Author: CAPTA IT

Celebrate International Men’s Day By Getting Men Involved at School

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By Heather Ippolito, Vice President for Family Engagement 

Involving men on school campuses and in school activities has lasting positive impacts on children. When fathers (or other male role models) are engaged in a child’s education, attendance increases and grades and test scores rise (Education Week, 2018). As we celebrate International Men’s Day on November 19, here are some ideas to help men feel more motivated and comfortable volunteering and participating in school events:

  • Ask men directly to get involved. Your school and your PTA can make it clear to men that their involvement is welcome, in part by emphasizing how men’s involvement in schools will benefit their kids and all kids.
  • Help men see that even small contributions matter.  Lots of dads tend to stay away from PTAs because they think it will take up too much of their time. Help them see that if they participate in even one thing, it will be impactful! Make sure that you have many options for volunteering that take different amounts of time and take into account things that could be done both on and off campus.  
  • Create a “Dad’s Group” with special events for male PTA members. Having a special meeting just for the guys can be a draw! Allow the men time to get to know one another, present them with the volunteer opportunities, and allow them to form connections with other male caregivers. Some units who have had success with this kind of club have also created shirts so that the dads have a special “uniform” that they wear when they are on campus (this also helps to recruit other dads).  
  • Make sure you highlight men’s participation and contributions. Whenever you publish a PTA newsletter or post on social media, you can make extra effort to highlight that men are present and helping. That will help dads see that there’s a place for them at school and in PTA. 

School communities and PTAs thrive when everyone participates. Find additional tips and research on the benefits of increasing male involvement on National PTA’s website. 

Celebrating American Education Week

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By California State PTA Education Commission

The National Education Association (NEA) has officially declared November 15-19, 2021 as “American Education Week.” This is a time to celebrate public education and honor the individuals working to ensure that every student receives a quality education. Festivities honor the team of people who support public schools, everyone from the bus driver and classroom teacher to the cafeteria worker and administrative staff, plus countless others.

This includes YOU — the PTA leaders and parent advocates who give their time and talents to improving the lives of all children and families. On behalf of the California State PTA, thank you for your dedication and passion for students across the state.  

Be sure to take a look at the resources offered by the NEA to celebrate education this week. Here are some ideas for celebrating locally:

  • Familiarize students with American Education Week, including theme and celebration days, in the morning announcements on Monday and throughout the entire week, highlighting the observance of the day.
  • Write a letter to the editor of your local newspaper. You can thank public school educators for their service or thank the community for its support of public schools. You can also encourage the local paper to write an editorial about public schools and American Education Week.
  • Hold a poetry reading on the topic, “What I Like Best About My School.”
  • Have students make cards showing support for their educators and school employees.

Advocates Plan to Continue Work on Several Education Bills

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By Anita Avrick, Melanie Lucas and Beth Meyerhoff, California State PTA Education Advocates

The California State PTA takes positions on bills to improve the lives of children and families.  

The Legislation Team reads hundreds of bills a year. The Legislation Action Committee then meets monthly between January and June to discuss and take positions on bills that fulfill our Mission Statement to “positively impact the lives of all children and families.”

During 2021, the Education advocates researched many bills affecting K-12 public school education, based on our authorities, which consist of our legislative planks, resolutions, and position statements. Although the bills listed below did not proceed through the full legislative process to reach Governor Gavin Newsom’s desk and were not signed into law, California State PTA continues to support the issues these bills address.

We hope that the legislature will again discuss these bills when they reconvene in January 2022. 

Senate Bill 70 (Rubio). Elementary education: kindergarten
This bill would require that a student complete one year of kindergarten before being admitted to first grade. Students would begin first grade if they had their 6th birthday on or before September 1 and had completed one year of kindergarten.

Currently, Education Code Section 48200 requires every person between the ages of 6 and 18 years to attend school full-time. Students must be admitted to first grade if they have their 6th birthday on or before September 1.

According to the author, kindergarteners who miss 10% or more of school days have lower academic performance when they reach first grade. The impact is even greater for students who do not attend kindergarten at all.

AB 1444 (Buchanan, 2014) would have required a student to have completed kindergarten before being admitted to first grade. Governor Brown vetoed AB 1444, saying that he preferred to let parents determine what is best for their children rather than mandate an entirely new grade level.

