Voices for Wear Orange

In my community, everyone can tell you where they were the day of the Columbine High School shooting. When I hear anything about a mass shooting, people whose faces I know who were hurt, traumatized, or killed at Columbine, pass through my mind… people whose lives changed the instant a gun fired inside a school.

Many people who were there that day have gone on to have great lives with little connection to the shooting. Some have not been that lucky. Most can easily be triggered each time a new shooting hits the news in our community, Deer Creek… Platte Canyon… the Aurora theater… Arapahoe High School… now STEM…

As parents, we reach out to the PTA families at schools grieving gun deaths of students in other communities, but when we send cards and make donations, it is already too late, and it is not the whole story.

I work in a program within a public school district for students who have been unsuccessful in traditional schools. In the last two years, I have lost three students to gun violence whose names are not memorialized. One was shot by a friend. One was killed by police (with a gun in his hand). One took his own life. These students also have families, educators, and friends mourning them, whose lives changed the moment a gun shot.   All of them accessed firearms, despite gun safety protections available to keep kids safe. The results show that we have not done enough yet.

As a PTA family we have to do more. As PTA advocates, we must talk to our lawmakers and help them understand our legislative priorities about gun violence and urge them to:

  • Fund federal research on the causes and effects of gun violence on youth and in communities, as well as research on evidence-based strategies to reduce gun violence
  • Prohibit the use of any federal funds to purchase or train school personnel in the use of firearms
  • Require a waiting period and a comprehensive background check for any
  • individual prior to buying a firearm from both licensed and unlicensed dealers
  • Restrict internet gun sales including sales of kits, such as bump stocks, that
  • can be used to make or modify guns
  • Ban the sale, transfer, manufacturing and importation of military-style assault weapons and high-capacity ammunition magazines

Most of all, join me in Wear Orange movement and get your community involved in finding solutions.

I look forward to the day when I do not come home and see fear in my kids’ eyes asking when a shooter will come to their schools. I look forward to the day I do not have to discuss reacting to a shooter entering our classroom with my students who already suffer from trauma. PTA is our best opportunity to make that day happen, and kids’ lives depend on it.


About the Author:
Ami Prichard
Mother of three
President of Jeffco Council PTA, Colorado PTA Vice President of Marketing and Communication Elect
Teacher, Jeffco Interim Alternative Educational Setting (IAES) and Homebound Programs

The Road Ahead: Federal Education Funding in Fiscal Year 2020

To understand where Congress goes next in this year’s education funding process, it is important to understand the journey up to this point. The U.S. House of Representatives is currently in the thick of its funding process, which is more commonly known as appropriations. They must, along with the U.S. Senate, fund education programs for Fiscal Year (FY) 2020 by September 30, 2019.

Last month, the House Appropriations Committee approved the House version of the FY 2020 Labor-HHS-Education funding bill. The bill provides crucial funding for education and related programs that serve millions of students across the country, including roughly $76 billion for the Department of Education, which is a 7.2% increase over the amount approved in the previous year.

The bill also provided the Statewide Family Engagement Centers (SFEC) program with $15 million, which is $5 million over FY 2019 funding. With this funding level, the committee sent a clear message that family engagement is a priority and greater investments must be made to ensure parents are at the decision-making table when it comes to their child’s education. The SFEC program is a critical priority for National PTA, and we applaud the U.S. House of Representatives for their commitment to robust funding for public education. Unfortunately, the road ahead to make the bill law is a long one.

The next step for the Labor-HHS-Education funding bill is the House floor where the full chamber will vote on the bill. However, even if the bill does pass the House, it is unlikely that the Senate will pass it in its current form. Both chambers must agree on the bill for education programs to be funded by the Sept. 30, 2019 deadline.

Unlike the House, the Senate Appropriations Committee has not started work on their education funding bill and does not anticipate doing so until a budget deal is enacted to change the spending caps for discretionary programs. Discretionary programs are programs that must have their funding renewed each year in order to continue operating and includes education programs. Under the Budget Control Act of 2011, this year there will be automatic cuts to discretionary programs—translating into a nearly $20 billion reduction to critical education, health and workforce budgets—unless Congress takes action to raise them. If no budget deal is made before the Sept. 30, 2019 deadline, there could be a continuing resolution which would temporarily provide funding until an agreement is made. If no continuing resolution is passed, there will be a government shutdown.

