November 2011Issue 2, Volume 20

The The Child AdvocateChild Advocate

PTA is For Everyone!

Outreach: The Key to a Successful PTA

Reaching Out In Your School Community

Marysville Special Education PTSA

Becoming a Welcoming and Inclusive PTA

Sky Valley Education Center PTA

Overcoming Barriers to Parent InvolvementThe Child Advocate is published online every month from September through May by the Washington State PTA, 2003 65th Avenue West, Tacoma, WA 98466-6215, (253) 565-2153. Contributors are welcome. Call the State PTA office for guidelines. Whenever PTA is used it also refers to PTSA. PTA is a registered trademark of the National Congress of Parents and Teachers.

Novella Fraser, Washington State PTA PresidentBill Williams, Washington State PTA Executive Director

Karen Fisker-Andersen, Editor

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Contents

Website: www.wastatepta.org

Email: wapta@wastatepta.org

Phone: (253) 565-2153 or

1-800-562-3804

Fax: (253) 565-7753

a Washington State PTA parent involvement publication

Washington State PTA

2003 65th Avenue West

Tacoma, WA 98466-6215

Child AdvocateThe VISION: “Making every child’s potential a reality.”

MISSION: PTA is:n A powerful voice for all children,n A relevant resource for families and communities, andn A strong advocate for the well-being and education of every child.

The Washington State PTA accomplishes the mission of PTA by• Speaking on behalf of children and youth in the schools, in the community, and before governmental bodies and other organizations that make decisions affecting children; • Supporting parents* in developing skills to raise, protect and advocate for their children; • Encouraging parent*, teacher, student and community involvement; • Promoting opportunities for positive outcomes for children; and • Being a financially stable, well-managed organization that promotes diversity, provides quality service, models best practices and values its members and employees.

*Parent may include adults who play an important role in a child’s family life since other adults (grandparents, aunts, uncles, or guardians) may carry the primary responsibility for a child’s health, welfare, education and safety.

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Highlights from WSPTA’s 33rd

Legislative Assembly

On October 14-15, the Washington State PTA hosted its 33rd Annual Legislative Assembly, which drew 275 PTA members from across the state to learn, debate and decide on Washington State PTA’s legislative plat-form for the second year of the current two-year cycle. The Assembly added six new issues to the 2011-12 agenda, and rejected, albeit by a close vote, a proposal to amend the current position regarding teacher com-pensation.

The newly added six issues related to:• closing the achievement gap; • allowing charter schools; • promoting early learning;• addressing the needs of highly capable students; • updating the juvenile justice system; and • standardizing school-zone signage.

The vote supporting most of the issues was overwhelm-ingly in favor, except for the charter schools issue which passed by a decisive but close vote.

Another highlight of the WSPTA Legislative Assembly was the presentation of the Washington State PTA’s Outstanding Advocate Award to long time Marysville PTSA member, special education teacher, and advocate for children, Jim Strickland.

Save the Date...Washington State PTA ConventionSeattle Airport Doubletree Hotel

May 4-6, 2012

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Outreach: The Key to a Successful PTA

The Child Advocate, November 2011 3

Diverse PTAs don’t happen on their own. They are built by local leaders who care about the mission of PTA to make every child’s poten-tial a reality, make a commitment to put effort and planning to making this mission happen, and have the courage to step away from what is comfortable to do what is necessary for success. However, even the best leaders cannot take on this task alone; instead they need to build a team of people to work together on the task of creating a diverse PTA.

Having a diverse PTA is better for everyone. When all families are involved, parents from various backgrounds can provide better input on what they need for a better educational environment for their children. Without their input, a school can only guess what they need, and events planned may or may not reach the intended mark. Parents will benefit by having a better understanding of how the schools operate and what they can do to help their children be successful at school.

There are three basic steps to building a diverse PTA. First, identify all the populations at your child’s school who are under-represented in your PTA. Second, build a team of diverse leaders made up of these various populations. Finally, customize your approach for your targeted audi-ence.

