State tests are an objective way of showing how well students met the expectations of the grade level. They are only one of many measures and aren’t meant to tell the whole story of a student’s performance. They should be combined with other information, such as report card grades, classwork and teacher observations to give families a more complete picture of their child’s academic performance.

In California, students in third through eighth and 11th grade take the Smarter Balanced test in English language arts and math. It is part of the state assessment system known as the California Assessment of Student Performance and Progress (CAASPP).

Depending on school calendars, testing in English Language Arts, mathematics, and science takes place mostly in April and May. Parents should receive their children’s reports soon after testing in their district is completed.

SMARTER BALANCED STATE ASSESSMENTS

The Smarter Balanced state assessment is focused on grade level material and is aligned to the state standards. The test questions match what students do and learn in the classroom everyday throughout the year, which are the skills that are most important for students to learn in order to move on to more challenging content.

The Smarter Balanced test is taken online and is computer adaptive, which means it adjusts the difficulty of the questions based on the student’s responses. The test includes a variety of different types of questions, including traditional multiple choice, ones that ask students to show their work and explain their answer, and questions that ask students to analyze text and write a well-developed essay. California teachers have worked closely with the state to write and review test questions.

PTA FAMILY GUIDE TO THE ANNUAL STATE TEST

National PTA developed the Family Guide to the Annual State Test which includes general information about the Smarter Balanced test, including grades and subjects tested, how the results are used and links to additional resources.

DOWNLOAD THE GUIDE

SCORE REPORTS: WHAT YOU NEED TO KNOW

The score report gives families information on how well their child performed on different sets of skills in each subject. Families can use this information to identify where their child is doing well and where they may need support or practice. This helps families better support learning at home. It can also help them to start meaningful conversations with teachers, to set goals for each student’s areas of improvement and to identify resources and strategies that can be used at home and in school to help students make progress.

• The CAASPP assessment report uses four achievement levels: standard not met, standard nearly met, standard met, standard exceeded. The levels designate the degree of “progress toward mastery of the knowledge and skills needed for success in future coursework.” For 11th-graders, they measure the degree to which students are on track to be ready for college or a career after graduating from high school.
• The scores help improve learning for your child. Scores give teachers the opportunity to adjust instruction and give students and parents an idea of which areas should get extra attention each school year and which areas students have mastered.
• Like progress on a growth chart, the tests, scores and expectations change with your child’s age and grade. As children grow and change, so do the educational standards and related assessments. Although you can see growth from year to year, scores can’t be directly compared to prior years, which measured different grade standards.
• The scores are just one measure of how your child is doing. These new tests are part of an overall system of assessment including classroom assignments, quizzes, report cards and more.
• Ask questions! The score reports generally go to parents before a new school year starts. Parents can start discussions on the score reports with their child’s teacher during back-to-school season and during parent-teacher conferences and other meetings.

ADDITIONAL RESOURCES

• California Department of Education
• Sample Smarter Balanced Test Questions

 

Cada niño, una sola voz

Cada niño, una sola voz. Con más que 750,000 miembros, la mision de la associacion de padres y maestros (PTA por sus siglos en ingles) de California es de impactar positivamente las vidas de todos los ninos y las familias. La PTA se enfoca en cuatro areas principales: educacion, salud, participacion de los padres y asuntos comunitarios.

PTA trabaja para dar fuerzas a todos los padres y cree que juntos podemos hacer una realidad el potencial de cada niño. Te invitamos a utilizar nuestros recursos, ayudarnos a identificar otras nuevas, y háganos saber cómo podemos mejorar nuestra información y herramientas para mejor apoyar a ustedes como padres.

“Sabías?”

Desde del ano 1897, PTA ha sido instrumental en:

• Cinturones de seguridad
• La creación del educacion de Kindergarten
• Vacunas para polio
• Cascos de bicicletas
• Las Leyes de trabajo infantil
• Seguridad del autobús escolar
• El agua fluorada
• Servicios de Salud Pública
• La promulgación de un sistema de justicia de menores
• Promoción de los peligros de fumar
• Apoyo a la Familia y Ley de Licencia Médica
• Desarrollo de un sistema y clasificación de TV basado en contenido
• Una mejor sistema de financiación de las Escuelas Públicas
• La creación de programas de almuerzos calientes en las escuelas públicas
• Estandarizando las exámenes de salud y la Programa de Inmunización

¿Qué quieres para sus hijos? ¿Cómo vas a trabajar para mejorar la educación de su hijo? Sea cual sea su necesidad o interés, PTA está aquí para ayudarles.