Despite this multistep process, immense gains have already been made for education programs and there is a reason to believe a budget deal could be solidified sooner rather than later. National PTA’s advocates have made their voices heard during the appropriations process thus far. Our advocates helped secure the $5 million increase to SFECs in the House Labor-HHS-Education funding bill and are taking action urging Congress to raise the budget caps to avoid automatic spending cuts to education.

Recent media reports also suggest that both Congressional leadership and the White House are open to a budget deal to raise the caps. While this is a hopeful sign, the education community must stay vigilant until a deal is finalized, so that robust and equitable education investments are made so that all children can reach their full potential. Check out National PTA’s Federal Appropriations 101 resources to learn more about how critical children’s programs are funded.

Take Action—Contact your federal lawmakers and urge them to raise the budget caps to avoid potential automatic spending cuts to education.


About the Author:
Cyrus Huncharek is the Government Affairs Coordinator for National PTA.

Engage Your School to Prevent Online Child Exploitation

June is Internet Safety Month, so this is a great time to learn more about the risks that children face online and what we can do to help keep them safe. In 2018 alone, the National Center for Missing & Exploited Children’s (NCMEC) CyberTipline® received more than 18.4 million reports of online child sexual exploitation. The majority of these tips were related to:

Online enticement involves an individual communicating with a child on the internet to commit a sexual offense or abduction. Similarly, “sextortion” is a process of manipulation in which a child is being groomed to take sexually explicit images and/or ultimately meet face-to-face with the offender for sexual purposes. In an analysis of CyberTipline reports, NCMEC found that online enticement took place across every online platform; from social media sites to messaging apps and online games.

It surprises many people to discover how prevalent child sexual abuse online has become, but with 97% of American girls and 95% of American boys having access to a smartphone today, the means by which bad actors can access children online have grown substantially. So, what can PTAs do to enlist families and educators in efforts to prevent children from becoming victims of online exploitation?

To start, consider making “online life” a focus at your next PTA meeting. Engage parents in a discussion about how much they believe they understand about their children’s online behaviors. The PTA Connected program from National PTA has resources to help you create an agenda, but here are a few questions you should ask parents to get them thinking:

  • Do your children post on social media?
  • Which apps do they use?
  • Do they play online games? Which ones?
  • Are their accounts set to private to limit contact to only known/approved users?

Next, PTAs can help educate school staff about online safety and its relation to sexual exploitation. This free online training from NetSmartz®—NCMEC’s online safety program—is perfect for educators who want to better understand digital citizenship and safety as well as the variety of resources available to teach these topics. Parents may also find it a useful overview of how their children may be using the internet, and how they can take action to help protect their kids online.

Finally, PTAs can provide access to resources for parents and educators who are interested in having more safety conversations with their children. NetSmartz® offers a range of tip sheets for both adults and youth about online safety topics ranging from gaming safely to how to talk to teens about sexting. Consider displaying some of these tip sheets in the school lobby during drop-off and pick-up times, or handing them out during meetings and special school events that families attend. Additionally, sending this type of information electronically in follow-up and in regular newsletters allows parents to easily revisit the content.

The possibilities for education around this topic are plentiful, so make internet safety a priority for your PTA this June. With your help, parents can be empowered to take an active role in helping to keep kids safer online!


About the author:

Eliza Harrel is the Director of Education, Outreach, Training & Prevention at the National Center for Missing & Exploited Children.

Building an Army to Prevent Bullying

Spotlight on Carlstadt PTA:

Ever since I heard the news about a 12-year-old girl from Rockaway, N.J. committing suicide due to bullying, I couldn’t shake the story.

Maybe I couldn’t shake it because I live in New Jersey, and my daughter was 12-years-old at the time I heard the news. Or, maybe it was because it was unfathomable to me that we lived in a society that would allow someone to feel such great pain that they felt the only solution was to take their own life.

That 12-year-old girl’s name was Mallory Grossman. She was a beautiful young girl with a heart of gold and so much potential. She was an amazing gymnast and cheerleader, and she loved making crafts in her spare time. Unfortunately, a group of students at Mallory’s school didn’t see all of her amazing qualities. They relentlessly bullied her. After Mallory’s death, her mom, Dianne Grossman, started Mallory’s Army to speak out against bullying.

