Save the Date! Get Ready for LegCon 2020

I can hardly believe that the 2020 National PTA Legislative Conference (LegCon) is just a few months away. It has always been my favorite event because it is PTAs’ opportunity to use our voices to improve the lives of children and families.

Advocacy is at the core of our association’s mission and vision. Our legacy in advocacy started over 120 years ago when our founders organized over 2000 parents to speak on behalf of children and continued to lead the way in improving their lives. Through our members’ persistent commitment to advocacy, National PTA has played an integral role in landmark federal education legislation and policies. At this year’s #PTALegCon, we will continue to empower the nation towards making every child’s potential a reality.

This year our theme is PTA Takes Action for Kids! and we will do just that when PTA members from across the national descend on Capitol Hill to advocate for policies that support, advance and protect our nation’s youth.

This year’s LegCon is being held at the Westin Alexandria in Old Town—just a hop, skip and a jump from Washington D.C. We will have the opportunity to network with fellow PTA advocates, meet with policymakers and learn how to shape public policy on Capitol Hill and in your own state. Don’t miss this chance to expand your knowledge and have your voices heard!

As a constituent, your grassroots perspective is extremely valuable to elected officials and their staff. During our #PTALegCon Capitol Hill Day, Wednesday, March 11, you will be able to inform lawmakers about which federal programs are serving our children well and which ones are failing them. Federal policymakers work to improve the lives of children and families and they want to hear directly from the people they represent.

Never underestimate the power of your voice! We all want to improve education, and LegCon 2020 will be the perfect time to call upon the 116th Congress to take action. Let’s let them know how they can make a difference in the lives of all children.

Attending #PTALegCon is also about improving and sharpening your advocacy skills! Regardless of your level of advocacy knowledge, we will have something for everyone! Not only will you have the opportunity to hear from policy experts during our workshops, you will hear from your peers that are experts in diverse areas of advocacy. These experts will guide you through the policy landscape and equip you with the knowledge and tools necessary to effectively advocate on these issues.

You will leave better prepared to engage in policy discussions with lawmakers, advocates and members of your community. We are confident you will return to your home states feeling fully self-reliant and ready to speak for every child with one voice!

Lastly, we are beyond thrilled to announce our Keynote Speaker for the Advocacy Awards dinner is Rodney Robinsonthe 2019 National Teacher of the Year. He is a powerful, thoughtful and inspiring speaker and is sure to bring all of us to our feet!

Join us! Register here to attend the 2020 National PTA Legislative Conference


About the Author:

Yvonne Johnson is the Vice President of Advocacy, Chair of the Legislation Committee, and member of the board of directors for National PTA.

 

PTA Leader Helps School Step Outside Comfort Zone and Into Progress

Last week, I had the pleasure of meeting Daphne Callender, Fitness Instructor by day and PTA champion of Springfield Estates Elementary School (SEES) PTA in Springfield, VA, and her extraordinary school community in celebration of their 2019-2021 National PTA School of Excellence designation. The warm celebration with parents, staff and administrators included a delicious dinner, a decorated cake and the unveiling of their School of Excellence banner. As one of 19 PTAs in Virginia to earn the School of Excellence designation this year, Springfield Estates Elementary PTA had a great deal to be proud of. Through their year-long School of Excellence program, SEES PTA chose to focus on the inclusion and access to their ethnically, racially and socio-economically diverse community. As both a Title 1 neighborhood school and Advanced Academic Placement Center that pulls from eight different elementary schools, SEES PTA felt it was imperative to bring all members together to build community and celebrate their rich diversity.

Through their School of Excellence plan, SEES PTA took deliberative steps to make certain that all parents knew that they were invited to attend and participate in all PTA events, translating invitations into their five major languages: Spanish, Vietnamese, Chinese, Urdu, and Arabic.  These invitations were personally distributed to all cars in the Kiss-N-Ride line and sent home in students’ folders. They also asked their Spanish-speaking parent liaison and English as a Second Language teachers to encourage and welcome parent participation at all PTA events. The PTA hosted an international food potluck dinner where families shared dishes from their culture and, to further welcome families with differing socio-economic statuses, they secured scholarships and gift certificates with one of their after-school STEM programs. It is clear that Springfield Estates Elementary celebrates their diverse and culturally rich environment and fervently believes it enhances the educational experience of their students and their families alike. Here is what Daphne shared about her work in the School of Excellence program:

“The National PTA School of Excellence Award program enabled our PTA committee to recognize that although we had a strong PTA, there was room for more family engagement and to make sure that feeling of welcome extended to each and every family at our school. Upon receiving the first email, I gave it a little bit of thought but didn’t know if I wanted to add something else to my already full schedule.  When I received the email that it was the absolute last day to sign up, I decided to go for it.  I then created a team of people who could help me implement and execute a plan for more family engagement. I would highly recommend the National PTA School of Excellence program to other schools because it helps to provide a goal to work towards.  I believe it easy to get stuck in doing what’s always been done. The program gave our PTA a focus and we worked on it together as a team.”

Congratulations SEES PTA and thank you for being a leader in building family-school partnerships!


Amy Weinberg, Manager Programs & Partnerships at National PTA.

Visit PTA.org/Excellence to learn more about the School of Excellence program and how your PTA can earn the designation.

4 Key Facts on Meningococcal Disease that Parents Should Know During the Back-to-School Season

It’s the beginning of the school year and while students are settling into the classroom, many parents are working to keep their children on top of everything they need to be successful. With so much to do, it’s no wonder it can be overwhelming. Whether it’s high school or college, parents are trying to help get their teen prepared by purchasing pens and notebooks, bookbags and accessories, and even SAT guides and index cards. And, while those things are important, parents may not be aware two particularly crucial items for their school year—two separate vaccines to help protect adolescents and teens against meningococcal disease.