Consejos para los padres: Temporada de regreso a la escuela

Aprende más

• El futuro le pertenece a su hijo
• Muy pronto llegaran a California los nuevos exámenes para los estudiantes
• Ayude a su estudiante sacar el mayor provecho de la tarea
• Consejos para los padres
  • Cien formas de ayudar a su hijo y a la escuela a tener éxito
  • Cómo Navegar los Años de la Adolescencia
  • Cómo Hacer de su Hijo un Exitoso Lector
  • Al trabajar unidos, los padres y los maestros les dan a los niños la mejor oportunidad de aprender
  • Su Voz es Importante
• Derechos Legales de los Padres
• LCAPs: La Planificación Para El Éxito

 

 

PTA Resolutions

PTA Resolutions come from our members and call attention to a problem and a need for action on a particular issue. They are a major source of authority for the California State PTA and its units, councils, and districts. If a problem or situation has statewide implications affecting children, youth, and families, a resolution is one way to authorize PTA action. Other sources of PTA authorities include National PTA resolutions, California State PTA and National PTA position statements, and legislation platforms. See the full list of our Resolutions.

PTA Resolutions are not legislation and are very different from those that you may be familiar with from your local School Board or City Council. PTA Resolutions provide direction (authority) for our membership to take action. Our Resolutions are not direct advocacy messages to state or federal legislators or position statements. Authority allows us to take a position on legislation, policy, and ballot measures. Resolutions may only be authorized by delegates to the California State PTA’s Annual Meeting (Convention), using the procedures outlined in the California State PTA Resolution Procedure Book. Units, Councils, and Districts cannot authorize Resolutions.

Click here for information on how to submit a PTA Resolution

Resolutions are PTA Authorities created by members and adopted by the membership at the Annual Meeting (California State PTA Convention). Resolutions call attention to a problem and need for action by our membership on a particular issue.

1. Resolutions are PTA authorities created and adopted by the membership at an Annual Meeting (Convention). Resolutions must meet the following criteria:
   • Be in accordance with PTA purposes and policies
   • Be prepared according to criteria specified in the California State PTA Resolutions Procedure Book.
2. A resolution may be initiated by an individual PTA member but must be authorized (voted on) and submitted by a PTA unit, council, or district in good standing, an inter-district committee or the California State PTA Board of Managers.
3. There are three parts to a PTA Resolution. (Resolutions Procedure Book)
   • Preamble: The preamble is a series of statements of fact supporting the reason(s) for the resolution. Each statement begins with the word Whereas. Research is reviewed by the California State PTA Resolutions Committee to ensure criteria defined in the Resolutions Procedure Book have been met. Because these statements must be supported with primary research, and do not provide authority, they are not voted on or changed by delegates at the Annual Meeting (Convention).
   • Request for Action: The request for action is a recommendation to the Annual Meeting delegates on how to proceed with the issue set forth in the Whereas statement(s). Each request for action begins with the word Resolved. The Resolved statements are the only part of a PTA Resolution that can be amended by delegates through a vote at the Annual Meeting (Convention). Convention Rules provide more information on the amendment process. Amendments must be submitted at Resolution Hearings or by the deadlines defined in the Convention Rules.
   • Background: The Background Summary is a narrative where a Maker can use plain language to define and link facts stated in the Preamble (Whereas) to the actions defined in the Request for Action (Resolved). It does not provide authority and cannot be changed by delegates at the Annual Meeting (Convention).
4. See the full list of California State PTA Resolutions (scroll down to the bottom of this page).

FAQs

When can I start working on a Resolution?

The deadline to submit a Draft Resolution to California State PTA is November 1^st.  The deadline to submit a Final Resolution to California State PTA is January 5^th. There is no set start date for work to begin. Resolution Makers, who have an authorization vote to begin the Resolution process, from a PTA association, may submit a Draft Resolution at any time prior to the November 1 due date.

The California State PTA Resolution Procedure Book defines the process to help makers develop their resolution. Please note, if the work begins during one term and continues into the next, a vote from the new association must be obtained to continue developing the resolution.

How long do Resolutions take?