As president of Carlstadt PTA, I love coordinating all the “usual” fun things that most PTAs do—fundraisers, field trips, family nights. But I knew I couldn’t let this news story just fade away, especially with National Bullying Month fast-approaching. So, I collaborated with our PTA board and the school administration to help arrange an assembly featuring Dianne for our middle school students (and parents) in October 2018. This type of somber, anti-bullying assembly was newer for us to sponsor, but felt important.

[Editor’s Note: Carlstadt PTA recognized that this assembly would cover sensitive content and worked hard in advance of the assembly to make sure that families were aware and in support of the planned subject matter, using several forms of communication including their PTA’s Facebook page.]

It was an intense, life-changing assembly. Dianne broke things down in a raw, candid way. She started off by engaging the students in an exercise that helped them see that they do have things in common even if they may not all be friends. Dianne shared her own experience of being bullied as a child at school for being “the poor kid” and described to the students how those words made her feel, and how eventually she began to internalize and believe the taunting and shaming of her classmates.

Thankfully, Dianne was able to overcome the bullying through positive self-talk. Sadly, Mallory could not.

During the assembly, Dianne gave specific examples of the intense bullying Mallory experienced. Dianne did not sugar-coat how ugly things got, which helped the assembled students realize the severity of the bullying. Dianne showed a large poster-sized picture of Mallory on an easel and recounted what the bullies did over time to her daughter. The teasing started with Mallory’s backpack, so Dianne put an X over it in the picture. It wasn’t “cool” to wear a necklace like hers, so the necklace got an X. Eventually, Dianne asked the audience to say “Sorry, Mallory!” as she attempted to erase the X marks from the picture, but of course the marks were in permanent ink and could not be erased. This helped underscore to the students that hurtful words are not easily erased.

Dianne went on to explain how the bullies would not allow Mallory to sit at their table during lunch, how they texted her cruel messages, sent her screenshots of unkind and untrue comments they posted about her on social media, how they told her to kill herself.

The most pivotal moment of the assembly came when Dianne said, “I can now answer those bullies when they asked Mallory, ‘When are you going to kill yourself?’ Because the answer is June 14, 2017.” The students in the auditorium gasped, and many cried.

Unsurprisingly, Dianne had everyone’s full attention for the hour and a half she presented. For most of the assembly, you could have heard a pin drop. Some students needed to leave the assembly briefly to compose themselves. In that moment, I did worry that we had made the issue of bullying somehow too real and too hard for our middle school students—my heart was in my throat as this assembly continued. It’s so hard to know where to draw the line with sharing difficult content, and yet I reminded myself that Mallory herself had been a middle school student when she was bullied by other middle school students.

As I wrestled with my own emotions, I started to notice something quite amazing all over the auditorium: students holding hands, students consoling other students, hugging their friends, students checking on the ones sitting next to them—even students who admitted they were not friends during the earlier exercise. When the assembly ended, some students were still holding hands as they walked back to their classrooms. Not only did they learn the worst that can happen when you bully someone, they were united by it.

I hope that all who attended the assembly were forever changed by it.

As a fellow PTA leader, you may be wrestling with whether or not to sponsor a similar type of assembly at your school. It’s difficult, heart-breaking content. Oftentimes we want to shield our children from these difficult subjects or assume that “it can’t happen here.”

As PTA leaders, we often feel most comfortable organizing a game night or a teacher appreciation luncheon. However, having gone through this experience with our PTA, I would implore you to have your PTA tackle the “tough stuff” just as much as the fun stuff. We are in an important and unique position to drive meaningful conversations among students, faculty and parents.

I’m proud of our PTA for addressing this issue, and proud of our students for embracing Dianne’s message. We can’t bring Mallory Grossman back, but her army is growing.


While the PTA-sponsored event at Carlstadt tackled the issues of bullying and suicide by engaging Dianne and Mallory’s Army through an assembly, an additional option is to host a PTA Connected family night event to facilitate open, proactive dialogue between parents and kids together about issues like online safety, kindness, etc. Hundreds of these PTA Connected events are taking place nationwide during the 2018-2019 school year, with more slated in 2019-2020. Add yours to the growing list! Learn more about PTA Connected, including how to host an event and relevant resources available.