Teens and adolescents are one of the more at-risk populations given their phase of life. Because they can carry these bacteria in the back of the throat, innocent and typical behavior for teens such as sharing a drink or meal, or even a kiss with their significant other, could lead to the transmission of bacteria that cause this uncommon but serious disease.3 Below are key facts to help keep your teen healthy as you navigate the school year:

  • Meningococcal disease is an uncommon, but serious disease that can attack without warning.4,5 Meningococcal disease can lead to meningitis (inflammation of the protective membranes that cover the brain and spinal cord) and serious blood infections.5
  • It’s important for parents of adolescents and teens to be aware that there are two separate vaccines to help protect against different groups of meningococcal disease: one vaccine that helps protect against groups A, C, W and Y and a separate vaccine that helps protect against group B. These two vaccines are needed to help protect against the most common groups of meningococcal disease.8
  • Meningococcal group B (MenB) is an uncommon disease that accounted for nearly 69% of all U.S. meningococcal cases in 16- to 23-year-old adolescents and young adults in 2017.10 MenB can lead to death within 24 hours11,12 and in survivors may result in life-altering, significant long-term disabilities.8,11
  • The Centers for Disease Control and Prevention (CDC) recommends adolescents receive their first dose of a MenACWY vaccine between ages 11 and 12 and a booster dose at age 16.12 The CDC also recommends that parents and their teens talk to their doctor or pharmacist about receiving a MenB vaccination series starting at age 16.10

If you’re a parent and have questions about how to help protect your adolescent or teen against meningococcal disease, including MenB, the first and best step you can take is to talk to your child’s health care provider. To learn more, please visit www.MeetMeningitis.com. This is sponsored in partnership with Pfizer.


 

[1] Centers for Disease Control and Prevention. Meningococcal disease. Enhanced meningococcal disease surveillance report. Centers for Disease Control and Prevention website. https://www.cdc.gov/meningococcal/downloads/NCIRD-EMS-Report-2017.pdf. Accessed June 2019.

[2] Tully J, Viner RM, Coen FG, et al. Risk and protective factors for meningococcal disease in adolescents: matched cohort study. BMJ. 2006;232(7539):445-450.

[3] Poland GA. Prevention of meningococcal disease: current use of polysaccharide and conjugate vaccines. Clin Infect Dis. 2010;50:S45-S53.

[4] Serogroup B Meningococcal (MenB) VIS. Centers for Disease Control and Prevention (CDC) Website. https://www.cdc.gov/vaccines/hcp/vis/vis-statements/mening-serogroup.html. Updated August 9, 2016. Accessed June 2019.

[5] Soeters H, McNamara L, Blain A, et al. University-Based Outbreaks of Meningococcal Disease Caused by Serogroup B, United States, 2013–2018. Centers for Disease Control and Prevention. https://wwwnc.cdc.gov/eid/article/25/3/18-1574_article. Accessed June 2019.

[6] Walker, TY, et al. (2019). National, Regional, State, and Selected Local Area Vaccination Coverage Among Adolescents Aged 13–17 Years — United States, 2018. Accessed at https://www.cdc.gov/mmwr/volumes/68/wr/pdfs/mm6833a2-H.pdf. MMWR. Morbidity and Mortality Weekly Report. 68(33): 718-723.

[7] Enhanced meningococcal disease surveillance report, 2017. Centers for Disease Control and Prevention. https://www.cdc.gov/meningococcal/downloads/NCIRD-EMS-Report-2017.pdf. Accessed June 2019.

[8] Meningococcal Vaccines for Preteens, Teens. Centers for Disease Control and Prevention. http://www.cdc.gov/features/meningococcal/. Accessed June 2019.

[9] Thompson MJ, Ninis N, Perera R, et al. Clinical recognition of meningococcal disease in children and adolescents. Lancet. 2006;367(9508):397-403.

[10] Borg J, Christie D, Coen PG, Pooy R, Viner RM. Outcomes of meningococcal disease in adolescence: prospective, matched-cohort study. Pediatrics. 2009;123:e502-e509.

[11] Sabatini C, Bosis S, Semino M, Senatore L, Principi N, Esposito S. Clinical presentation of meningococcal disease in childhood. J Prev Med Hyg. 2012;53:116-119.

[12] Recommended Child and Adolescent Immunization Schedule for ages 18 years or younger. US Department of Health and Human Services. Centers for Disease Control and Prevention. https://www.cdc.gov/vaccines/schedules/downloads/child/0-18yrs-child-combined-schedule.pdf. Accessed June 2019.

Did You Know It Takes Two?

With teenagers, there are certain things that come in non-negotiable pairs: a new driver’s license and extra insurance, a cell phone and social media, or headphones and music. And, while those things are important, parents may not be aware of one particularly crucial “pair”—two separate vaccines to help protect adolescents and teens against meningococcal disease more commonly referred to as meningitis.

Teens and adolescents are one of the more at-risk populations given their phase of life. Because they can carry these bacteria in the back of the throat, innocent and typical behavior for teens such as sharing a drink or meal, or even a kiss with their significant other, could lead to the transmission of bacteria that cause this uncommon but serious disease.3

It’s important for parents of adolescents and teens to be aware that there are two separate vaccines to help protect against different groups of meningococcal disease: one vaccine that helps protect against groups A, C, W and Y and a separate vaccine that helps protect against group B. These two vaccines are needed to help protect against the most common groups of meningococcal disease.8

Key facts about meningococcal disease:

  • Meningococcal disease is an uncommon, but serious disease that can attack without warning.4,5
  • Meningococcal disease can lead to meningitis (inflammation of the protective membranes that cover the brain and spinal cord) and serious blood infections.5
  • Meningococcal group B (MenB) accounted for nearly 69% of all U.S. meningococcal cases in 16- to 23-year-old adolescents and young adults in 2017.7
  • Meningococcal group B disease (MenB), although uncommon, can lead to death within 24 hours8,9 and in survivors may result in life-altering, significant long-term disabilities.10,11

The Centers for Disease Control and Prevention (CDC) recommends adolescents receive their first dose of a MenACWY vaccine between ages 11 and 12 and a booster dose at age 16.12 The CDC also recommends that parents and their teens talk to their doctor or pharmacist about receiving a meningococcal group B disease (MenB) vaccination series starting at age 16.10

If you’re a parent and have questions about how to help protect your adolescent or teen against meningococcal disease, including MenB, the first and best step you can take is to talk to your child’s health care provider. To learn more, please visit www.MeetMeningitis.com. This is sponsored in partnership with Pfizer.