PTA Resolutions must meet the criteria defined in the California State PTA Resolutions Procedure Book. The length of time to research and write a PTA Resolution depends on the author. There are some firm dates, however:

• Resolutions are adopted by the delegates to the California State PTA Annual Meeting (convention) typically held once a year.
• A Draft Resolution from units, councils, and districts must be submitted no later than November 1st to the California State PTA Resolutions Committee.
• Final Resolution submissions must be submitted by January 5th to the California State PTA Resolutions Committee.
• The California State PTA Board of Managers approve placement of the Resolution on the Annual Meeting agenda at their Winter meeting.

What does the term “Maker” mean?

A PTA member or group of members of a unit, council, or district identifies an issue of concern and determines the need for a resolution. One PTA member must chair or lead the committee and is often referred to as the “maker” of the resolution. More information can be found in the California State PTA’s Resolution Procedure Book.

Who can I go to for help with my Resolution?

The Resolutions Procedure Book is the best place to start with any resolution-related questions.

• Makers can reach out for support at any time of the year from the California State PTA Resolutions Committee (via email at resolutions@capta.org) once an authorization vote has been taken by a PTA association.
• Once a Draft Resolution has been submitted, a mentor or mentoring team from the California State PTA Resolutions Committee will be assigned. For more information see Attachment 3: The Role of the Mentor in the California State PTA Resolutions Procedure Book.
• Additionally, all PTA members are welcome to contact the Resolutions Chair, at any time with questions about the process via email at resolutions@capta.org.

What are Resolution Endorsements?

Endorsements (letters of support) can be made by PTA Units, Councils, Districts, and the California State PTA Board of Managers as well as community or education organizations. Endorsements are sought by the maker prior to the California State PTA Winter Board of Managers to show support as a resolution is considered for the Annual Meeting agenda. Endorsements can also be voted on by PTA Associations after review and discussion, typically as part of delegate selection/training in preparation for the Annual Meeting. There is no need to do a work-study to endorse a PTA Resolution.

What should Delegates do to prepare for Resolutions at the Annual Meeting (convention)?

The California State PTA strongly encourages its Unit, Council, and District PTAs to budget for and send as many delegates (voting and non-voting) as possible to each Annual Meeting. Prior to the convention, units, councils, and districts are encouraged to review, discuss and vote on the resolutions to guide delegate action at convention. An endorsement may also be made at this time. Delegates vote according to the association’s intent as their representative.

All delegates are welcome at hearings. Voting delegates should plan to attend at least one Resolution Hearing and all General Meetings to exercise their voting obligation. More information on Annual Meeting (convention) delegates and representation at the convention is outlined in the California State PTA Bylaws, Article XV, Section 5, or request assistance from your PTA District leaders.

Alpha Listing of PTA Resolutions

Achievement: Eliminating the Gap (2009)
Adequate and Equitable State School Finance System (1987)
Aid to Survivors of Sexual Violence (2023)
Air Pollution (1973)
Alcohol and Tobacco Use in Youth: Education, Prevention and Intervention (2002)
Alcohol Beverage Advertising that Targets Youth (1992)
Alcohol-Related Driver Education (1982)
Antibiotic Resistance Awareness (2001)
Arts Education (1998)
Attention Deficit Disorder in Children (1998)
Automated External Defibrillator (AED) Awareness in Schools (2011)

Background Checks of Ice Cream Truck Vendors (1986)
Ballot Propositions (initiatives) (1999)
Ban on Drug Paraphernalia (1981)
Ban on Military Assault-Type Weapons (1989)
Ban on the Manufacture and Sale of Saturday Night Specials/Junk Guns (1997)
Bicycle Safety Education and Training (1973)
Bicycle Safety Helmets (1991)
Breakfast in Every School (2003)
Breast Cancer Early Detection Awareness and Education (1988)

California K-12 Public School Funding Crisis (1998)
Cannabis and Youth Health and Safety (2024)
Child Trafficking in California (2010)
Citizenship Education (1989)*
Class Size Reduction (1996)
Climate Change is a Children’s Issue (2015)
Closed Captioned TV (1978)
Comprehensive Waste Reduction in Schools (2007)
Computer Technology in Education (1983)
Computer Workstation Health (2010)
Control of Look-Alike Stimulants and Depressant Drugs (1982)
Creating Lifelong Readers (1998)
Credential Requirement: Parent/Family Involvement Component (1993)
Credentialed School Nurses (2005)