The majority of eligible children in California do attend kindergarten, including approximately 95% of eligible students (public and private kindergarten) with 80% at a public school, as estimated by the Department of Education (CDE). According to the California Kindergarten Association, an estimated five- to seven percent of students do not enroll in kindergarten. (EdSource, March 3, 2021)

California PTA supports this bill because we believe that early learning is crucial, especially for our most vulnerable population. Making kindergarten mandatory will help those children who are most likely to fall behind due to the lack of early learning programs. Since kindergarten is optional, it can lead some families to believe that it is not important or that attendance is not essential.

Senate Bill 723 (Rubio). Pupil instruction: tutoring program: learning loss mitigation
Among the many challenges during distance learning is a rising opportunity gap. Senate Bill 723 would address learning loss and provide students with tutoring as a documented strategy to close opportunity gaps. The tutoring would be provided by college students and other pupils through the California Leadership, Excellence, Academic, Diversity, and Service-Learning Tutoring Program.

California State PTA supports legislation that can improve academic achievement for all students and eliminate the achievement gap. PTA believes it is important to provide all students with equal opportunity to learn and, when necessary, to provide access to appropriate intervention strategies and remediation programs for academic success. 

Additional funding and support for this program was included in Assembly Bill 86 which appropriated $4.6 billion to provide support and tutoring by certificated or classified employees.

Assembly Bill 520 (Gipson). Teacher retention: California Diversifying the Teacher Workforce Grant Program
This bill would establish the California Diversifying the Teacher Workforce Grant Program to provide one-time competitive grants to develop and implement new or expand existing programs to develop and retain a diverse teacher workforce. 

According to the author, California’s teaching force is significantly less racially and ethnically diverse than the student population. For example, according to the California Department of Education (CDE), 23% percent of K-12 students are white and 54% are Latino, while 63% of teachers are white and 20% are Latino. Assemblymember Gipson states, “Student success is amplified when they are taught by teachers who reflect the diversity of those students. In addition to academic benefits, students of color experience social-emotional gains to having teachers who look like them, also lessening the likelihood of chronic absenteeism and suspension.”  

California State PTA has a resolution, TEACHER QUALITY: RECRUITMENT, RETENTION AND RESOURCES (2012), that supports “policies, programs, and practices that promote the recruitment, hiring and retention of well prepared, fully credentialed teachers.”   

Assembly Bill 285 (Holden). State Department of Education: state school nurse consultant
AB 285 would require the State Department of Education to appoint an experienced state school nurse consultant with a minimum of 5 years of experience. The state school nurse would promote quality school programs to support the health needs of students. 

California is one of 10 states without a school nurse official at the state level during the COVID-19 pandemic.

California State PTA supports legislation that encourages a greater number of school nurses in schools. Appropriate health services by credentialed nurses are vital to students, especially during this pandemic. A school nurse consultant at the state level will improve the health assistance and guidance our school districts can provide students.

Assembly Bill 299 (Villapudua). Career technical education: California Apprenticeship Grant Program
AB 299 would establish the California Apprenticeship Grant Program to provide grants to high school pupils, community college students, and employed and unemployed workers to enter career technical education and vocational professions through state-approved apprenticeships.

California State PTA supports continued and sufficient funding of School-to-Career education. We believe that apprenticeships give community college students not only additional funds for continuing their education but a step up on their career path.

Senate Bill 237 (Portantino). Special education: dyslexia risk screening
SB 237 would require the State Board of Education to establish an approved list of culturally, linguistically, and developmentally appropriate screening instruments to be used by schools to screen pupils for risk of dyslexia.

Local educational agencies (LEAs) would be required to annually screen all pupils in grades kindergarten through second grade for risk of dyslexia using the screening instruments approved by the State Board of Education. This bill would also require third-grade pupils to be screened during the initial year of implementation. LEAs would also be required to provide results to parents within 45 days of the screening. LEAs would be required to provide all pupils identified as being at risk of dyslexia with appropriate instruction, progress monitoring, and early intervention in the regular general education program. 

