . . . . . . . $5.00 (Parents Empowering Parents Guide) P183S Carpeta de recursos de la PTA de California (PTA Toolkit 2011, Spanish) . . . . . . . . . . . . . . . . . . . . . . . . $15.00 Esta publicación sirve como el recurso primario de la PTA de California. Contiene información esencial: fundamentos de PTA, gestión, miembros, defensa, finanzas, comunicaciones y programas. Incluye políticas básicas, procedimientos, reglamentos, formas y declaraciones de posición. Diseñado para separar, fotocopiar y compartir entre funcionarios elegidos. Enviado a todo presidente de PTA cuando es publicado. P182 Carpeta de recursos de la PTA versión en disco compacto (CD) (PTA Toolkit, español e inglés) . . . . . . . . . $5.00

Student Involvement Committee


How to effectively involve students From the grassroots of our local PTAs to National PTA, students are a vital part of our organization; bringing enthusiasm, energy, fresh ideas and focus to issues that affect them and their communities. Students of all ages are eligible to join any PTA or PTSA and are given the same privileges and responsibilities as any other member of the association. Students work together with parents and teachers as a team; developing skills as advocates and community leaders. California State PTA actively encourages and supports student participation in PTA/PTSA leadership, events and programs at every level of PTA – unit, council, district and state. Students are key to a successful PTSA. Students play a valuable role and offer significant insight into the issues facing today’s middle- and high-school age students and are eager to be involved in implementing positive change. Inviting students to join PTA/PTSA is an excellent way to encourage their support and participation as stakeholders in their school community. An effective collaboration of students and adults helps to ensure that PTA/PTSA programs are relevant and serve the needs of the students and the school community.

• Survey For example, ask students if they: o feel safe at school; o are concerned about the

availability of nutritious foods on campus;

o receive resources they require for special needs;

o feel engaged in the classroom; and

o understand what is being taught.

Ask what they: o like most about their

education; o like least about their

education; and o would like to see

changed.



• Discuss. Invite all students on campus to an informal gathering. Go

over the results of the student survey. Discuss their needs. Inform students that PTSA involvement is not about fundraising. Emphasize PTA’s long history of advocacy and legislative activities on behalf of youth.

• Collaborate. Encourage student involvement in PTA as an effective

way to bring about positive change. As PTSA board and committee members, students work with adult members to ensure that PTA programs are relevant and address the needs of students and their school.

• Networking. If there are several PTSAs in your area, organize a

student network. Your council or district PTA may be able to offer assistance with this. Students working together throughout a community can have tremendous impact on issues and awareness. Invite your superintendent to one of these network meetings. He or she will be impressed with the commitment and the energy demonstrated by the students.

• Recognize. Appreciate the work that your officers and members do.

Congratulate them through social media and in the PTSA newsletter. Ask the editor of the student newspaper for a brief space to celebrate PTSA activities. Purchase an advertisement in the yearbook to honor and recognize PTSA accomplishments.


California State PTA www.capta.org The Communicator October 2012

Distributing membership cards at secondary schools

The distribution of membership cards at middle school and high school can be

a challenge. Here are some helpful ideas:

v Host a PTSA membership table during school registration, back-to-school night and all PTA functions. Members can receive their cards immediately upon joining PTA.

v Place a request for PTA membership in

the summer registration packet. For those early responders, attach the cards to their student’s schedule at orientation or the first day of school.

v Hold a barbecue at school with hot dogs,

buns and condiments donated by local super markets. As family members and school staff fill out membership envelopes, present them with a free hotdog and a PTSA membership card.

v Have cards available at parent-teacher

conferences where parents can pick them up along with their student’s schedule or report card.

v Provide a contact person’s name and phone number in the newsletter or on the website indicating from whom people can request/pick up their cards.

v Place cards in addressed envelopes and

ask the school secretary if members may pick them up in the school office.

v Attach cards to a PTA or school

newsletter (if allowed). v Include the cost of mailing cards to

members in the PTA budget. v Ensure that board members have blank

cards so when they personally extend an invitation to join PTA, they can immediately provide a membership card.

v Consider including a “thank you” note,

welcome packet, bookmark, PTA brochure, school magnet or calendar of school events when you distribute membership cards.