Desegregation and Neighborhood Schools (1979)
Developmentally-Appropriate Physical Education (1999)
Disaster Preparedness (1986)
Drug Advertising (1970)
Duplicate Emergency Forms at Athletic Events (1974)
Dyslexia: Addressing the Educational Implications in Public Schools (2016)

E-Cigarettes/Vaping, Flavored Tobacco Products and Youth Health (2020)
Early Childhood Development and Education (2000)
Early Care and Education for All of California’s Children (2019)
Education: A 21st Century Vision (2005)
Education on Hazards of Involuntary Smoking (1987)
Education on Health Hazards in the Use of Anabolic Steroids (1989)
Educational Technology Funding (1995)
Educational Testing and Test Scores (1971)
Electro-Magnetic Fields (1994)
Emergency School Bus Evacuation (1973)
Equal Access to School Improvement Program Funds (1983)
Equitable Literacy for All Students (2023)

Family Preservation: An Alternative to Out-of-Home Placement (1990)
Financial Literacy for Youth (1999)
Financing California’s Public Schools (2007)
Firearm Safety and Awareness (1995)
Firearm Safety Devices (1999)
Fireworks: Hazards to Youth (1990)
First Aid and/or Cardiopulmonary Resuscitation (C.P.R.) (1987)
Food Allergy and Anaphylaxis in Schools (2004)
Football Safety (1975)
Foster Families (1999)
Funding Sources for Adult Crossing Guards (1981)

Grade Retention (1991)

Hazardous Waste Management (1980)
Healthy Lifestyles for All Children (2004)
HIV/STD Prevention Education in Our Schools (2008)
Homeless Families with Children (1989)
Homework: Quality Over Quantity (2014)
Hot Weather Standards in the School Setting (1992)

Immunization Awareness and Educational Programs (1975)
Improving and Stabilizing Education Funding (2018)
Improving K-12 Mathematics Education (1998)
Inclusive Education for Students with Cognitive Disabilities (2023)
Inclusive Schools Build Stronger Communities (2013)
Increase Funding for Chronic Diseases & Injury Prevention (2020)
Increased School Nurse-to-Student Ratios (1997)
Increasing Counselor-to-Student Ratio in Schools (2000)
Individuals with Disabilities Education Act (IDEA) Underfunding (2007)
Indoor Air Quality (IAQ) in Schools (2007)
Internet Access for California Classrooms (2000)

Juvenile Justice Reform – A Priority (1983)

Learning Disabilities and Learning Disabilities in Gifted Children (2000)
LGBTQ+ Inclusiveness in Health Education California (2015)
Licensing and Registration of Handguns (2000)
Limiting Concurrent Sales of Gasoline and Alcohol and the Proliferation of Outlets (1985)
Literacy Education (1989)
Local School Parcel Tax Measure Threshold Reduction (2008)
Longitudinal Integrated Statewide Data System (2008)
Lowering the 2/3 Vote Requirement on School and Library Bonds (1999)
Lowering the Vote Requirement in the California State Budget Process (2009)

Measles (Rubeola) Vaccinations (1990)
Mental Health Services for Our Children and Youth (2020)
Mental Illness: Treatment and Support (1999)
Minimum Instruction Time (1983)
Missing and Murdered Indigenous Women, Children, and Two Spirit Individuals (2024)
Mitigating Earthquake Hazards in Public Schools (1989)

Net Zero Emission Schools (2020)
Nonsuspension of Proposition 98 (1991)
Nutrition Education (1991)

Online Safeguards for Internet Use by Children and Youth (1997)
Opposition to Televised Commercials in California Classrooms (1990)*
Organ and Tissue Donor Awareness (1999)

Paintball Gun Control (1993)
Parent/Community Action for Effective Schools (1993)
Pedestrian Safety Education (1990)
Pesticides (1972)
Plant Based Food Options at School Meals (2022)
Playground Equipment Safety Standards (1996)
Playground Surface Safety (2002)
Post Proposition 13 Funding of Public Education (1979)
Primary Prevention of Substance Abuse (1979)
Prohibiting the Promotion of Tobacco Products (1987)
Property Tax Limitation (1978)
Protection of Children from the Harmful Effects of Aircraft Emissions (1998)
Public School Governance Authority (2007)

Qualifications for Candidacy in California Elections (2013)
Quality of Life Portrayed on Television (1979)