According to the bill’s author, “Students with dyslexia are less likely to graduate from high school and attend college, and also experience higher rates of incarceration. In some prisons today, where nearly 80% of the inmates are illiterate, almost one-half of the inmates are on the dyslexia spectrum. 

“Research evidence from multiple scientific studies is unequivocal: early identification and intervention with scientifically based early reading instruction strategies and materials improve literacy outcomes for students with dyslexia and other struggling readers.

“By screening all students for risk of dyslexia early, California can help families and teachers achieve the best learning and life outcomes for all students, close academic achievement gaps, and help end the school-to-prison pipeline.”

California State PTA strongly supports early screening for signs and symptoms of dyslexia and the use of appropriate accommodations to provide students with dyslexia equitable access to the general education curriculum as identified in the California State PTA Resolution, “Dyslexia: Addressing the Educational Implications in Public Schools.”

How to Engage High School Parents in PTA

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By Kathleen Fay, California State PTA Family Engagement Commission Consultant

As kids get older, family involvement in school and in PTA tends to drop off – even as stakes grow higher. When high school PTA leaders make family engagement a central goal, they can be instrumental in keeping parents/guardians/families engaged and active. 

Your PTA gives families and community members a good reason to become engaged in the school community. By making your meetings matter – either virtually or in person, you provide your members with resources and shared power. Providing members with relevant and important information at your meetings, you can spark interest and attention and hopefully engage more families and community members. 

Here are some meeting tips:

Make sure meetings are well-planned and well-run.

Apply this approach to your agenda to bring members  to your meetings and keep them coming back: 

  • Plan.  Promptly take care of association business at the start of the meeting; allow 20 minutes for this. (See leader tips on how to do this, below.)
  • Present.  Devote the bulk of your time to a presentation by school/community leaders, subject experts, or a panel of students who are invited to speak on a topic of interest and relevance to the lives of high school parents.
  • Prevail.  A good rule of thumb is to keep your meeting to no more than 75 minutes. Your local preferences will help determine a best time limit.

How can you ensure meeting business doesn’t go on too long? 

PTA leaders make this possible by doing committee work in committee, so that precious meeting time is used to conduct the official business efficiently and effectively. High school PTA leaders need to plan carefully, prepare in advance, and make sure the business part of the agenda covers what needs to be done.  Tips for making that happen include:

Invite speakers who can share important information.

When you are spending the bulk of your meeting time on presentations, vary the topics and presenters. Here are some presentation ideas (and possible speakers) to consider:

  • What’s new this year at your high school – academics, programs, personnel, plans, facilities? (good opportunity for the principal to present)
  • Tech Talk: (maybe a panel with a teacher, a district technology expert and a tech-savvy parent)
    • Technology at school and what’s needed at home 
    • Online tools (specific to your school) and how to use them
  • All About Teen Driving – parents are really interested in this! (invite someone from local law enforcement)
  • Career Technical Education/Internships and Work-based Learning Programs: The hot new item on student resumés (ask a speaker from the Regional Occupational Program)
  • Youth & the Law – Legal issues important to parents of minor children or new laws affecting teens that often take effect at the start of the year (reach out to a district spokesperson or the legislation chair from your District PTA)
  • Student Panels: (have diverse students share their experiences and insights) 
    • What do you know …that we should, too?  – Students share their experiences and insights about life on campus and off
    • Activities and programs to increase student engagement – What have students themselves found most meaningful?
  • Finding the Balance – Managing student priorities (good opportunity for counselors to present)
  • College Eligibility and Admissions for Community College and UC/CSU, including testing and course-taking (ask counselors and/or local college admissions officials) 
  • Mental Health Matters – Issues teens face; resources & approaches (invite a local youth psychologist)
  • Alcohol & Drug Prevention for students & families (use your local police or hospital to lead this)
  • All About Testing – What tests are given when, what’s involved, why do they matter? (include teachers and/or counselors)
  • College Preparation – It’s never too early (ask counselors or parents who have kids already in college)
  • Meet your… [school board members]/[superintendents]/[administrators] (pick one or more)
  • Building the School/District Budget – give parents the chance to express their priorities and understand decision making (allow extra time for this)
    • Single Plan for Student Success – Inform parents about the school site budget process and recommendations going to the district (your school principal and members of the School Site Council)
    • Local Control Accountability Plan (LCAP) –  Conduct an LCAP input session with district leaders so they can hear what’s important to parents when constructing the district level LCAP

One advantage of this approach is greater cooperation – everyone works together so that your PTA gatherings offer real value for all involved. 