Additional Resources:

  • Connect for Respect Research shows that one of the most effective ways to prevent bullying behavior is to create a positive school climate. School climate encompasses everything that contributes to a student’s experience with a school—from the physical building to policies, staff and peer culture. Use the Connect for Respect (C4R) Toolkit to guide your PTA/PTSA in engaging students in improving the school climate and reducing bullying.
  • National Suicide Prevention Lifeline We can all help prevent suicide. The Lifeline provides 24/7, free and confidential support for people in distress, prevention and crisis resources for you or your loved ones, and best practices for professionals. Call 1-800-273-8255.
  • David’s Legacy Foundation (Resource Hub)

About the guest contributor
Michele Romano has been a member and volunteer with Carlstadt Public School PTA in New Jersey since 2009. She was a local unit vice president for four years before becoming president in 2018. Michele has two daughters, a teen and a tween.

Lifetouch Memory Mission 2019: A Transformative Experience

 

By Ivelisse “Ive” Castro, National PTA NSR (National Service Representative)

What an honor and a privilege it was to represent the National PTA staff on the 2019 Lifetouch Memory Mission. I was thrilled to share this experience with Esther Parker (National PTA Elections Committee), Rose Acerra (New Jersey PTA President) and Hoang Bui (Secretary/Treasurer of the Iowa PTA.)

This year Lifetouch focused on building hope in the community of Juncos, Puerto Rico by taking a team composed of Lifetouch employees and Shutterfly employees, school administrators and members of national education groups such as ASAA, NAESP, NASSP, NSBA, National PTA and others to serve in rebuilding the Colegio Bautista of Juncos, a K-8 school that’s part of the First Baptist Church of Juncos.

Juncos is south-southwest of the National Park of El Yunque, Puerto Rico’s tropical rainforest. The loss of basic utilities such as power and water only compounded the impact Maria had across the island of Puerto Rico. Among other devastating losses, the damage to schools in the area was severe.

This one-week mission took us first to Atlanta. I was intrigued. I live in Miami, Fla., so I wondered: Why go north to then go south? Why spent two days out of seven available days in Atlanta? Why not travel directly to Puerto Rico to have more time serving there? In Atlanta, I found the answer: Because when you want 42 people to work together as a team, to not be just helpers but servants, to have an enriching, transformative and memorable experience, you need to start by building your team and setting the foundation for success.

On Tuesday evening we traveled to San Juan, Puerto Rico. On Wednesday, we arrived in Juncos and got divided into teams to work on different projects.

After construction on Saturday, we visited the homes of different families in the area to learn more about them. While driving to one of these homes, a student who came with us to translate for the group said something that summed up the spirit of the community.  He said, “I don’t like people asking about what happened to us before, during and after Hurricane Maria. That’s the past. We managed. We survived. We became stronger on our own as a result of it.”

On Sunday, we participated in the church’s service where they warmly thanked us for all we “gave” them—in fact, they gave us more than they can ever imagine. That day, Lifetouch distributed printed pictures of the students taken previously that same week.

This year, Lifetouch accommodated Puerto Rico PTA students from our Missionary Christian Academy PTA, and Kabod Christian Academy PTA. Our students and state leaders made us proud. If you want to get a sense of our time in Puerto Rico, I recommend that you watch these three Facebook Live videos featuring National PTA, the Puerto Rico PTA and their local units:

1) The National PTA team session

2) MCA & Julia Justiniano session

3) Kabod and Vivian Ruiz session

I’m so glad National PTA has this relationship with Lifetouch because I’m not aware of any other opportunity that brings the national education community together to learn and serve other education communities that teach us a lot about them and about ourselves.

I hope we will all continue to support the Lifetouch Memory Mission project by donating (funds will go to the 2020 mission) and by applying to join future missions—the 2020 Lifetouch Memory Mission will be in the Dominican Republic. I can assure you: you’ll gain more than what you’ll give.

This experience will live in me forever! Thank you, Lifetouch and my Memory Mission family. Thank you, National PTA, for the honor of being a representative of the National PTA family. Thank you to my Puerto Rican friends and Puerto Rico PTA family.

