The Child Advocate - January 2010

Child Advocate

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January 2010 Issue 5, Volume 18

Making A Difference For Our Kids

Contents

Focus Day January 18th Come & Bring the Kids!

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ashington State PTA’s annual Focus Day has taken on an added dimension this year. If the proposed budget submitted by the Governor last month were to be enacted, there would be more than $400 million current spending on education cut from the budget in the next school year, on top of the $1.5 billion already cut when the 2009-11 budget was enacted this past spring. The reason is that state revenues are still in decline because people are not spending at the same rate as in previous years and thus sales tax revenues—which make up the main source of state revenue—are down considerably more than were predicted.

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In addition, because of a scheduling anomaly, Focus Day is very early in the Legislative session. This is not all bad news—because the session is only 60 days long, it’s important to get our message out early, and because Focus Day is scheduled on a day when schools will be closed, we hope you will come in large numbers and bring the kids. Not only will it provide an opportunity for them to see the Capitol and learn about state government, their presence will be a very powerful message to the Legislature about the importance of maintaining a quality education system. In anticipation of a lot of children coming, our Focus Day co-chairs John Stokes and Stacey Riley have done a terrific job of planning a range of children’s activities that will engage and inform children of all ages. Here is a partial list: n

6 Focus on Advocacy:

Seattle Special Education PTSA

Create Leave-behind messages for their legislators.

Becoming an Advocate in the Community 4

Draw a picture on the front and then write a message on the inside. There will be a map and an office list so that the kids can go and drop off the cards n Table-top Word Search - A word search including 100 civiccentered terms. n Suffrage for Kids! Ballots, “I Voted!” stickers, and more! n Write your own law. Kids can think of a problem, create a law to help fix it, get signatures of supporters, and “submit” it for approval. n Campaign buttons. Kids design and make their own buttons with samples of historical buttons around for reference. n Build the Legislative Building. For the little guys: blocks on a blanket on the floor, and a picture of the legislative building.

So please take a moment and plan to attend Focus Day now on the WSPTA website. REGISTRATION IS FREE, and while it’s not required in order to attend and participate, by registering in advance you will help make sure we know how many people to plan for. We have also arranged to have pre-ordered box lunches delivered right to the Columbia Room where our activities will be centered, and you can sign up for them in advance as part of the registration process. n

Child Advocate

a Washington State PTA parent involvement publication

Washington State PTA 2003 65th Avenue West

Phone: (253) 565-2153 or 1-800-562-3804

Tacoma, WA 98466-6215

Fax: (253) 565-7753

Website: www.wastatepta.org Email: wapta@wastatepta.org

Legislative Advocacy:

Building on Success

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Assessment Requirement Change

For Class of 2010

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Child Advocacy in the School Setting

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Cell Phones and Driving:

A Dangerous Combination

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The Child Advocate is published online every month from September through May by the Washington State PTA, 2003 65th Avenue West, Tacoma, WA 984666215, (253) 565-2153. Contributors are welcome. Call the State PTA office for guidelines. Whenever PTA is used it also refers to PTSA. PTA is a registered trademark of the National Congress of Parents and Teachers.

Scott Allen, Washington State PTA President Bill Williams, Washington State PTA Executive Director Karen Fisker-Andersen, Editor

WSPTA Vision, Mission and Goals

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VISION:

“Making every child’s potential a reality.”

MISSION:

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

The Washington State PTA accomplishes the mission of PTA by n Speaking on behalf of children and youth in the schools, in the community, and before governmental bodies and other organizations that make decisions affecting children; n Supporting parents* in developing skills to raise, protect and advocate for their children; and n Encouraging parent* and community involvement.

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

Focus on Advocacy: Seattle Special Education PTSA SservedeattlebySpecial Education PTSA got started as a group of parents special education who were interested in topics related to special education. “Seattle Public Schools is undergoing significant changes in the delivery of special education services, so this topic has been a top issue for our members,” said Seattle Special Education PTSA president, Janet Anderson. Educating parents on the new Inclusive Model for special education is just one example of the services this non-traditional PTSA provides to its members. They also provide a variety of parent education opportunities on other special education topics, invite district administrators to speak to parents on district policies and activities regarding special education, and serve as a resource and advocate for its members.

The PTSA hosted it’s first major conference this fall. Dr. Elise Frattura,

The Child Advocate, January 2010

a nationally recognized speaker on integrated services and Associate Dean for Education Outreach at the University of Wisconsin-Milwaukee, was the keynote speaker. Around 125 attendees came to hear about best practices for inclusive schools that are geared to make learning work for all students.

A panel of Seattle educators with the discussion geared towards the integrated model followed the keynote presentation. Attendees heard success stories of the inclusive practices, in addition to discussing the challenges involved with this model, such as teacher collaboration, limited resources, challenges involved with evaluating the needs and abilities of each individual child to make sure he/she is properly placed in a setting in which he/she will be successful.

To determine the PTSA’s focus, they poll their members. They have found their members are most interested in hearing leaders and decision

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makers from Seattle School District talk about special education issues.

They have had the Seattle Schools’ Chief Academic Officer, the Interim Executive Director of Special Education, and the Superintendent speak at their meetings.

and the services they provide. They also put together a first-day-ofschool flyer to place in the backpacks of all students being served by special education.