  • Students who participate in panels gain valuable experience preparing and presenting their insights about how activities and programs increase their engagement with school.  
  • Your greater school community contributes their expertise as guest speakers on a variety of topics important to parents of teens, and representatives from other organizations that support youth in the community attend and become engaged with your PTA.  Remember to take advantage of your district’s own experts!
  • Parents benefit from greater participation in PTA and become better educated about relevant issues. A better-informed parent is a better parent!  And drawing the interest of school district leaders affords parents the opportunity to interact with these leaders directly at meetings (administrators, school board members, and superintendents).

Participation in PTA is vital to ensuring the kind of home-school connection that benefits the healthy development of youth. PTAs can positively impact the lives of members by providing programs of real value and relevance. As a PTA leader, you can help to build a connection to  local school staff and administrators by enabling direct interactions, thus boosting family engagement. The information presented in these valuable programs can help to improve parenting skills and empower families and caretakers to take a more active role in their children’s education.

The Legislation Conference Turned Me Into an Advocate

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By Jade Chao, Immediate Past President, Palo Alto Council of PTAs

I first heard about a conference focusing on advocacy and legislation through my local PTA. As a relatively new volunteer in my children’s middle school and not knowing exactly what I might experience, I said, “Yes! I’ll go.” I trusted PTA parents like Nancy Krop who urged me to attend the California State PTA Legislation Conference.

At my first conference I met many new people and listened to some of the most experienced and knowledgeable speakers about subjects that directly impact our children. What really impressed me was the way we could meet our state legislators in Sacramento and talk with them 1-on-1. I quickly made new friends, forged alliances, and learned advocacy skills that would later prove to be valuable.

When I returned to my local PTA, I became aware of an urgent issue involving vaping and flavored tobacco. We took up the issue and mapped out an advocacy plan using skills I had learned from the conference. This included plans to go to Sacramento and talk to various legislators. Erwin Morton taught me how to walk the halls of the Capitol building and speak to anyone willing to listen, with or without an appointment. It was truly democracy in action.

In 2020, the Palo Alto PTA Council brought forth a resolution titled Teen Health & eCigarettes. I used the knowledge and tools I gleaned from the Leg Conference, quickly put together a team and the team sprung into action. My fellow conference attendees were thrilled to join me to meet with legislators and they strongly supported us by joining us in the legislators’ offices. It was actually fun to be so actively engaged in the democratic process — this is something that other countries can only dream of doing. Here we were actually making democracy happen.

The Leg Conference is a super well-organized, well-designed conference to onboard new volunteers. You will get the most out of a very short 2-day conference. Friendship alone is well worth the effort. Meeting and networking with like minded volunteers and being able to speak on our children’s behalf was a bonus. If you have attended this conference, you know what I am talking about. If you have never attended this conference — well, you are missing out! Go! Get yourself approved from your local PTA to attend. You won’t regret it!

Multiple Bills Addressing Students’ Mental Health are Now Law

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By Beth Meyerhoff, California State PTA Advocate

Fear and isolation heightened during the pandemic have reinforced California State PTA’s long-standing commitment to the mental health of children and the need for adult education to address youth mental health challenges. Our advocacy team applauds Governor Gavin Newsom’s signing of a trio of bills to support the mental health needs of students. 

Senate Bill 14 (Portantino) mandates that student absences for mental and behavioral health are treated the same as excused absences for physical health.

Thirty percent of high school students report experiencing symptoms of depression and COVID-19 has further increased the mental health issues children face according to reports cited by Senator Portantino, the author of this bill.

Thanks to SB 14, behavioral health will now be included within the “illness categories” that are legally considered excused absences (Education Code Section 48205). In addition, the California Department of Education (CDE) must identify a training program to address youth behavioral health.

California State PTA believes behavioral health evaluation and services are critical for student development. We support providing information and education to understand and sustain children, youth, and family behavioral health and social-emotional development.