Student Data and Privacy: A California PTA Advocacy Story

“What is this, it looks bad?” Is never a text you want to receive, no matter what it’s about, but it’s particularly concerning when it’s about something that will impact your children. But a few savvy PTA leaders sent that exact text to me when I was president of California State PTA in February 2016.

They had been looking on the California Department of Education website for some information for their local legislation conference when they noticed an obscure button at the top of the website which said, “Objection to Student Disclosure.” After reading it, they immediately called and texted me.

I took a quick look and contacted the California State PTA’s Executive Director, Sherry Griffith to do some more in-depth research. We discovered something very unsettling. Due to a federal district court ruling, the court could require information including the name, Social Security number, home address and more data on every student who attended public school in California since Jan. 1, 2008—more than 10 million students—be made available to a court-appointed data analyst so that it could be analyzed for a court case.

Protecting the safety of children and their school records online, while ensuring access to high-quality digital educational opportunities, is critical in the 21st century. Meaningful education data can provide an immense array of benefits to students, parents and teachers. Accurate and accessible student data can assist teachers and families in creating more personalized learning plans to meet the needs of every child. However, no system is perfect, and California State PTA recognized the need for policies that ensure children’s identities are protected online, and families and students have reasonable control over the collection, storage and use of relevant personal education information.

California State PTA has been an advocate of our children since our founding and we have always held a special focus on our most vulnerable children including those receiving special education services, foster and homeless youth and those struggling with poverty. With that, California State PTA had a long history of upholding the privacy rights of its state’s students. It was hard to fathom that a judge would allow such an overexposure of children’s private information.

There wasn’t much time to get the word out to parents that their student not be included in this action—an opt out form had to be filled out, mailed and delivered by the April 1 deadline. California State PTA went into action. We got several key state-wide PTA leaders and staff together to come up with a plan. We would put the word out to encourage parents to opt their children out of the ruling.

We sent an email alert, posted on social media, made phone calls, sent out press releases and took advantage of every communication channel directly to units with clear messaging. We knew that if enough parents took action, our message would be heard loud and clear.

Our campaign was a success, with over a 90% email open rate. Fast and swift action by PTA members, leaders and other parents helped to spread the word far and wide as well. By April 1, the judge had received over 400,000 opt out requests, several letters, news and media coverage and pressure from other agencies to forgo the action and search for another alternative. Due to our quick action, communication and advocacy efforts, the judge chose another method for acquiring the information for the case without students’ personal data being used.

California State PTA believes data, when used with student privacy in mind, can be transformational. Data collected for the California State School Dashboard and Support System and data collected for the California Longitudinal Pupil Achievement Data System (CALPADS) are just two examples of how data helps educators, schools, parents and communities strengthen learning opportunities and promote equity for children in California. When we work to improve our places of learning with meaningful data while ensuring the privacy and safety of student information, students reap the benefits.


Justine Fischer is the immediate past president of California State PTA.

 

A Public Investment in An Average Kid

I consider myself a lucky person.

I tend to win stuff: a trip to an exotic island, an ocean cruise, a skype dinner with Anderson Cooper (when he had his talk show years ago) and even an opportunity to meet a sitting President, but with the celebration of Public Schools Week, I consider myself lucky to have had the public education I received growing up in my hometown in Cincinnati, Ohio.

Was it really luck, though? I attended public schools my entire life—Houston Elementary School, then Colerain Jr. High and graduated from Colerain High School (during the “big hair” 80’s)—without any particularly outstanding academic achievements, volunteer service hours or notable athletic talent that so many high school seniors are required to have these days. I was what most would consider an average kid and an average student.

What was it, then, that made my public education experience enough for me to succeed in life?

It was the promise that my public education was an investment in the future of society and in me. The promise that every child has value and worth and should be given the right to learn regardless of gender, ethnicity, color, religion or socio-economic status. I had an education that fostered my love of art, AND I had teachers whose influence and encouragement would lead me to my career in graphic design and my vocation as a public-school advocate.