**Every member needs a membership card!**

Membership Commission


The magical benefits of PTA

Imagine your school without PTA. No voice for children. No arts, no music, no parent participation. No partnership between teachers, administrators and parents. No communication between home and school – drab and colorless place for children. But wait – wave the magic wand of PTA, and suddenly everything brightens. Colors light up the classrooms and playground. PTA provides:

v National Reflections Arts Program

v Organized opportunities to voice concerns on behalf of all children and youth

v Practical ideas for programs which benefit all students and their families

v More informed parents, as parents involved in PTA understand the challenges schools face, and become part of the solution

v Networking with other parents to share ideas, concerns and experiences

v Timely information on how you can advocate and influence legislators on behalf of children, families and schools

v Improved academic performance, as research studies show kids do better when their parents are involved

v Access to information on issues and programs concerning the education health and welfare of children and their families.

Let The Magic of PTA light up your children and school today!



PTA membership invitation letter Dear PTA Parents/Teachers/Staff/Community Members: On Monday, September 24th, our PTA will begin the 2012-2013 membership campaign. We invite you to join our PTA, along with your children’s teachers and school staff, community leaders and other concerned citizens as we work toward enriching the lives of all of the children at our school. Our theme this year is (insert your theme). Our goals are to maintain our strong and supportive PTA, and to promote parent involvement in the school, home and community. We ask both husbands and wives to join, along with students, teachers, grandparents and other community members. You don’t have to be a parent to belong to PTA! We have a fun campaign planned this year, which includes several incentives to promote membership. Every child who returns a signed membership envelope (whether or not anyone joins) will receive a small prize. If you have more than one child at our PTA, each one will receive credit for every membership brought in through your family. The winning class with the highest level of participation will receive a special Assembly! YOUR MEMBERSHIP DOLLARS SUPPORT PROGRAMS SUCH AS: (insert your PTA events here) Assemblies/ Field Trips/ Ice Cream Social/ Red Ribbon Week/ Student Awards/ School Carnival/ Book Fairs/ Movie Nights/ Yearbook/ Teacher Grants, and much more. Our PTA appreciates your membership and we welcome your ideas. Please join us by completing the attached envelope and returning it to school with your child. TOGETHER WE CAN MAKE A DIFFERENCE! Sincerely, Membership Chairperson, (insert your PTA name here)



Membership - step by step

STEP 1 - Plan Membership Campaign Chairman meets with PTA president, principal, and committee

o Decide theme, set goals and set budget, including prizes and supplies o Involve the principal and students in the campaign- make it fun!

STEP 2 - Create Invitations Write invitation letter; share theme and goals, dues amount, PTA benefits

o Whom do you invite…everyone! Parents, teachers, staff, community members, past PTA members. How? Use email, student backpacks or mail when appropriate

o Membership envelopes are not required but can be helpful- attach the invitation letter to the envelope

STEP 3 - Collect envelopes daily and deliver to treasurer or financial secretary Use PTA financial procedures

o Two people count and record money (use Cash Verification Form)

STEP 4 - Membership Cards should be issued - every member deserves a card!

o Membership cards are provided at no cost - use National PTA ID number o Do not use "Mr. & Mrs. Hall" or "Hall Family" (each member =one card)

STEP 5 - Membership is a year round event Report on membership at every PTA meeting, and write articles for the newsletter

o Have new student packets in the school office; a PTA table at all events o If needed, request additional cards from your council or district o Make sure per capita is forwarded regularly

STEP 6 - Keep Procedure Book updated, and pass on to your successor Write final year-end report (outline of activities, evaluation, recommendations)

o What worked? What did not? Include recommendations for next year



Membership idea exchange Check out these fabulous tips from our 2012 convention workshop delegates!