Senate Bill 224 (Portantino) requires middle and high schools to include instruction in mental health if the schools offer courses in health education.

For schools that offer health education courses, this bill requires that those courses include mental health instruction. The course shall cover symptoms of common mental health challenges, promoting mental health wellness, and how to find assistance from professionals, among other requirements. Additionally, it shall include developing an awareness of mental health challenges across all populations and “the impact of race, ethnicity and culture on the experience and treatment of mental health challenges.” The State Department of Education must develop a plan to expand mental health instruction in California public schools on or before January 1, 2024.

According to Senator Portantino’s office, “Education about mental health is one of the best ways to increase awareness, empower students to seek help, and reduce the stigma associated with mental health challenges.”

California State PTA supports age-appropriate social and emotional learning and mental health education for all students. As an advocacy organization, California State PTA supports legislation that creates a safe and accepting environment in schools. 

Assembly Bill 309 (Gabriel) requires the California Department of Education (CDE) to develop model referral protocols for addressing pupil mental health.

The development of model mental health protocols required by this bill would guide schools and local educational agencies (LEAs) in “appropriate and timely intervention for pupil mental health concerns.” The protocols will be posted on the CDE website and used on a voluntary basis.

The Assembly Bill analysis quoted the Student Mental Health Policy Workgroup which noted the connection between mental wellness and academic achievement, attendance, and behavior. The Workgroup also said California’s educators acknowledge their lack of preparedness in addressing pupil mental health challenges as a major barrier to instruction. 

California State PTA passed its resolution, Mental Health: Treatment and Support in 1999 (reviewed 2017), calling on “ the California State PTA and its units, councils and districts [to] urge that members of the education community and local law enforcement agencies receive training to ensure that peace officers and educators can recognize symptoms of mental illness and appropriately respond when dealing with persons, especially children, and youth, who show signs of mental illness.” 

In addition, at the 2020 California State PTA Convention, members passed a resolution Mental Health Service for Our Children and Youth to support mental health wellness and social-emotional learning policies, including staff training.

Governor’s Signature on AB 417 Supports College Access

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By Beth Meyerhoff, California State PTA Education Legislative Advocate

College opportunities for incarcerated teens and adults increased significantly when Governor Gavin Newson signed Assembly Bill (AB) 417 (McCarty) into law on October 6, 2021. This bill establishes guidance on how to spend the $10 million (already allocated in California’s 2021-22 State Budget) for the Rising Scholars Network. The Rising Scholars Network Project, under the direction of the California Community Colleges Chancellor’s Office, mandates that community colleges increase community college course access and support for students transitioning from incarceration, or who have been “justice-involved.”

AB 417 authorizes 50 of California’s community colleges to join the Rising Scholars Network in order to increase the number of justice-involved students attending. The bill also requires reporting and recommendations on the possible expansion of the Rising Scholars Network to all community college districts and campuses.

Prior legislation (Senate Bill (SB) 1391, Hancock) created a pilot program of colleges offering instruction inside prisons. According to the bill analysis, over 5,000 students are enrolled each semester in these programs and 19 colleges piloted programs. According to a Rand Corporation report, Evaluating the Effectiveness of Correctional Education: A Meta-Analysis of Programs That Provide Education to Incarcerated Adults, inmates are 43% less likely to recidivate after receiving correctional education.

California State PTA supports legislation which improves academic achievement for all students. We support efforts to study issues related to the system of juvenile justice and to work for reforms that will best meet the needs of youth in the juvenile justice system.

PTA strongly believes that every student who meets the established eligibility requirements must be allowed access to the appropriate level of California’s system of higher education; financial hardship should not prohibit eligible students from attending institutions of higher education and efforts should be made to provide financial assistance to students.

The Legislation Action team relied upon the following authorities to support AB 417:

ACHIEVEMENT: ELIMINATING THE GAP  http://downloads.capta.org/res/AchievementEliminatingTheGap.pdf

PTA has resolved to advocate for legislation and public policies that improve academic achievement for all students and eliminate the achievement gap.