In junior high, my French teacher Mrs. Wyatt, sponsored a poster contest for International Week. I entered and, to my surprise, I won! My prize was a beautiful hardcover copy of The Little Prince, lovingly inscribed (in French) by Mrs. Wyatt. I still own it today. Was this the start of my lucky streak? Perhaps. I do know what winning that contest did: it planted a seed that made me think that my love of art could lead to more prizes and, as a tween, that was a great motivator. Merci, Mrs. Wyatt, for planting that seed for future growth.

I also remember my high school art teacher, Mrs. Hilliard, making me pick my drawing out of the garbage when, out of frustration, I’d ripped it off my drawing board and tossed it in the trash. Her faith that I’d started something worth finishing exemplifies just one of the many ways a public-school teacher can positively impact a child. That drawing went on to win a Scholastic art award and I’ll never forget Mrs. Hilliard and her ability to see in me something I couldn’t yet see in myself.

My love of art led me to college after high school and eventually a career in graphic design. My community had made the investment in my public-school education which, as an adult, led me down a path to advocate for the very thing I was afforded so many years ago as a child: an opportunity to succeed through a high-quality, public education.

I live in Michigan now and have given back through thousands of volunteer hours in PTA, advocating for Michigan kids in public education as the Michigan PTA Federal Legislative Chair and in my own children’s school district through public service as an elected school board Trustee. I never forget that all of this is possible because of what society invested in me: the average student, with average grades but with a talent and love for art.

That’s why I’m #PublicSchoolProud. How about you? Read more about Public Schools Week and ways you can support our nation’s public schools.


Barb Anness is the federal legislative chair for Michigan PTA.

Public Schools Are the True Land of Opportunity

Did you know that nine out of every 10 children in the United States attend a public school? Or that there are almost 51 million students in those public schools, being taught by just 3.2 million full-time teachers? It’s hard to grapple with numbers that massive. How is it possible that our public schools offer so many different opportunities for so many different children, all with their own hopes, dreams and goals? I look back on my own public-school education with these numbers in mind and I am amazed at the education I received.

I grew up in South Bend, Ind. My school district didn’t have the most resources, but I remember my school had everything from cooking and sewing classes, shop class, automotive class, computer classes, debate and discussion classes, as well as every sport and musical group you could ever desire to join. Even as my teachers supported and guided me towards my ultimate goal of becoming an attorney, they encouraged me to explore and test out other micro-career paths through those classes. I look back so fondly on those experiences and I know that they helped me become a well-rounded adult.

When I grew up, got married and had children of my own, the question of where they should be educated was a no-brainer. Though we had moved to Colorado, of course our children would be educated in Aurora Public Schools. When we toured the school and met with the teachers and principal before they enrolled, I was struck again with admiration for the sheer amount of choice public schools offer each and every day for each and every child.

Public schools must be a jack of all trades. In addition to the usual classes most people think of, public schools also deliver language services, food pantry services, before and after school care, IB and AP programs, arts programs, concurrent enrollment, along with mental health and counseling services. We so often take public schools for granted, forgetting how amazing it is that every student in this country has the undeniable right to a high-quality, equitable education that provides them the opportunity to grow to their full potential.

And while our public schools educate our children, they also have a profound impact on the people they grow up to be. It is our public schools that will prepare the entrepreneurs, engineers, scientists, lawyers, artists and political leaders who will ensure that our nation will flourish in an increasingly competitive global economy. It is our public schools that provide opportunities and experiences they would never otherwise encounter, and they have done this for over 200 years.

That’s why I’m #PublicSchoolProud. How about you? Read more about Public Schools Week and ways you can support our nation’s public schools.


Marques Ivey is the vice president of advocacy and chair of the legislation committee for National PTA.

 

 

Why I’m #PublicSchoolProud

My youngest son is truly my special gift. Tyler is a bright light, who makes our family and our world complete. He is smart, funny, warm, kind-hearted and autistic. He is enthusiastic about learning new things and inspires all who know him every single day. But he was also non-verbal until the age of six. I see the amazing person he is today and often wonder if Tyler would have made the same great strides without a quality public education.

What if his public school didn’t offer an outstanding program for students with special needs? Would he still be the thriving and productive young man that he has become? Would all of his unique emotional, cognitive, mental and emotional needs have been met in any other setting? As I ponder these questions, the only answer I can come up with is no, absolutely not!