 

[1] Centers for Disease Control and Prevention. Meningococcal disease. Enhanced meningococcal disease surveillance report. Centers for Disease Control and Prevention website. https://www.cdc.gov/meningococcal/downloads/NCIRD-EMS-Report-2017.pdf. Accessed June 2019.

[2] Tully J, Viner RM, Coen FG, et al. Risk and protective factors for meningococcal disease in adolescents: matched cohort study. BMJ. 2006;232(7539):445-450.

[3] Poland GA. Prevention of meningococcal disease: current use of polysaccharide and conjugate vaccines. Clin Infect Dis. 2010;50:S45-S53.

[4] Serogroup B Meningococcal (MenB) VIS. Centers for Disease Control and Prevention (CDC) Website. https://www.cdc.gov/vaccines/hcp/vis/vis-statements/mening-serogroup.html. Updated August 9, 2016. Accessed June 2019.

[5] Soeters H, McNamara L, Blain A, et al. University-Based Outbreaks of Meningococcal Disease Caused by Serogroup B, United States, 2013–2018. Centers for Disease Control and Prevention. https://wwwnc.cdc.gov/eid/article/25/3/18-1574_article. Accessed June 2019.

[6] Walker, TY, et al. (2019). National, Regional, State, and Selected Local Area Vaccination Coverage Among Adolescents Aged 13–17 Years — United States, 2018. Accessed at https://www.cdc.gov/mmwr/volumes/68/wr/pdfs/mm6833a2-H.pdf. MMWR. Morbidity and Mortality Weekly Report. 68(33): 718-723.

[7] Enhanced meningococcal disease surveillance report, 2017. Centers for Disease Control and Prevention. https://www.cdc.gov/meningococcal/downloads/NCIRD-EMS-Report-2017.pdf. Accessed June 2019.

[8] Meningococcal Vaccines for Preteens, Teens. Centers for Disease Control and Prevention. http://www.cdc.gov/features/meningococcal/. Accessed June 2019.

[9] Thompson MJ, Ninis N, Perera R, et al. Clinical recognition of meningococcal disease in children and adolescents. Lancet. 2006;367(9508):397-403.

[10] Borg J, Christie D, Coen PG, Pooy R, Viner RM. Outcomes of meningococcal disease in adolescence: prospective, matched-cohort study. Pediatrics. 2009;123:e502-e509.

[11] Sabatini C, Bosis S, Semino M, Senatore L, Principi N, Esposito S. Clinical presentation of meningococcal disease in childhood. J Prev Med Hyg. 2012;53:116-119.

[12] Recommended Child and Adolescent Immunization Schedule for ages 18 years or younger. US Department of Health and Human Services. Centers for Disease Control and Prevention. https://www.cdc.gov/vaccines/schedules/downloads/child/0-18yrs-child-combined-schedule.pdf. Accessed June 2019.

5 Back-in-School Tips for Over-Stressed, Over-Stretched Sports Parents

There are many reasons to celebrate moms and dads this back-to-school season, not the least of which is their selfless commitment to contributing so much of their precious time and hard-earned money to their children’s after-school and weekend youth sports activities.

And let’s face it, parents of kids involved in sports have A LOT on their plate during the busy fall season. Driving to practices after school and games on Saturdays, washing seemingly endless amounts of dirty laundry, planning for the entire season calendar (sometimes for multiple kids of different ages across multiple sports), packing snacks and meal prepping. The list goes on.

Not surprisingly, as children participate in more and more organized team sports, both the time and the financial commitment that are needed from mom and dad have skyrocketed.

While both parents typically make an enormous commitment to seeing their child succeed on the field or court, there are some interesting differences between how moms and dads are involved in their children’s back-to-school athletic pursuits.

FlipGive–the team funding platform that has helped over 35,000 youth sports teams and clubs across North America raise $20 million–surveyed 1,000 American sports parents and learned some interesting insights.

  1. CUT DOWN ON BACK-IN-SCHOOL STRESS BY GETTING SPORTS CALENDARS ORGANIZED NOW
    Right off the bat, parents of kids who play on school sports teams said they were 33% more stressed about the start of the new school year than parents of kids who don’t play on school sports teams. One way to help relieve that stress? Treat your kid’s sports schedule like you do your work meetings and weekend social events, and use TeamSnap to add practices and games to your calendar and mobile device.
  1. LEARN THE ROPES: MEET SCHOOL COACHES & BUILD EARLY RELATIONSHIPS
    35% of dads and 11% of moms admit they’ve gotten into a heated argument at one of their child’s school-related sporting events– either with a referee, coach, or other parent. Pro tip: If you get to know somebody, you’re less likely to want to punch them in the face or threaten to egg their house because they made a bad call or they took your kid off the field for a much-needed rest.
  1. ESTABLISH SLEEPING SCHEDULES & ROUTINES NOW TO EASE THE TRANSITION
    For parents of kids who play school sports, the time commitment associated with their child’s sports involvement is the number one cause of stress when school sports season starts back up (40%). Cut down on this stress by setting aside ample time for you AND your kids to catch up on sleep when they aren’t scoring goals and hitting homers and you aren’t shuttling them around town from the field, to the court, to the rink.
  1. ENCOURAGE KIDS TO HAVE FUN & BE TEAM PLAYERS ON SCHOOL SPORTS TEAMS
    It turns out sports moms and dads have very different goals for their youngster’s athletic involvement. For moms, the top goal for their child is to have fun (38%). For sports dads, the top priority for their child is to learn teamwork and leadership skills (34%). With all of these goals in mind this back-to-school season, try and remember that a big part of youth sports is helping your child grow into a well-rounded, respectful adult who knows how to handle wins, losses, and adversity.
  1. PROPER MEAL-PREP & SNACKS ARE CRUCIAL FOR SPORTS PARENTS
    It’s no secret that young athletes are growing and usually hungry, and 95% of parents with kids who play school sports said it’s a top priority for them to ensure their kids have nutritional meals and snacks throughout their school day to maximize their endurance and performance. Some friendly advice–find some healthy, protein-packed snacks that your kids like, and stick with them! A big part of success on the field is routine, and the less your child has to worry about, the better.
  2. SEEK OUT CARPOOLS WITH THE MOST ON-THE-BALL SPORTS PARENTS

Fun fact: a relatively equal amount of sports moms (59%) and dads (58%) said they drive the classic sports parent minivan. FlipGive recommends setting up a back-to-school carpool with parents who have kids that play on the same team as your child in advance of the first day to cut down on last minute planning and to avoid the dreaded shame that comes with getting your child to practice late.