JUVENILE JUSTICE REFORM – A PRIORITY http://downloads.capta.org/res/JuvenileJusticeReform-APriority.pdf

PTA has resolved to study issues related to the system of juvenile justice in California and work for reform that will best meet the needs of children and youth who come in contact with the Juvenile Justice System; and be it further

Position Statement:
Basic Education
http://toolkit.capta.org/advocacy/position-statements/basic-education/

California State PTA believes that all children and youth have the responsibility and should have the opportunity to develop their abilities to their fullest potential.

Position Statement: 
Higher Education
http://toolkit.capta.org/advocacy/position-statements/education-higher-education/

California State PTA believes that … investment in students’ postsecondary education enriches the lives of all Californians, and provides skilled workers to meet the needs of California’s global economy.

AB 856 Established Protocols for Safe Return to School

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By Vinita Verma, California State PTA Community Concerns Legislative Advocate 

California State PTA supported Assembly Bill (AB) 856 (Maienschein) which was signed  by Governor Gavin Newsom in July.  The bill addressed the much-needed COVID era protocols for the safe return of students to exercise and physical activity after testing positive for or experiencing symptoms of, COVID-19. Validating the public’s right to information, the bill requires the California Department of Education (CDE) to post information on its website about the protocols for the safe return to school after a student contracts Covid. In addition, school districts will be encouraged to distribute this information. This law went into immediate effect for the health and safety of the public.

California State PTA supports legislation that prevents, controls, or eliminates hazards to the health, safety, and well-being of all children and youth. This bill provides important information for families and students. It safeguards the health of students who contracted or experienced symptoms of COVID-19. California State PTA acknowledges the need for science-based information and transparency to be available to all affected parties.

California State PTA relied on two legislative planks in supporting this legislation:

  • Legislative Plank #8 – To protect and improve the health of all families through the prevention, treatment, and control of disease; and 
  • Legislative Plank #11 – To prevent, control, or eliminate hazards to the health, safety, and well-being of all children and youth.

Additional Reading and Resources:

The American Academy of Pediatrics has published guidance for students’ safe return to sports and physical activity.  https://www.aap.org/en/pages/2019-novel-coronavirus-covid-19-infections/clinical-guidance/covid-19-interim-guidance-return-to-sports/

California State PTA has collected a variety of resources for parents and PTA leaders here: https://capta.org/news-publications/covid-19/

Senate Bill 796: A Step Closer to Historic Justice for a Southern California Family

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By Beth Graves Meyerhoff, California State PTA Legislative Advocate

In a historic moment on September 30, 2011, the issue of reparations was addressed by Governor Gavin Newsom when he signed Senate Bill (SB) 796, authored by California State Senator Steven Bradford (D). SB 796 authorizes Los Angeles County to transfer two parcels of land to the descendants of Willa and Charles Bruce. The  property, located in Manhattan Beach, was wrongfully taken from its owners in the 1920s simply because of their race. 

Senator Bradford has been quoted as saying, “SB 796 represents economic and historic justice and is a model of what reparations can truly look like.” At the bill signing, Senator Bradford also said, “We’re returning what was rightfully theirs. It’s not a gift of public funds. They were denied generational wealth when the city took it from them.”

The Bruces purchased two beachfront parcels of property in 1912 for $1,225 and operated a seaside resort for African Americans at a time when beaches were segregated. In 1924, the property was taken by the city of Manhattan Beach through eminent domain to create a public park. The Bruce family received $14,500 for the parcels. The properties remained vacant until 1948 when they were given to the state and later transferred to Los Angeles County in 1995 to operate a lifeguard station.  

California State PTA believes that we must eradicate the negative impact of institutional racism and we must support systems and practices that are rooted in social justice to effectively serve the needs of children, youth, and families. The National PTA in a related position statement emphasized, “As an association that represents all children, we must listen, educate and advocate beyond rhetoric and rise to correct all inequities and injustices.” 

In his press release, Governor Newsom said, “As we move to remedy this nearly century-old injustice, California takes another step furthering our commitment to making the California Dream a reality for communities that were shamefully shut out by a history of racist exclusion. We know our work is just beginning to make amends for our past, and California will not shy from confronting the structural racism and bias that people of color face to this day.” 

The next step is for the Los Angeles County Board of Supervisors to consider a motion for the county to accept the deed for the parcels in order for the county to return the two parcels of land to the Bruce family.