Regulation of Liquor Licenses Near Schools (1997)
Regulation of the Display and Sale to Minors of Drug-Use Information and Paraphernalia Including Cigarette Papers (1979)
Returning to the Classroom Following Student Concussions (2024)

Safe Routes to School for All Children (2008)
Safety Helmets for Scooter, Skateboard and Skate Users Under the Age of 18 (2001)
Safety Problems Related to Freeway Construction Near Schools (1970)
Sale of Tobacco Products to Minors (1988)
Save Our Kids (1983)
School Absenteeism/Dropouts (1986)
School Buildings and Railroad Safety Requirements (1990)
School Bus Safety (1993)
School Construction Funding (1986)
School Desegregation Through Housing Integration Incentives (1982)
School Facilities and Public Planning (1991)
School Facilities Crisis (1990)
School Funding (1981)
School Library Media Center Funding Crisis (1988)
School Nutrition Programs: Improvement and Expansion (1991)
School Support Program (1976)
School Traffic and Pedestrian Safety Improvement (2001)
School Transportation (1981)
School Transportation: Equitable Funding (2004)
School-to-Career for All Students (2001)
Science, Technology, Engineering and Mathematics (STEM) Education (2011)
Scoliosis Screening (1980)
Seat Belt and Child Restraint Usage (1983)
Self-Esteem and Personal and Social Responsibility Awareness (1991)
Smoking and Health (1964)
Social Host Accountability and Underage Drinking (2009)
State Government Responsibility for a Rational Budget Process (1992)*
State Tax Reform (1991)
Strategies to Reduce School, Family and Community Violence (1995)
Student Assessment, Achievement and Accountability (2000)
Student Substance Abuse: Alternatives to Zero Tolerance (2003)
Substance Use and Abuse During Pregnancy (1987)
Suicide Prevention Education and Awareness (1983)
Summer Learning Loss (2013)
Summer School (1980)
Sun Safety: Skin Cancer Prevention Measures at School (2005)
Support and Funding for Voluntary Integration Programs (1980)
Support for the Civic Mission of Schools (2006)
Support for Quality Child Care (1986)
Support of Public Education, PTA Priority (1980)
Synthetic and Tobacco-Free Nicotine Products (2023)
Synthetic Marijuana – Education and Awareness (2015)

Teacher Preparation for Elementary Education (1973)
Teacher Quality: Recruitment, Retention and Resources (2001)
Teaching Hard History: American Slavery in K-12 Education (2021)
Teen Driving Safety (2009)
Television Literacy and Program Accountability (1993)
Television/Screen Time Awareness (2006)
Temperature Control Standards in the School Setting (2019)
Threatening Phone Calls to Schools (1990)
Tobacco Advertising That Targets Minors (1993)
Torture Toys (1972)
Toxins (Persistent and Bioaccumulative) and Their Effects on Children (2002)
Treatment Centers for the Sexually Abused (1978)
Trees for Life (1989)
Tuition Tax Credits (1982)*

Use of Children as Subjects in Pornographic Materials (1977)

Violence and Vandalism (1980)
Violence in the Home (1977)
Violence Prevention in Schools (1999)
Voluntary Fingerprinting (1983)

Weapons on Campus (1973)

Youth Involvement (2004)

 

Starred (*) titles represent resolutions adopted by California State PTA Board of Managers. (These were not voted upon by Convention delegates.)

LETS TALK ABOUT MENTAL HEALTH

We all experience emotional ups and downs from time to time caused by events in our lives. Mental health conditions go beyond these emotional reactions and become something longer lasting. They are medical conditions that cause changes in how we think and feel and in our mood. They are not the result of personal weakness, lack of character or poor upbringing.

With proper treatment, people can realize their full potential, cope with the stresses of life, work productively and meaningfully contribute to the world. Without mental health, we cannot be fully healthy.

A healthy lifestyle can help to prevent the onset or worsening of mental health conditions like depression and anxiety, as well as heart disease, diabetes, obesity, and other chronic health problems. It can also play a big role in helping people recover from these conditions. Taking good care of your body is part of the key to maintaining good mental health.

Getting the appropriate amount of exercise can help control weight, improve mental health, and help you live longer and healthier. Recent research is also connecting your nutrition and gut health with your mental health. Sleep also plays a critical role in all aspects of our life and overall health. Getting a good night’s sleep is important for having enough physical and mental energy to take on daily responsibilities. And we all know that stress can have a huge impact on all aspects of our health, so it’s important to take time to focus on stress-reducing activities like meditation or yoga.