THE MOST BACK-TO-SCHOOL READY SPORTS PARENTS

Some school sports parents are more prepared for back-to-school season and school-year sports play than others. The top 5 states where sports parents are most back-to-school ready, according to a FlipGive survey of over 2,000 parents, are:

  1. Mississippi (72%)
  2. Texas (69%)
  3. Virginia (68%)
  4. Georgia (66%)
  5. Ohio (65%)

To learn more about how parents are helping their kids succeed outside of the classroom and on the sports field this back-to-school season, or behaving in school bleachers, please visit www.flipgive.com/.

 

Element of a Confident Parent – Looking for the Good

Originally posted on Confident Parents Confident Kids

Though the sunshine sparkles through the yellow leaves during these beautiful Fall days, there is less light in the morning and evening. And we’ve been doing this school thing for a few months now. We’ve poured it on and now we are slowing down a bit – tired. My husband and I noticed that some of the routines that used to run smoothly are in need of an update. In particular, we’ve noticed that our son leaves his dishes behind for someone else to take care of, whether it’s breakfast or dinner. He’s picked them up, cleaned them off and placed them in the dishwasher in the past. We know he can do it. But he’s forgetting regularly. And we began to remind him but realized we had down-shifted into nagging. When reminders happen day-after-day, then a parent knows that she’s entered the hamster wheel, a vicious cycle going nowhere. So the question becomes, “How does learning take place? How is change facilitated?”

We informally – Mom, Dad and E, our nine-year-old, sat around one night after dinner and brainstormed solutions. “The taking-in-of-the-dishes seems to be challenging. It’s hard to remember when you’ve got play you are eager to get to. What could help you remember?” I said and we started thinking off all kinds of ways to help him remember with E chiming in his ideas. “I could wear one of those rubber bracelets.” Or “I could not get dessert until my dishes are returned.” We talked about the possibilities of each and how they might work. And finally, he resolved that if we say simply “Dishes.” quietly when he’s asking to leave the table, that’s all the help he needs to remember. And it’s worked exceedingly well.

In addition, my husband and I resolved to be certain and notice when he did his routines without our reminders. So often, we play the “Gotcha!” game as parents. “You forgot this.” “You left that behind.” “You made a mess here.” And because we are so busy focused on the mistakes of life, we forget ourselves to point to the good even though we all tend to forget daily tasks. “Ooops, you are going to have to wear a day-old shirt because I forgot to get the laundry done last night.” is a common refrain of my own.

It doesn’t take long to recognize the good but it does take some presence of mind. We do have to pay attention to our kids not to catch them doing wrong but to catch them doing right. If kids are reinforced by recognizing their faults, they too will focus on their faults. And along with the fear of making mistakes (which often leads to more of the same), they will accumulate shame for their long list of missteps.

We can all use some reinforcing of the good. But as parents, we need help to remember. Habit changes can be tough for anyone. And looking for the good does not seem to come naturally to most of us problem-solvers who are ready to “fix” things. So how do we cultivate our own habit of looking for the good that our children do?

We need not shower them with praise. In fact, research shows that too much praise – or praise that is not specific – “Good job!” – or praise that is over-the-top, does not help reinforce positive behaviors. It doesn’t seem genuine and can actually de-motivate children.1 So in striving for authentic feedback that will provide a balanced view of children’s actions, here are some thoughts.

Step back and reflect.

Find a quiet moment to think about your feedback to family members. You might ask yourself the following questions. Consider these as they relate to each family member. Write your responses since the physical act of writing (by hand) will help solidify the thoughts in your brain. Conduct your own self-assessment so that you know how you can and want to improve.

  • What are typical daily comments I make in relation to _______________ (insert family members) behavior?
  • How many of those comments are about problems I see with others’ behaviors?
  • How many of those comments recognize positive contributions?
  • How frequently do I comment on that particular problem behavior? (twice a day, weekly?)
  • Does the behavior truly create a problem for the family? And if so, how can I facilitate a behavior change?

a.) Have I adequately modeled the behavior for my child so that I am certain he knows how to perform the task? Could he use a refresher in doing the task together with encouragement? Check out this article on interactive modeling for more.

b.) Or if he knows exactly how to do the task, can we hold a family meeting or talk just the two of us and brainstorm solutions on ways to solve the problem?

c. Can we create a plan for our newly revised routine? Formalize it by writing it down and posting it where your kids can see and be reminded by their plan they devised with you.

Set a goal.

Once you’ve identified not only what you don’t want to do but what habits you want to adopt, set a positive goal for yourself. What will you do to help yourself recognize the good?

Consider developmental milestones.

So often the behaviors that annoy us about children relate directly to the developmental milestones on which they are working. By the very nature of learning and achieving new levels of awareness and ability, they will be making mistakes. It’s a necessary part of how we all learn. So at this time when you are looking to make your own habit changes, read about your child’s age and stage and find out what they are working on. Then when they make mistakes, you’ll be able to recognize and connect it to their development. It will allow you greater empathy resulting in added patience and understanding. You’ll be ready to support their learning versus falling into the tendency to scold them for their mistakes. Check out the Parent Toolkit for development ages/stages. Download the free application that will send you updates on your specific child’s development.