Identify under-represented groups

A diverse PTA is one that reflects the families of all the children at the school. This includes race, religion, and culture, but also includes gender, sexual orientation, parents with disabilities, and more. A diverse PTA is made up of single parents, working parents, stay-at-home parents, unem-ployed parents, grandparents, teachers and even students at the middle school and high school levels.

Build a diverse team of leaders

People don’t usually join an organization when they don’t feel there are other members who have things in common with them. So for example, if you’d like to encourage people from your school’s ESL (English as a Second Language) community to join PTA, look into the language groups that are represented at your school. Identify an individual in each of these language groups who could potentially serve as a leader for that group (usually someone who has a good grasp of the English language in addition to their primary language). The leader for each group will serve as your PTA’s expert on the group as part of your PTA’s outreach committee. Ask each of these leaders what they need to be successful in reaching out to the families in their scope of expertise. Are there

language barriers that need to be addressed? Are there cultural barriers or religious considerations that could interfere with their participation?

Set up an informal meeting with the help of your outreach leader from each language group. Explain to this group of parents what PTA is and what it accomplishes for kids. Tell them about past accomplishments as well as the PTAs goals for the future. Focus on the needs of the targeted group and how membership in PTA would be beneficial to the members of this group. You also should talk about the other benefits provided by the PTA membership, such as its work in advocating for laws to protect children and families. Personally invite them to come to a PTA meet-ing and follow up on that invitation prior to the meeting. Make sure they know that you want them to come and that your school and their children will benefit from their participation.

Arrange for an interpreter at your meetings and address other barriers that may interfere with their participation. When there is a large group of parents from a minority group who come to a meeting, individuals in that group will be more likely to join PTA and to feel comfortable in coming to the next event as well.

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Customize your approach for targeted audience

While you should handle each targeted audience differently, accord-ing to what they need, it is always helpful to identify a potential leader in each audience you are reaching out to. This individual can help you spread your message by word of mouth from one peer to another. This approach works better for parents who are minorities in your school community but grew up in the public education system. They don’t need a special meeting to be explained what PTA is, but some of these parents may have a perception of PTA of being an exclusive group. Your message to these parents should focus on your desire to change this perception by showing them all the exciting things that PTA is doing in your school and across the state and nation, and how their PTA membership benefits their children. (Please see article on page 8 on the relationship between parent involvement and student achievement.) Encourage these parents to join PTA, come to PTA events, and bring their friends.

Finally, your PTA needs to be ready and willing to be welcoming to a diverse membership. Please see the article on page 6 for information on how your PTA can be more welcoming to new members. n

ESL Families—By 2025, the US Census Bureau predicts about a quarter of students in our school system will come from homes where English isn’t their primary language. PTAs need to consider this population of families at their school today. Many families from other cultures have a limited experience with schools in this country and some may not be aware of the importance our schools place on the home/school partnership or what it means for parents to be involved in education. It is essential for the success of these children and our schools that these families feel welcomed and encouraged to participate in their children’s education.

Single parent families and working parents—These populations may have difficulties making it to PTA meetings, especially if meetings are held during the day. If possible, plan your PTA meetings in the evening so this group will have the opportu-nity to become involved. These parents have very limited amount of time, so be respectful of that time by starting and finishing your meetings on time.

Minority Families—Some families from racial, religious, or other minority groups may be hesitant to become involved in PTA if in the past they have experienced PTA to be unwelcoming or exclusive. Be sensitive to these very real feelings and unpleasant experiences and work hard to overcome this negative stereotype. Emphasize your desire for your PTA to be a inclusive by challenging your members to talk to people they don’t know before and after each meeting and at PTA events.

Dads—More and more dads are becoming PTA members and their involvement helps to make the PTA stronger for everyone.

Reaching Out In Your School

Community

Host special events just for dads. They’ll feel special and they’ll have the chance to meet some other fathers too. Offer opportunities for fathers to get involved on special tasks--such as building shelves for the library, or other short-term projects around the school.