The California State PTA Legislative Action Committee considered these General Principles and Legislation Planks to support this legislation:

Additional reading about this legislation and the history of Bruce’s Beach: 

https://www.blackpast.org/african-american-history/bruce-s-beach-manhattan-beach-california-1920/

https://www.newyorker.com/news/us-journal/californias-novel-attempt-at-land-reparations

https://www.latimes.com/california/story/2021-09-30/newsom-signs-law-to-return-bruces-beach-black-family

Takeaways from the Family Engagement Summit (Part 2)

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Byline: Heather Ippolito, California State PTA Vice President for Family Engagement

 

At schools all over the country, educators and community members are working to build stronger connections between families and schools. We already shared some takeaways from the keynote speakers at the Family Engagement Summit. Here are some ideas and best practices to share with other PTA leaders and school and district administrators. 

Moving from Involvement to Engagement
The Virginia Beach Schools Office of Family Engagement spoke about moving from involvement to engagement. Involvement is doing things to reach families (calls, emails, telling parents what to do) while engagement is doing things with families (partnering, including families in decision-making and treating them as partners). 

Virginia Beach has a districtwide Family Empowerment Group that serves as a safe space for families to share things that are happening in the district, and to work together to advocate for change. Local PTAs might consider advocating for this in your schools  —  a place to begin two-way communication and work together to solve key issues facing our families.

Getting Advice from the Experts
A digital citizenship webinar hosted by CommonSense shared tools to help schools engage families in the digital citizenship conversation.  Steps include planning, implementing, and evaluating the program. Their website is full of resources, all by grade level, that could be helpful to include in a STEAM event or in a PTA newsletter. (For more about these resources see the recent blog on our website.)

The National Parent Leadership Institute has been working with the Merced School District and a non-profit called Valley Onward for several years. The inspiring thing about this partnership is that the entire community is working together to support families. The schools and the extended community all know what an asset they are to our families and have rallied around them — this could be replicated in your area using our School Smarts program. 

Thinking Out of the Box
Lisa Elliott, Superintendent of the Greenfield School District in Wisconsin shared best practices for engaging families — including some out-of-the-box things. Greenfield has a district team of Family Engagement Champions that set yearly goals for family engagement. The team is made up of parents, teachers, and administrators who keep the family engagement agenda moving forward. 

They begin engaging their school district families at birth — mailing a bib, book, and information on early learning to the home of every child born into their district boundaries. The district also has playgroups for children aged 0-3 called Play to Learn. They meet at the library, district office, and at school sites to help families build connections with the schools and community. Finally, they have a senior tax credit program. Seniors on social security can get up to a $500 tax credit by working in the schools as volunteers. They earn $6.50 per hour when they work and the program is paid for by the district. They match the seniors up with their talents — library helpers, classroom volunteers, yard duties, etc. They have said that for the financial investment they make (last year it was around $14,000) they have seen incalculable gains (especially when they need community support for educational issues). 

Listening to Parent Voices
Ari Gerzon-Kessler from Colorado spoke about recognizing the disconnect regarding family engagement. While planning a family night,  he realized he didn’t have families in the room. To correct this lack of engagement the district formed groups of parents, students, educators, and administrators at each school. Families and Educators Together (FET). The group meetings consist of 90-minutes of listening to parent voices — administrators were tasked with investigating issues that come up during the listening sessions and then problem-solving with the team. They have found these groups to be very impactful (especially for administrators who listen to solutions from educational partners, like the students and parents). 

Focusing on a Key Subject – Math
Building a family math learning community including parents, district leaders, and non-profit groups is a project in a Massachusetts community. They shared that early math skills are a predictor of graduation and that parent attitudes toward math matter for student success. They began having playgroups at churches, libraries, laundromats, and other places in the community to help educate families by sharing easy things they can do to increase math skills and vocabulary at home. Their website is full of math games, videos and resources for families to encourage early math literacy.

Learning from Each Other
The programs and practices presented above are things that PTA Leaders can learn from. These are examples of why family engagement is essential to the success of our schools and hopefully they provide practical ideas for your communities. 

Please share your family engagement ideas with us using  this simple form.