Understanding Mental Health

POSITIVE MENTAL HEALTH EQUALS POSITIVE SCHOOL OUTCOMES

There’s emerging evidence that positive mental health is associated with improved overall health outcomes, and that social-emotional and behavioral health in young children is an important component of school readiness.

But research also shows that mental illnesses and disorders — especially depressive disorders — are strongly related to the occurrence, successful treatment and course of many chronic diseases including diabetes, cancer, cardiovascular disease, asthma, and obesity and many risk behaviors for chronic disease like physical inactivity, smoking, excessive drinking, and insufficient sleep.

In the medical and public health arenas, more emphasis and resources have been devoted to screening, diagnosis, and treatment of mental illness than mental health. Little has been done to protect the mental health of those free of mental illness. We need to do more to help people of all ages strengthen their mental health.

CHILDREN’S MENTAL HEALTH matters

We know what it takes to keep a child physically healthy — nutritious food, exercise, immunizations — but the basics for good mental health aren’t always as clear. The first “basic” is to know that children’s mental health matters.  We need to treat a child’s mental health just like we do their physical health, by giving it thought and attention and, when needed, professional help.

Although there can be a genetic or biological component to mental illness, many children live in unsafe environments that put them “at-risk” of developing mental health problems. According to the U.S. Surgeon General’s Office, there are social determinants of mental health that need to be in place for our children: adequate housing, safe neighborhoods, equitable jobs and wages, quality education and equity in access to quality health care.

The consequences of mental illness may often be prevented through early intervention. At the very least, it is possible to delay mental illness and/or lessen symptoms. The best way to promote children’s mental health is to build up their strengths, help to “protect” them from risks and give them tools to succeed in life.

Promoting a child’s mental health means helping a child feel secure, relate well with others and foster their growth at home and at school. We do this by helping to build a child’s confidence and competence — the foundation of strong self-esteem. This can be achieved by providing a child with a safe and secure home; warmth and love; respect; caring and trusting relationships with family, friends, and adults in the community; opportunities to talk about experiences and feelings; time to play, learn, and succeed; encouragement and praise; and consistent and fair expectations with clear consequences for misbehavior.

If there is a concern that a child may be experiencing a mental health problem, it is important for adults to seek help from a doctor or mental health professional. Just like with physical illness, treating mental health problems early may help to prevent a more serious illness from developing in the future.

Consider consulting a professional if a child you know:

• Feels very sad, hopeless or irritable
• Feels overly anxious or worried
• Is scared and fearful; has frequent nightmares
• Is excessively angry
• Uses alcohol or drugs
• Avoids people; wants to be alone all of the time
• Hears voices or sees things that aren’t there
• Can’t concentrate, sit still, or focus attention
• Needs to wash, clean things, or perform certain rituals many times a day
• Talks about suicide or death
• Hurts other people or animals; or damages property
• Has major changes in eating or sleeping habits
• Loses interest in friends or things usually enjoyed
• Falls behind in school or earns lower grades.

WHAT PARENTS CAN DO

• Care for your children’s mental health just as you do for their physical health
• Pay attention to warning signs, and if you’re concerned there might be a problem seek professional help
• Let your children know that everyone experiences pain, fear, sadness, worry, and anger and that these emotions are a normal part of life; encourage them to talk about their concerns and to express their emotions
• Be a role model — talk about your own feelings, apologize, don’t express anger with violence, and use active problem-solving skills
• Encourage your children’s talents and skills, while also accepting their limitations. Celebrate your children’s accomplishments
• Give your children opportunities to learn and grow, including being involved in their school and community and with other caring adults and friends
• Think of “discipline” as a form of teaching, rather than as physical punishment; set clear expectations and be consistent and fair with consequences for misbehavior; make sure to acknowledge both positive and negative behaviors.

Mental disorders in children are treatable. Early identification, diagnosis and treatment help children reach their full potential and improve the family dynamic. Children’s mental health matters! To learn more, talk to a doctor, mental health professional.