Students—Our students bring a wonderful amount of energy and excitement to PTA (or PTSA). They are often enthusiastic about building their leadership skills and have plenty of ideas to improve their schools. To increase your student membership, make a presenta-tion at a school assembly and make students full members, with voice and vote, at PTA meetings. Also offer student leadership positions in your PTA, and provide training as well.

Teachers—The “T” in PTA are some of the organization’s most valuable members. They are often connected to the school for a long term, and help form a sense of continuity in a PTA over the years. They are often mentors for children whose parents are uninvolved and are a vital part of the mission of PTA in helping every child reach their potential.

Grandparents—Seniors may want to get involved in their com-munity to feel more useful and increase the bond among generations. Consider finding a senior citizen liaison to help you encourage other seniors to join your PTA and volunteer at school. n

a Washington State PTA parent involvement magazine

5The Child Advocate, November 2011

It is the hope of Jessie Atkins, President of Marysville Special Educa-tion PTSA, that someday every PTA would have an individual represent-ing students in special education on their leadership team to advocate for them at school and in the community. Until that happens, special educa-tions PTAs such as the one in Marysville, are an important resource for the traditional PTAs and a powerful advocate for the needs of all kids including those on IEP’s, 504 plans and Special Education in the schools and community.

Membership in Marysville Special Education PTSA is made up of families and educators from different schools, and members of the com-munity and school district. Much of their membership campaign and advertising is through other PTAs, their website, facebook and one on one encounters since their PTA is a community PTA without a school building. They are working towards having a partnership in every school in their district.

The PTSA focuses specifically on supporting families and partnering with educators for students success as well as being heavily geared toward advocacy. “We are involved at council level, in the community events and advocating in the school district for kids on IEPs (Individualized Educa-tion Plans),” said Atkins. “Including, but not limited to making sure that they are in the least restrictive environment and included with other students who do not have disabilities.”

There have been much discussion on budget cuts in education and the Marysville Special Education PTSA is concerned with how services for children in special education will be supported. As a result, they are en-

gaged in discussions with decision-makers to make sure that all children needs are met.

In addition, they advocate in the schools and communities to make sure special education children have access to programs and services. This has included, among many other things, working with Parks and Recreation and the Women’s Soroptimist of Maryville to see that adaptive swings were installed in two local parks (pictured above). Further efforts include improving accessibility to programs and activities for all children includ-ing those with disabilities.

In addition, they sponsor resource fairs and parent, educator and com-munity information nights. Much of their programs and activities have developed through trial and error since special education PTSAs are rare and there are few models to follow for developing their programs.

Their biggest challenge is reaching all of the parents in the school district who have children with special needs. “We want to build bridges with school PTA’s and be a relevant resource to them and encouraging parents to be involved in their home school PTA as well” related Atkins. Their fundraising efforts, in order to avoid conflict with school PTAs, have been creative, more private endeavors, such as silent auctions and private fundraising parties in homes.

Marysville Special Education PTSA is striving for a school liaison in every school. Their hope is that this school liaison could help schools identify and address issues that pertain to students with special needs in their schools and ultimately, help all children reach their potential. Visit www.mseptsa.org for more information about the Marysville Special Education PTSA. n

Marysville Special Education PTSA

Facing

Unique

Challenges

and

Opportunities

for All

Students

a Washington State PTA parent involvement magazine6

Establishing a welcoming environment is essential for your PTA to retain a diverse membership. There has to be an expectation of every member, starting with the PTA leadership, to engage in conversation with someone they don’t know either before the meeting starts or im-mediately following a meeting and be friendly and available to all the members, not just their friends. Diversity and inclusiveness should be a part of every PTA’s goals and the leadership should be encourage it at meetings, in newsletters, and be good role models for the PTA members to follow.