Elementary • Get the students involved with the membership campaign • Kick-off membership campaign with special assembly • Visual display of progress, including classroom doors • Giant membership thermometer in front of school every Friday • PTA banner • Get principal on board- if membership goal is reached, the principal gets slimed, or

dresses as a clown. Or teacher’s pie-eating contest. Principal thanks PTA in newsletter. • Slideshows to show current PTA events • List of what PTA pays for, so all families can see • Educate parents about membership – show what we do • Kindergarten orientation- recruit volunteers and members • First class to reach 100% membership gets a pizza party • Class parties as incentives: ice cream, pizza, dance, game truck, movies, popcorn,

popsicles, “smencils” (smelly pencils). • Class with the most membership receives classroom gift basket with school supplies • PTA member discounts at school events and on school spirit wear • PTA member discounts at local businesses • Local businesses partner with PTA • PTA incentive card • Package deals: PTA membership with spirit wear • Teachers give PTA incentives- free homework or extra recess passes • Food trucks and membership- as an incentive and part of the drive • Games (use carnival prizes) with membership - kid prizes, front of line pass • Ice cream social the day before school starts, at which families meet the teacher early.

Rent a credit card machine to take PTA memberships. • Beginning of the year, sit-down dinner. Teachers visit, open to all members - show what

PTA will do throughout the year. Open for questions… • All-in-one day: Families visit the school to sign up for all programs, including after-

school activities, t-shirts, and PTA, all at the same time.



• Passports -‐ receive at the beginning of the year. Stamps for each event, including membership.

• Advertise in local newspaper • Use membership theme throughout the year in all school communications • Communicate through weekly e-‐blasts about upcoming PTA events • Midyear membership drives -‐ membership table at all events • Hardship memberships

Secondary

• PTA incentives • PTA scholarships • PTA sponsored Health and Safety Fair • PTA members attend games or dances free • Free school directory with membership • PTA discounts on spirit wear • Discounts from local businesses • PTA members receive their students’ schedules a day early • School mascot holds PTA sign to promote membership • Give information about PTA benefits • Keep volunteering separate from PTA membership -‐ let people know becoming a

PTA member doesn’t mean they have to attend meetings or volunteer • Special invitation for dads to join and get involved: fathers.com/watchdogs

Teacher Membership Ideas for All School Levels

• Beginning of year, host teacher breakfast with pre-‐completed membership cards to get 100% participation

• Reward for 100% membership -‐ teacher’s luncheon or brunch • BBQ in the staff lounge • Teacher grants and reimbursements • Bulletin board with teacher’s names listed as they join • Grade level or teacher teams, staff competition to get 100% participation



Got membership themes?

Check out these from Communicator articles 2002 - present, including Spotlight Award winners

Get the Scoop (ice cream) Route 66 Blast Off to a New Year (space) Up, Up and Away (balloons) Roll Out the Red Carpet Dive into PTA Catch the Wave, Join PTA Ride the Wave of Success Be Part of the Wolf Pack Join the Team (baseball) Don’t Strike Out Hit a Home Run with PTA Watch Us Grow (each class has its own vegetable for a display board) Help Us Grow (tree in school lobby is filled with apples representing membership) PTA Rocks (using gold and platinum records) Smile, Join PTA (incentive smiley ball) Get Hooked on PTA (fish) Reach for the Stars Be Part of the Team Building a Better Community Survivor Pirate Treasure Winter Olympics America Uniting a Community You are the Key to PTA Success Bee a Part of PTA



Be a Part of the Bunch (grapes) PTA- Your Voice in the School Let Every Child Be Heard Kids are the Heart of PTA Invest in Children (piggy bank) Invite, Involve, Invest Go for the Gold (Olympic or rainbow) Pot of Gold PTA - Where Do You Fit In? (puzzle pieces) Soaring with Eagles Lend a Hand Help Build a Strong Foundation Our Children - Our Treasure (pirate chest) Every Child a Treasure Stay Connected Marvin the Martian PTA is Out of this World Wagging Your Way Through PTA SS Membership Reach Across the World It’s Showtime! You’re the STARS of the Show! Don’t Delay-Join PTA Celebrations and Making Connections Zoom to Success (race cars) Millie the Millipede Come Blast Off With Us Hop on Board the Membership Train/Bus Starzy (Hollywood/Oscar campaign) Come Join the Big Top (circus) Sail Away with PTA

Documents

THE Communicatordownloads.capta.org/pub/communicator-2012-Fall/... · 2012-12-03 · THE COMMUNICATOR – FALL 2012 Articles appearing in The Communicator may be reprinted for PTA