Co-create a routine.

Since mornings were getting rough and I noticed the reminding was about to turn into a cycle of nagging, E and I worked on updating full-morning-routine-poster-2016his morning routine poster one day after school. We talked through specific times that were challenging to get through in the morning. “How are you going to remember to brush your teeth?” He enjoyed developing his routine poster. And yet again, it worked. Our mornings have gone smoothly ever since and I have been intentional about reinforcing his positive behaviors with comments like, “Woah, I didn’t say a word of a reminder this morning and we were out of the door on time. You completed all of your tasks and your backpack is ready.” Check out this video short on the morning routine if you need to revisit yours to help that time of day run smoothly.

Establish accountability.

How are you going to keep yourself accountable to the goal you’ve set? How are you going to remember to recognize positive behaviors? Sometimes, the most powerful accountability comes from those around us. So if you let family members know about the goal you are working toward, they can check in with you. Those small reminders can help support your habit change.

Though many believe that we are only hard-wired for self-centeredness and the good must be socialized into us, in fact, research confirms that we are born with both the capacity for self-centeredness but also, altruism and empathy.2 Our very survival is based on our ability to connect with others. Studies with babies have shown that even those new to the world will try and assist others – babies or adults – who are suffering and need help.3

If we view ourselves as here to “fix” our kids, our kids will feel as if they need fixing. But if we view our kids as learners – as inherently ready to help and do good – they will help and do good. And if we are able to regularly find and shine a light on their strengths and the many ways they contribute to our family lives, they will grow with an identity that is strong and resilient.

I was recently reminded of contributions my son makes to our lives that I tend to take for granted. My Mom came to celebrate her birthday. And her grandson made her smile and laugh nearly the entire time she was visiting. As she hugged me goodbye, she expressed how much she appreciated her grandson making her laugh and how rare it was for her to experience laughter daily in her own quiet household of two adults. I had been consumed with the chaos and busyness of all of my responsibilities that day. What an important reminder it was for me and a helpful wake-up call to recognize the significant contribution of my child. When he’s grown and moved out, it’s the laughter I will recall not the dirty dishes.


About the Author: Jennifer Miller is the author of Confident Parents, Confident Kids and a recent guest on the National PTA podcast, Notes from the Backpack.

References

1. Kohn, A. (1993). Punished by rewards; The trouble with gold stars, incentive plans, A’s, praise and other bribes. Boston, MA: Houghton Mifflin Co.

2. Szalavitz, M. & Perry, B. (2010). Born for Love, Why Empathy is Essential and Endangered. NY: HarperCollins Publishers.

3. Keltner, D. (2009). Born to be Good, The Science of a Meaningful Life. NY: W.W. Norton and Company.

My Name is Meningitis

Hi, my name is meningitis and it’s nice to meet you. I think it’s time that I introduce myself, especially if you are the parent of an adolescent or teen. Let me tell you a little bit about myself and what I’ve been busy doing the past several years…

  • What am I? I am an uncommon but potentially deadly infection caused by the bacteria Neisseria meningitidis. There are five groups—A, B, C, W, and Y—that cause the majority of this disease and for which vaccines are available in the United States.[7] Specifically, group B or MenB accounted for 69% of all meningococcal disease cases in US adolescents and young adults in 2017.[1]
  • Who is most likely to meet me? Teens and adolescents are one of the more at-risk populations for meningococcal disease, given their phase of life and because they can carry these bacteria in the back of the throat.[2] Innocent actions such as sharing a drink, a meal, or even a kiss with their significant other are all typical behaviors for teens; however, these could lead to transmission of bacteria that cause this very serious disease.[2]
  • What else should you know? Meningococcal disease can attack without warning,[3],[4] and progress rapidly with early flu-like symptoms such as headache, nausea, and vomiting that may be difficult to distinguish from other more common infections.[2]

What have I been doing?

During the past several years—between 2011 and 2018—one of my groups, MenB has caused all outbreaks of meningococcal disease at US colleges.[5] You may have heard about me in the news from outbreaks on university campuses including Rutgers University, Oregon State University, and Princeton University.

How do you help protect your teen or adolescent against me?

Good question! There are two distinct vaccines that help protect against these different groups of meningococcal disease: one vaccine that helps protect against groups A, C, W and Y, and a second vaccine that helps protect against group B.[8] While parents may believe their teen is protected against meningococcal disease after receiving their MenACWY vaccination, it’s important that their teen also receive the separate vaccination to help protect against MenB. As of 2018 in the U.S., only 17.2% of 17-year-old adolescents had started a multi-dose MenB vaccination series.[6]

It’s critical for parents to be educated about meningococcal disease, including MenB, so you can recognize the risk factors, signs and symptoms—and even help prevent it. If you have questions about how to help protect your adolescent or teen against meningococcal disease, including MenB, the first and best step you can take is to talk to your child’s health care provider. To learn more, please visit www.MeetMeningitis.com where you can learn important information about me. This is sponsored in partnership with Pfizer.


[1] Centers for Disease Control and Prevention. Meningococcal disease. Enhanced meningococcal disease surveillance report. Centers for Disease Control and Prevention website. https://www.cdc.gov/meningococcal/downloads/NCIRD-EMS-Report-2017.pdf. Accessed June 2019.

[2] Tully J, Viner RM, Coen FG, et al. Risk and protective factors for meningococcal disease in adolescents: matched cohort study. BMJ. 2006;232(7539):445-450.

[3] Poland GA. Prevention of meningococcal disease: current use of polysaccharide and conjugate vaccines. Clin Infect Dis. 2010;50:S45-S53.

[4] Serogroup B Meningococcal (MenB) VIS. Centers for Disease Control and Prevention (CDC) Website. https://www.cdc.gov/vaccines/hcp/vis/vis-statements/mening-serogroup.html. Updated August 9, 2016. Accessed June 2019.