A welcoming committee can be established to make sure everyone who walks in the door to attend a PTA meeting gets a greeting and a friendly smile. Members of the welcoming committee may also mingle in the crowd and help acquaint new members with other people. Good can-didates for the welcoming committee may include past PTA presidents (who know a lot of people and may be better able to recognize new faces), natural leaders of various diverse populations at your school, and people who have outgoing personalities.

Another key component of an inclusive PTA is getting to know the needs and issues of your diverse membership. Take time to find out what their needs and provide meaningful programs to address those chal-lenges. For example, make sure parents with disabilities are able to access PTA events by providing sign language interpreters, or sponsor PTA events in locations that are wheelchair accessible. Or if needed, sponsor computer classes to help parents learn how to use a computer to access

resources and online grade books that many schools offer, or arrange for English classes at the school for the parents who don’t speak English as a primary language. By meeting needs, you are making your PTA a stronger and more powerful force in your school community.

Other ideas to help people feel welcome:

• Be aware of cultural and religious holidays and avoid scheduling events that interfere with those dates. Cultural and religious customs may also influence family dynamics and be a barrier to involvement in PTA. For example, in some homes it may be viewed as inappropriate for a woman to go out alone at night. Make sure your PTA communicates that men are also welcome and encouraged to attend your events and meetings.• Print everything posted at school (test scores, newsletters, memos, notices, PTA minutes, “welcome to our school” banner) both English and Spanish (or whatever languages are spoken at your school). Arrange for a translator at PTA events. For help finding translators, go to your school principal, the local high school language departments, the school district, or members of your own PTA who are fluent in other languages.• Take account of the various family arrangements

when planning events. For example, a dad’s and donuts event should also include the option to invite a grandparent, uncle or other male role model for those children who don’t have dads.

• Be sensitive. Questions such as, “What do people from your country do about...?” may make some people feel uncomfortable. Also avoid using cultural clip art on printed material which may be offensive to some people.

• If childcare seems to be a barrier that is keeping some families from being involved, consider offering childcare services during your PTA meetings.

• Sponsor cultural events with music, dance, clothes, food, or art. Help your diverse membership share their culture with others in a way that is meaningful to them.

• Send out personal letters to thank people for joining your PTA and invite them to call, email or send you a note if they have any ques-tions about PTA or if you can help them with their child’s school experience.

• Avoid stereotyping. Remember that parents from all backgrounds and circumstances want what’s best for their children.

• Practice forbearance when faced with a difficult person or circum-stance. Be slow to anger and quick to listen. Be diplomatic in your responses.

• Encourage feedback. Implore your membership to come to you if they get the feeling of being unwelcome.

• Finally, treat all members as if they are prospective members and make them feel like valued members of your school community. n

Becoming a Welcoming and Inclusive PTA

7The Child Advocate, November 2011

Every PTA is as unique as the individual school community it serves, but the PTA at Sky Valley K-12 alternative school in Monroe is truly one of a kind. Although Sky Valley Education Center PTA is consid-ered a non-traditional PTA, it still focuses on helping every child reach his or her potential, just like traditional PTAs.

What makes Sky Valley Education Center PTA unique is that although their school is a public school, its purpose is to serve families of home-schoolers. As such, parents are required to be present at the school until a student reaches the age of 12. The school serves many families from many different school districts, and although parents are the primary educators, students may choose to participate in some classes that are offered at their school facility.

“Our PTA supports the various programs at our school through the student-run cafe, robotics classes, EBay classes, drama classes, plays as well as traditional Scholastic Book Fairs, box tops and teacher apprecia-tion activities,” related Sky Valley Education Center PTA president Kira Colby.

“The PTA is also raising money to build a playground that integrates use for children with special needs. We would also like to add natural components such as hills, creeks and a reading garden. We have applied

for the Clorox grant that gives up to $50,000 to schools,” she explained. This grant is unique in that it is selected by a public voting process. (See editor’s note at the end of the article on how you can vote for this school.)