His public school provided him with exceptional educational services and opportunities and opened doors to a wide variety of possibilities and inclusivity. We were blessed with a multitude of extraordinary educators and specialists who nurtured and shaped Tyler, who taught and guided him and who showed their complete devotion and commitment to his progress. They supported him, encouraged him, boosted him and helped him to achieve his full potential, as they helped him navigate through and overcome any obstacles that may have crossed his path along the way.

It’s been said that it takes a village to raise a child, but it also takes a team of educators, administrators and family members to mold that child into his or her very best self. Our team, in our Sachem Public Schools village on Long Island, is second to none! Tyler graduated from high school in 2018 with a New York State local diploma and I will be forever grateful for all they have done to ensure that his future is full of hope and promise.

Public education is our nation’s greatest hope. It is the promise that all children, regardless of race, ethnicity, gender, learning abilities or disabilities, have a right to a free and appropriate education that will meet their diverse needs. It is public school that gives every child an equal chance to grow into a successful and flourishing member of society. A public education lays the foundation for a lifetime of opportunity and accomplishment.

Tyler is my reason to be #PublicSchoolProud. What’s yours? Read more about Public Schools Week and ways you can support our nation’s public schools.


Dana Platin is the vice president of New York State PTA.

David’s Law: A Texas PTA Story

Texas PTA first became involved in the work to reduce bullying in 2011, when we worked with legislators to pass a law strengthening guidelines for dealing with bullying in the schools. At that time, cell phones were still scarce in the schools, and administrators were reluctant to support laws that required schools to confront cyberbullying, but we saw where things were heading. We knew that while this legislation was a necessary first step, the issue was evolving, and we needed to stay on top of it. So, Texas PTA continued to monitor the prevalence of cyberbullying among students and developed programs to educate parents about the emerging phenomena and how to deal with it at home.

Then, in 2016, with suicide on the rise among victims of cyberbullying, Texas PTA began to plan a more focused bill. “David’s Law” honors the memory of David Molak, a 16-year-old student from San Antonio who committed suicide in January 2016 following relentless online harassment. David’s family was determined to do everything they could to eliminate cyberbullying. They formed David’s Legacy Foundation, a nonprofit organization dedicated to ending cyber-assisted bullying by educating communities about the harmful effects of cyber abuse, providing support for victims, promoting kindness, and supporting legislation that prohibits cyberbullying of minors.

The Molaks led the charge to pass legislation strengthening the law passed in 2011, so that school leaders would have clarity on their responsibility in investigating allegations, informing both law enforcement and parents of suspected cyberbullying, and, when appropriate, disciplining the cyberbully. From nearly the beginning, Texas PTA joined forces with the Molaks—working side-by-side leading up to the legislative session to ensure passage of a new bill. This was no easy task. While it was clear that cyberbullying had become an epidemic, there was still opposition to the bill.

To gain the support necessary for the bill to pass, we spent many hours in meetings with legislators and advocacy groups and made a few changes to the bill’s language on their recommendations. Leadership within Texas PTA testified multiple times at committee hearings, prepared and distributed background information, participated in press conferences, and wrote op-eds and letters to legislators. Grassroot members participated in multiple action alerts to urge support for David’s Law. At Texas PTA’s Rally Day in February 2017, PTA members advocated for David’s Law in meetings and even on the steps of the state capitol.

The new law made many changes to how schools could and should operate:

  • Schools in Texas now have the authority to address cyberbullying that occurs off-campus;
  • They must notify a victim’s parents of the incident within three business days after it has been reported and notify the parents of the aggressor within a reasonable amount of time;
  • They must create procedures for students to anonymously report incidents;
  • They may expel students who engage in serious bullying, including bullying that encourages a student to commit suicide, incites violence against another student, or involves releasing indecent photos of another student;
  • They have strong protections from civil or criminal liabilities when reporting criminal bullying to law enforcement officials;
  • They must provide mental health education;
  • They must expand the role of school counselors to include mediating conflicts among students.

We hope that other state PTAs will consider working to support similar legislation to protect our nation’s most valuable resource—our children. Texas PTA was proud to work with the Molaks to pass David’s Law and we have continued with this partnership. The Molaks regularly present at Texas PTA conferences and provide information about David’s Law through PTA communications.