WHAT TEACHERS CAN DO

• Think about mental health as an important component of a child being “ready to learn;” if a child is experiencing mental health problems, he or she will likely have trouble focusing in school
• Know the warning signs of mental illness and take note of these in your students and seek consultation from the school mental health professional when you have concerns; psychological and/or educational testing may be necessary
• Use the mental health professional(s) at your school as resources for preventive interventions with students, including social skills training; education for teachers and students on mental health, crisis counseling for teachers and students following a traumatic event, and classroom management skills training for teachers
• Allow your students to discuss troubling events at school or in the community; encourage students to verbally describe their emotions.

From: Mental Health America — Children’s Mental Health Matters Fact Sheet

ADVOCACY MATTERS FOR MENTAL HEALTH

California PTA members are dedicated to expanding mental-health supports and services for our kids. Get the latest mental-health news through our email alerts, and stay in touch with your local PTA for the latest information on mental health services and supports at your school.

MAY IS MENTAL HEALTH MONTH

Since 1949, Mental Health America and its affiliates across the country have led the observance of May is Mental Health Month by reaching millions of people through the media, local events, and screenings. They welcome other organizations to join them in spreading the word that mental health is something everyone should care about by using the May is Mental Health Month toolkit materials and conducting awareness activities.

Learn more and download a Toolkit for your PTA.

ADDITIONAL RESOURCES

• TeenMentalHealth.org
• Suicide Prevention Webinar from VP for Health & Community Concerns and suicideispreventable.org (May 2018)
• The Importance of Prevention and Wellness
• National Alliance on Mental Illness
• National Institute of Mental Health
• MentalHealth.Gov
• Child Mind Institute
• Learn more about Suicide Prevention
• American Academy of Child and Adolescent Psychiatry
• American Psychiatric Association
• American Psychological Association
• Federation of Families for Children’s Mental Health
• Kid’s Mental Health Information Portal

California’s education system is changing fast. You want to help. Learn how it all fits together with Ed100!

California State PTA and Ed100.org teamed up to help parents learn more about education so you can help create better schools.

Explore the education system in easy-to-understand language. No jargon. No partisan slant. Written by education experts who know Sacramento and local schools.

Ed100 is a free online resource that prepares you to make a difference in your school or school district. It helps you learn what you need to know to be informed, credible and ready for action.

Every California child deserves a great education. With Ed100, you can be part of the solution.

RESOURCES FOR YOUR PARENT MEETINGS

Ed100 Parent Leader Guide

The Parent Leader Guide provides “ready-to-go” plans for parent meetings. We want to help you hold meetings that matter. It’s all here: Lessons, discussion prompts, handouts and suggestions for taking action.

 

Unfortunately, fewer than half of all students in California get any kinds of arts education, despite it being mandated in our state education code. California falls well below the national average in terms of numbers of students receiving any kind of arts instruction. This puts our students at a disadvantage both academically and professionally, and they deserve better.

There are things you can do to support arts education, and help put California back on top!

STEPS YOU CAN TAKE TO IMPROVE ARTS EDUCATION

Here are 15 ways to improve arts education in California, grouped by the level of commitment each requires:

GOT A MINUTE OR TWO?	GOT AN HOUR OR TWO?	GOT A DAY OR TWO?
Find ways to #CreateAtHome with Create CA‘s resources Subscribe to Creative Connection, PTA’s arts newsletter Record a 30-second video Download the Parents’ Guide to the Visual and Performing Arts Join California State PTA!	When you resume in-person PTA meetings, set aside time to talk about arts education When the COVID-19 pandemic has ended, talk to your principal about adding a new art class at your child’s school Attend a virtual event or exhibit at a local theater, arts center, or museum Check out your local community’s arts education data Encourage a student you know to create an art project at home, and submit it to the next Reflections art program competition	When the COVID-19 pandemic has ended, attend an LCAP meeting and ask your district to set aside funding for the arts Write a letter of support to your local school board Host a virtual “coffee and arts education” evening in your community Ask your school district to adopt the Declaration of Student Rights Encourage your school district to become an Arts Equity District

WHY IS ARTS EDUCATION IMPORTANT?

Research shows that learning arts subjects alongside math, history, science and English has an exponential effect on student success. For example, students who have an arts education achieve more A grades (in all subjects), have better attendance, are more likely to graduate from high school, and have better critical thinking, collaboration and social-emotional skills than those who don’t. This is especially true for English language learners and students from low-income backgrounds.

The good news continues even after high school. Kids with an arts education are more likely to graduate from college, and are more likely to pursue a professional career. Creative arts learning also boosts chances for employment once kids become adults and move into the working world: 72% of business leaders – across all industries – say that creativity is the #1 skill they are seeking, and one out of every 10 jobs in California is in a creative industry.