[5] Soeters H, McNamara L, Blain A, et al. University-Based Outbreaks of Meningococcal Disease Caused by Serogroup B, United States, 2013–2018. Centers for Disease Control and Prevention. https://wwwnc.cdc.gov/eid/article/25/3/18-1574_article. Accessed June 2019.

[6] Walker, TY, et al. (2019). National, Regional, State, and Selected Local Area Vaccination Coverage Among Adolescents Aged 13–17 Years — United States, 2018. Accessed at https://www.cdc.gov/mmwr/volumes/68/wr/pdfs/mm6833a2-H.pdf. MMWR. Morbidity and Mortality Weekly Report. 68(33): 718-723.

[7] Enhanced meningococcal disease surveillance report, 2017. Centers for Disease Control and Prevention. https://www.cdc.gov/meningococcal/downloads/NCIRD-EMS-Report-2017.pdf. Accessed June 2019.

[8] Meningococcal Vaccines for Preteens, Teens. Centers for Disease Control and Prevention. http://www.cdc.gov/features/meningococcal/. Accessed June 2019.

[9] Thompson MJ, Ninis N, Perera R, et al. Clinical recognition of meningococcal disease in children and adolescents. Lancet. 2006;367(9508):397-403.

[10] Borg J, Christie D, Coen PG, Pooy R, Viner RM. Outcomes of meningococcal disease in adolescence: prospective, matched-cohort study. Pediatrics. 2009;123:e502-e509.

[11] Sabatini C, Bosis S, Semino M, Senatore L, Principi N, Esposito S. Clinical presentation of meningococcal disease in childhood. J Prev Med Hyg. 2012;53:116-119.

[12] Recommended Child and Adolescent Immunization Schedule for ages 18 years or younger. US Department of Health and Human Services. Centers for Disease Control and Prevention. https://www.cdc.gov/vaccines/schedules/downloads/child/0-18yrs-child-combined-schedule.pdf. Accessed June 2019.

Student to Select National Art Program’s Theme

Every year, National PTA hosts an annual nationwide search for a new Reflections program theme! Students from across the country and in U.S. schools overseas are invited to submit their ideas for a new Reflections theme to their state PTA. State PTAs can then submit up to five finalists to National PTA.

A panel of National PTA volunteer leaders is responsible for selecting one child’s theme search submission to become the official Reflections program year theme, inspiring the creativity and imagination of thousands of students. In acknowledgement of their theme being selected, our student winners receive national recognition, as well as $100 from National PTA.

Our panel of judges examines the theme submissions based on several criteria, including clarity and applicability to all arts categories. Since the themes are selected two years in advance, judges also examine how relevant each theme submission will be in the future. Most importantly, themes are judged on their uniqueness. With over 50 themes from previous Reflections cycles, we want to make sure upcoming themes are original and unlike past program themes.

Check out this amazing list of past Reflections themes!

The theme for this year, ‘Look Within,’ was submitted by Enashele Campbell, a Kindergartner from H. Guy Child Elementary PTA in Ogden, UT. Thanks, Enashele, for inspiring this year’s amazing program theme and logo!

The theme for 2020-2021 program will be ‘I Matter Because…’. This theme was submitted by Rylee Stier, a 1st Grader from Burney Elementary School in Burney, California. We can’t wait to see all of the incredible artwork inspired by this theme next year.

In acknowledgement of their theme being selected, our student winners receive $100 from National PTA and national recognition.

One student will select the 2021-2022 program theme – Will they be from your state? Visit your State Reflections Program page to find out if your state is participating in the theme search!

 


Ellie Miller, Programs & Partnerships Specialist at National PTA.

Excellence in Action: 2019’s Top 3 National PTA Schools of Excellence

Each year, the top three National PTA Schools of Excellence are selected to receive the Phoebe Apperson Hearst Awards for demonstrating outstanding success in engaging families in student success and school improvements. These awards are selected by a team of Past National PTA Presidents and are the highest honor National PTA offers for success in family engagement.

The 2019 National PTA Phoebe Apperson Hearst recipients are: Mark Twain Elementary PTA (California) who received the top Phoebe Apperson Hearst Outstanding Family-School Partnership Award, Norman Rockwell PTA (Washington) who received a Phoebe Apperson Hearst Family-School Partnership Award of Merit and Jane S. Roberts K8 Center PTSA (Florida) who also received a Phoebe Apperson Hearst Family-School Partnership Award of Merit.

In addition to national recognition, thanks to the generous support of the Hearst Foundation, the Phoebe Apperson Hearst Outstanding Family-School Partnership Awardee receives a $2,000 grant for their school and the Phoebe Apperson Hearst Family-School Partnership Merit Awardees each receive $500 grants for their schools.

We are so pleased to share with you just a snapshot of the fantastic work our 2019 National PTA Phoebe Apperson Hearst recipients put into building and growing family-school partnerships in their communities.

Mark Twain Elementary PTA, California

We were so impressed by the efforts of our 2019 Phoebe Apperson Hearst Outstanding Family-School Partnership Award winner. Mark Twain Elementary School PTA began their School of Excellence journey with a vision to become a stable organization that leads in engaging with and meeting the needs of all families. The PTA focused on several goals early in their planning process and used these goals to build an organized approach to family-school engagement.

  • Improve leadership and member training, planning and organization
  • Refresh traditional PTA programs and add new ideas
  • Expand funding sources and eliminate inefficient activities
  • Increase school and community engagement

With these in mind, the PTA created an Excellence Team including PTA members, the principal, student support services staff, district communications staff and bilingual speakers. With their team set, the Excellence Team planned to combine refreshed traditions and new activities to best serve their current families.

One example of this combination was Mark Twain Elementary School PTA’s re-themed tradition: JOG-A-THON 2019: Run Toward Your Future. Students wore college gear or a shirt expressing their desired career path. Students were invited to help create a muraled billboard with miniature squares depicting their future career plans.

Mark Twain Elementary School PTA also launched several new events and programs, including their first-ever PTA College and Career Readiness Month in March with a combined Read Across America/Career Day. During the latter, the PTA invited parents to both read books and speak about their careers. In the usually female-heavy volunteer base, four new dads showed up and declared they would return next year.