Although their school may not look like most public schools, they share many of the same goals as many other PTAs: educating parents and fami-lies, building a community environment, making fun memories, providing membership incentives, and raising funds for important programs and school improvements.

One of the goals of Sky Valley Education Center PTA is to educate children and families about healthy lifestyles and the benefits of staying active. Toward that end they are planning a field day and “fund” run to benefit their efforts to build a new playground.

Another goal for the PTA is to help bring families together to have fun and develop friendships. They make every effort to make their family nights affordable for parents and memorable for students.

The PTA also wants to build a partnership with the larger community, and would like their members to support local businesses and for lo-cal businesses to support their school. “We are teaming up with local businesses to develop a discount book and are offering them free to our members,” Colby explained.

Sky Valley Education Center PTAA Non Traditional PTA Striving for the

Same Mission For Kids as All PTAs

a Washington State PTA parent involvement magazine8

teering at school, communicating high expectations to your children on school achievement, attending school events, helping your children to discover their interests, etc.

• If parents are from a culture where parent involvement isn’t encouraged, take special care in helping them understand that the parent/teacher partnership is part of how our education system works and that both moms and dads are encouraged to be involved in PTA, as well as being involved in their children’s education at home.

• Older students may not want their parents involved and often parents with middle-school or high-school-aged children get more involved with work and have less time for PTA. However, this is not a good time for parents to ‘check-out.’ Parents need to figure out a way to say involved. Students continue to benefit from their parents’ involvement through the middle school and high school years and perform better in school when their parents remain involved. n

Studies have shown that parent involvement is the key to student achievement. When parents are involved in their children’s education by creating a home environ-ment that encourages learning, is involved at school, and sets high expectations for student achievement; students have higher grades, are less likely to get involved in drugs, violence or other anti-social behavior. This relationship between parent involvement and student achievement is accurate for all ages of children, includ-ing junior and senior high school students and it is true for families of all income levels.

This is a primary reason why all parents and caregiv-ers should join PTA. Of course there are many other important reasons for joining the PTA as well, such as: being a part of a larger organization that advocates to secure laws to project children in our state and nation, getting to know other parents at the school, getting to know the teachers, find-ing out what’s going on at the school, learning about issues affecting our children and how to be better parents, and leadership training opportunities.

Parent involvement remains a main reason many parents join PTA and it is a good reason to join. However, many parents in our com-munity are unaware of the importance of parent involvement or didn’t grow up in a culture that emphasized parent involvement in education.

Overcoming Barriers to Parent Involvement

• Educate parents on the importance of parent involvement and describe to them what parent involvement looks like: helping with homework, attending parent-teacher conferences, joining PTA, volun-

Overcoming Barriersto Parent Involvement

One challenge that Sky Valley Education Center PTA faces is a low membership enrollment. Although there is 100% parent participation in the educational process at the school, some parents don’t see the need for a local PTA. In addition, many families come from outside the area, so the school isn’t the neighborhood school for many families. Because of this geographical element, and the fact that parents are so involved in the many educational choices and opportunities, coming together for PTA programs can sometimes be difficult.

However, their PTA has seen a substantial growth of membership and was awarded the bronze level membership award at the WSPTA conven-tion last year and again for 2011-12. This success is largely a result of a hard working board of directors who are excited about what the PTA is doing in their school and the potential for advocacy for all children as

part of the Washington State PTA.

The Sky Valley Education Center PTA encourages its student to become members and leaders in their PTA. “As a student member of our PTA they can plan events, express their opinions and have a vote. Next year we would like to have students co-chair executive board positions. We are hoping to give them the opportunity to build leadership skills, entre-preneurship skills, accounting skills, improve public speaking, marketing skills and many other skills that will allow them to improve our com-munity and give them a successful future,” Colby related. n

Editor’s note: Visit http://www.powerabrightfuture.com/gallery/detail/?nid=1419 to vote for Sky Valley and help them receive the Clorox grant.