ARTS EDUCATION MAKES A DIFFERENCE!

Be sure to watch this video from the California Alliance for Arts Education on how arts education is being implemented in Chula Vista – and making a difference in the lives of children.

https://vimeo.com/357633531

 

“STEM” stands for Science, Technology, Engineering, and Mathematics education. Add Art and you have “STEAM.”

Is it STEM or STEAM? The opinions on that aren’t unanimous, but most parents and families agree about the end goal – that school curriculum should foster innovation, develop 21st century skills, and teach young people to think both logically and creatively.

Today, the fastest growing job sectors are related to science, technology, engineering, arts and math (STEAM) and 60% of college majors require a math background. Smart phones, computer-equipped cars and self-regulating appliances are just a few reminders of how pervasive technology is in our lives. We also know more technology-driven change will occur during the lifetime of our children.

STEAM LEARNING: A PRIORITY FOR OUR KIDS’ SUCCESS

It’s clear that young people with competency in the STEAM disciplines are more likely to prosper both in their lives and in their careers.

Building the capacity of young people in science, technology, engineering and math — and doing so within the humanistic frame that the arts help provide — is essential. Young people will need a high level of STEAM literacy to make decisions about their daily lives and to fulfill their role as informed citizens.

Today’s young people are already finding that more and more jobs require proficiency in STEAM disciplines. Our schools need to make sure they’re prepared.

California State PTA took particular interest in STEM/STEAM education with the 2011 passage of the resolution “Science, Technology, Engineering and Mathematics (STEM) Education” resolution and PTA has advocated for bills and policies related to STEM education many times since.

Families Are an Important Part of the STEAM Equation

Research from National PTA emphasizes the essential role of family engagement in increasing students’ access to opportunities in science, technology, engineering, arts and math — especially among girls and under-represented youth. Read the STEAM White Paper.

Five Tips for Parents

• Make It Real – Connect math and science to the real world in your everyday activities as a family. When you go to a store, bank or restaurant, talk about how math is used on bills, deposit slips, menus or for tipping. At the park or beach, observe wildlife and plants, let your child draw what he or she sees and go online at home to discover even more.
• Play Games – Encourage your child to play with puzzles and games that involve decision-making or strategy to build reasoning skills. Card games like “Go Fish” teach children to count, sort and use strategy. Games like Scrabble involve spelling and math. Playing games in the car that estimate distance or listening to music, audio books and podcasts help grow STEAM skills.
• Feed Curiosity – Borrow science, technology, art and math books and materials from the library and explore these topics online. Visit science museums, zoos, aquariums, theaters and state parks to discover what excites and interests your child. Talk with teachers about your child’s studies to find out ways to reinforce STEAM skills at home.
• Encourage Discovery – Teach children how to find information and encourage them to solve science and math problems on their own. As a child tries to solve a problem, ask helpful questions and let him/her take time to find out how to do it. Learning how to find answers helps to develop critical thinking.
• Expand Horizons – While young children may want to be doctors or firefighters, widen their awareness of other interesting careers. Pilots, mechanics, software engineers, forest rangers, video-game developers and biologists, for instance, are all jobs requiring STEAM skills. Go online together to explore the range of career options available with a foundation in STEAM.

NEXT GENERATION SCIENCE STANDARDS

PARENTS KNOW SCIENCE IS IMPORTANT

In a PTA-sponsored survey of parents throughout California, 9 out of 10 parents agreed that learning science is equally important as reading, writing and math. Parents know science matters but only about half said they were satisfied with the amount of science education their child was getting in school. Many people hope that the state’s on-going work to transform how schools teach science will help change that.

DOWNLOAD THE REPORT

ADDITIONAL RESOURCES

• In the California State PTA Resource Library you’ll find more information about how the Next Generation Science Standards are being taught as well as great ideas for how families all over California can discover science together.
• What Your PTA Can Do to Promote STEAM Education
• Online STEAM Activities and Reference Sources
• California’s Adopted Common Core State Standards:  Mathematics
• National Research Council Report on STEM Integration in K-12 Curriculum
• Research Paper: Early Exposure to STEM and Its Impact on the Future of Work
• POLICY REPORT: PTA Survey Reveals Parents’ Views on Science Education (NGSS)