The survey results Mark Twain Elementary School PTA eventually collected reflect just how much work went into achieving excellence. 100% of the year-end survey questions reflected an increase in the ‘always’ rating and 95% of questions showed ‘always’ selected greater than 50% of the time. The PTA even saw an 11% increase in the number of surveys submitted at year-end!

Norman Rockwell PTA, Washington

Norman Rockwell PTA, one of our two 2019 Phoebe Apperson Hearst Family-School Partnership Award of Merit winners, highlighted communication as the key to their success in the School of Excellence program.

The PTA’s emphasis on communication provided a deeper understanding of school programs, educated parents on transitioning students between grade levels and created more consistent communication to reach families where they were.

After a positive response to new, multi-lingual ‘Welcome’ signs, the Norman Rockwell PTA knew they needed to capitalize on their momentum towards consistent communication. To do so, the PTA decided to foster their partnership with the principal’s ‘Coffee with Mr. Clark’, a monthly meeting for families to discuss important topics with the principal in an open, casual Q & A format.

The PTA found this format was especially useful as it made it easy for families to be heard, while also allowing parents and the principal to work towards a common understanding. Their work to foster this partnership paid off and ‘Coffee with Mr. Clark’ reached at least 50 parents. Norman Rockwell PTA hopes to double attendance next year.

Norman Rockwell PTA’s focus on communication did not stop with coffee, however. The PTA also worked to involve parents in planning for students transitioning between grade levels. Using National PTA’s Parent’s Guides to Student Success, the Beagle Bugle, Norman Rockwell PTA’s weekly newsletter, featured one grade level for two weeks and linked parents to an overview of key topics children learn in their English literacy and math classrooms. Each article presented activities for families to do at home to ensure students meet core expectations and support academic standards. The PTA went one step further and, before publishing the content, met with teacher groups to review the content and ensure their grade level met the outlined standards.

The concentrated effort Norman Rockwell PTA placed on communication did not go unnoticed in their state. Due to the PTAs efforts, the Washington PTA awarded Norman Rockwell PTA the Silver Award of Excellence for Outstanding Communication Strategy, an award that recognizes local PTAs for their use of multiple forms of communication.

Jane S. Roberts K8 Center PTSA, Florida

Our second 2019 Phoebe Apperson Hearst Family-School Partnership Award of Merit winner, Jane S. Roberts K8 Center PTSA in Florida, decided to focus on improving the education of their students by engaging more families during their School of Excellence program year. To accomplish this, Jane S. Roberts K8 Center PTSA hosted events and programs that helped families to get to know and relate with one another both in and out of school.

One successful program was Jane S. Roberts K8 Center PTSA involvement in the National PTA Reflections art program. The PTA had a total of 52 entries in visual arts and literature and have two became district level Reflections winners.

To further acknowledge the Reflections participants, Jane S. Roberts K8 Center PTSA hosted an awards ceremony and invited parents to attend and recognize their children, as well as other participants. Following the Reflections competition, Jane S. Roberts K8 Center PTSA hosted an art show for all second through fifth grade students. Parents were able to walk through a gallery filled with many colorful masterpieces and talk amongst each other.

Additionally, the PTA hosted a family night at the local ice arena for families to come together and socialize, as well as a family night with the Miami Heat basketball team, which included a performance by the Jane S. Roberts K8 Center band students before the game.

The impact of these events was reflected in end of the year survey results, which showed a 26% increase in responses relating to encouraging families to volunteer, showing respect to all families, listening to families concerns and establishing policies to recognize diversity.

Jane S. Roberts K8 Center PTSA also worked to strengthen their school’s presence in the community. The PTA reached out to a few organizations to begin building partnerships. At the first PTSA meeting, the PTA invited a financial planner to give a presentation to families in attendance. Additionally, in the school’s main office, the PTA put together a parent resource center that provided families with valuable information from various organizations in the community. In partnership with the Student Council, the school and PTA also gave back to the local community with a food and toy drive. The PTA’s work to improve community relations was show in end of the year survey data which reflected an average increase of 17% as it relates to community partnerships and resources.

By the end of the School of Excellence program, Jane S. Roberts K8 Center significantly improved their family-school partnerships, made their school community more welcoming and inclusive, increased participation in PTA events and fostered more productive conversations with families. The School of Excellence program allowed Jane S. Roberts K8 Center PTSA to remain aligned with the PTA’s mission to make every student’s potential a reality by engaging and empowering their families and the local community.

Congratulations once again to these amazing PTAs and to all of our 2019-2021 National PTA Schools of Excellence. The work that these PTAs accomplished shows just how much impact a dedicated PTA, school and community can have in just a year’s time.

Take the first step in becoming a nationally-recognized PTA School of Excellence by enrolling now through Oct. 1 at PTA.org/Excellence and visit PTA.org/Hearst for the full narratives our Phoebe Apperson Hearst Awardees.

Email Excellence@PTA.org with any questions.


Ellie Miller, Programs & Partnerships Specialist at National PTA.

How Boosterthon Turned This Skeptical Dad into a Fan

I hate school fundraisers with a passion. You see, I have three kids in school, from seventh grade all the way down to third grade. We’ve reluctantly participated in our share of school fundraisers over the years and will likely face many more in the next decade or so to come. Each time we’ve done so, I’ve cringed. While I understand that fundraisers are a necessary evil for many public schools, I’d much rather cut a check at the beginning of the school year and never have someone tell my kids that if they’ll only sell X amount of stuff that no one wants, then they can have this cheap trinket and the school will make a percentage of those sales dollars… much less have to try to sell 3X as a family so each kid can have a cheap trinket that will get lost, broken, or trashed before the week is out.

This is coming from a guy who serves in key positions with a number of local fundraising organizations. Included in that mix is my role on my youngest daughter’s elementary school PTA board as the school Watch D.O.G.S. chairman. It has been my experience that I am not alone in my disdain for student fundraising, as reflected last fall when it came time to talk about fundraising options for the current school year. Oh, joy! Do we decide to sell this or to sell that?

This school year, a newer member of the PTA board suggested taking a different approach. Prior to moving to the district, her children had participated in a Boosterthon Fun Run at their previous school district. She mentioned that it had both gone over really well with everyone involved–students, families, and school staff–and saw better participation and results than a lot of more traditional (read: “sales”) fundraisers they had done in the past.

Boosterthon Malachi Story

I was skeptical. “They do all the work and we get paid” has never played out that way for me in my fundraising experience. But, I kept my mouth shut. Anything that didn’t involve asking grandparents, neighbors, and co-workers to buy something (especially with Girl Scout cookie sales going on at that same time of year) was the lesser evil, in my opinion. Additionally, I wasn’t confident that the school’s administration and teachers would be cool with someone not connected to the school district coming in and telling them how this fundraiser was going to go and taking a portion of their instructional time. Principals and teachers tend to be Type-A personalities. Even if we moved forward as a PTA board, there was still a chance this would be murdered somewhere down the line.

In the end, I was pleasantly surprised with how well our first Boosterthon program went.

How Boosterthon Worked

Our PTA board leaders and building principal sat down with a Boosterthon representative and selected a date for the Fun Run, which in our case was Thursday, January 18, 2018. A pair of Boosterthon team members arrived on Monday, January 8 to begin setup. Over the next eight school days (which was interrupted by a holiday and multiple-day school closing due to winter weather), the pair got students pumped up for the run by sharing Boosterthon’s “Castle Quest” character-focused curriculum. Their presentations were high-energy (as a parent of a child with sensory processing issues, I was, yes, skeptical of the approach) and effective. From day one of the lead up to the Fun Run, my daughter was excited.

Just as importantly–if not more important–the teachers were excited as well.

Boosterthon school

Instructions were sent home that walked parents through using Boosterthon’s online tools to create a donation page for each child and share instantly on a number of major social media networks. Donors could choose to make a flat donation or a per-lap donation. Boosterthon caps the number of laps a child can receive credit for at 35, so per-lap donors can do a little math and keep their donation within their budget.

One of the great things about the Boosterthon Fun Run is that every student gets to run, regardless of donations received. With other fundraisers, students who don’t sell whatever have to watch while much-coveted trash and trinkets are distributed to the top sellers among their classmates. Nothing like drilling the ol’, “Put that half-pint of milk down. Milk’s for closers.” mentality into them while they’re young, right? Everyone runs during the Boosterthon fun run, and all the laps are counted, even if they’re run for free.

On the day of the event, additional Boosterthon staff arrived and transformed our school gym into a track/rave/party room. String lights marked the inside and outside lanes of the track. Tents were erected and audio equipment set up in the infield. Parents were invited to come and cheer on their students, who arrived at the gym bearing their class-designed flag and entered through an inflatable tunnel. Once the rules were laid out, the students walked a half of a lap to get warmed up, the gym lights were turned off, and the kids were turned loose.

Boosterthon Glow Run 2

As volunteers, this is the only part of the process where we had to do any real work. Adult volunteers were lined up at the lap marker with Sharpies. Each runner had a sticker on his or her back, and as they completed a lap, they slowed down and their stickers were marked for the corresponding lap number. With so many kids running and with the number of volunteers we had, that meant that the runners got a chance to catch their collective breaths for a few seconds as they worked their way through the line. Periodically during the run, the Boosterthon DJ would slow it down and have the kids walk a couple of laps, which still counted toward their goal of 35 laps, in order to keep anyone from going all out and getting overheated.

Our school chose to have students run during their related arts hours, to minimize the impact on classroom instruction. Even with a two-hour late start on the day of the event (remember that winter weather I told you about?), all students who were present were able to participate over the course of that single-day event.

What Were the Financial Results?

That’s all great, you say. The PTA and volunteers didn’t have to do too much. You didn’t have to go out and sell a bunch of stuff that nobody wants or needs. Everyone got to participate and no one brought home a cheap squeeze toy or one of those sticky things you throw at the wall that “walks” down and ends up covered in pet hair. Good for you. How much money did the Fun Run raise for your school?

The goal for our school was to raise enough money to cover Boosterthon’s take (around $2,000 or so, for setting up, promoting, handling the donations, and hosting the event… your school’s cost may differ) and net the school $10,000 to cover the final costs for the greenhouse project. Was that a realistic goal? We didn’t know, but the Boosterthon folks suggested that for a school with our enrollment numbers, it wasn’t unrealistic. It all came down to donor participation.

4 Reasons Why We Choose Boosterthon Every Year

Because we had a holiday and two days of school closing due to weather, Boosterthon extended our donation deadline by a few additional days. As I type this article, we have raised nearly $15,000 from the event, exceeding our goal by around 30%. With enrollment around 640 students, that’s a per-student average between $20 and $25 (which doesn’t tell the whole story, when about 40% of the student population qualifies for free or reduced lunches). To say that this event was successful beyond anything even the least skeptical among us could have hoped for is an understatement.

Conclusion

That evening, our PTA held our annual Winterfest, which was scheduled to serve as a wrap up for the fun run activities. Parents shared with me and others that they were thrilled with this fundraiser, even without knowing the final numbers. The overwhelming sentiment was that parents and students very much enjoyed the idea of the kids getting character instruction and running laps during the school day over the thought of having to sell a whole lot of something in order to reach some unattainable goal to get an upgraded piece-of-junk prize, then being upset when they didn’t sell that crazy amount in order to get what cost pennies if ordered in bulk from Oriental Trading or some such source.

Barring some unforeseen change, we expect to bring Boosterthon back again next school year.

If you are tired of your child being used to move product for a company not connected with your school or community in order for your school to get a relatively small piece of the pie, you might consider attending a PTA meeting–or, gasp!, joining the PTA and volunteering–and suggesting that your child’s school take a look at Boosterthon.


Note: This post was written by Joey Mills and originally appeared on GeekDad.com. National PTA or Boosterthon did not ask for nor influence his review in any way.