They also meet with or email school board members regularly and try to attend school board meetings when special education issues are being discussed, providing testimony when needed.

“Each year we get more members, said Anderson. “We send an electronic newsletter once a month to members, school principals, and PTA leaders in Seattle and partner with Seattle PTSA Council to publicize their events to PTSAs in the district.”

Seattle Special Education PTSA faces the challenge of how to reach families you can’t necessarily identify. To address this they try to connect with each school in the district and make them aware of who they are

This PTSA provides a wonderful example of how a local unit can impact the community it serves. For information on starting this kind of PTA in your school district, contact your region director. n

Becoming an Advocate in the Community

A dvocacy means standing up for another person. Parents are natural advocates for their children. Consider the following ideas to help make your advocacy efforts even more effective: Parents are always more effective in advocacy when many are working for a single purpose. Find out what the top issue for your school community is and rally around it as a parent body. Whether you need a sidewalk a traffic light, or want to see a change in a city ordinance or state law, parents are more effective when working together.

Prepare a questionnaire to distribute at a PTA event to determine the concerns of your parent community. Set a deadline date for returning this form, then tabulate and publicize your results.

Select an advocacy chairperson and form an advocacy committee to develop a set of specific, realistic goals, and an action plan of activities needed to accomplish your goals. Determine the agencies most appropriate to contact to find out more information or air your concerns. Prepare an informational document about your concern and keep the PTA membership informed of your progress. Contact the State PTA office for assistance in your local advocacy efforts.

Encourage your school’s parent participation in state and national advocacy efforts. Parents don’t need to know a lot about legislation or the legislative process to help in these efforts. Get your parents connected this year by encouraging them to attend the Washington State PTA’s Focus Day on January 18, 2010 at the State capitol in Olympia.

Parents can also participate in the state and national PTA’s legisla-

tive activities by writing or calling legislators; talking to neighbors, friends and relatives about supporting legislative issues of importance to children and families; and distributing fact sheets, writing letters to the editor, and calling in on radio talk shows to provide information on issues important for the welfare of children. Go to www.wastatepta. org/advocacy/index.html for more information. n

Save the Date: April 30-May 2, 2010

WSPTA Convention

Doubletree Hotel, SeaTac Join us for leadership training and to build your local unit leadership team for the upcoming year!

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a Washington State PTA parent involvement magazine

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Legislative Advocacy: Building on Success

ith the current economic situation across our state and nation and the limited funds available, PTA must clearly lead the effort to keep children in the forefront when difficult funding decisions are being made.

As in the past, efforts made by the local PTAs are essential in the strength of this organization. Go to www.wastatepta.org/ advocacy/index.html and sign up to receive helpful legislative communications which are relevant to the WSPTA’s legislative platform.

Do what is necessary to inform and empower your members to know and be able to act on the issues that affect their children.

Save time at each PTA meeting for legislative updates, print legislative articles in your PTA newsletters, and send emails to people who are interested in writing their legislators before important votes. The membership cannot act if they don’t know what’s going on. If you need help, or don’t understand an issue, call your council region legislative chairperson or the WSPTA office.

For over 100 years the WSPTA has been actively involved in protecting the health, welfare, safety and education of our children. Recent successes include simple majority and education finance. In both of these cases, our name recognition and grassroots membership base was critical to the successes achieved.

Simple Majority Success

Two years ago, the success of the Simple Majority campaign placed PTA on the Washington State political spectrum and changed the perception of PTA to an organization that can mobilize its grassroots membership and deliver results.

Washington State was one of only 7 states in the nation that required a “super majority” of 60% rather than a “simple” majority of 50% for passage of school levies. When a local levy failed – sometimes with 59% of the vote – it resulted in deep budget cuts, teacher layoffs and other disruptions that hurt kids and could take years to fix.

The members of Washington State PTA made passage of Simple Majority one of our organization’s top priorities for over 20 years. After Simple Majority finally made it on the ballot in 2008, local PTAs actively participated in this campaign by printing articles in their newsletters, speaking about the campaign at their meetings using the talking points provided by the WSPTA, and through phone banking. Around the state, more than 6,700 local volunteers made 350,000 phone calls. Ultimately the Simple Majority EHJR 4204 legislation narrowly passed with 51% of the vote.

The Child Advocate, January 2010

It’s Basic (Education Finance) Success

By law, the state is supposed to cover basic education for all kids. School districts are supposed to tap local levy funds for enrichment programs.

But as standards changed (and funding didn’t), as inflation rose (and funding didn’t), a disconnect grew between what most people consider basic and what the state actually pays for.

Last year, the WSPTA launched the “It’s Basic” campaign to focus primarily on educating parents on the current education funding system shortfalls, and eventually led to the passage of ESHB 2261 in 2009.

2009-2010 Top Priority Issues

Following is a brief overview of this year’s top five priority issues, which the WSPTA legislative platform will focus on in 2010. The Washington State PTA shall initiate and/or support legislation and/or policies that endorse these priority issues. For more complete information on these top priority issues and how the WSPTA intends to support them, go to http://www.wastatepta.org/advocacy/association_position/Brochure_ Local_Units_&_Councils.pdf.

Basic Education Funding:

Progress was made on our top priority to fund and reform basic education to meet today’s needs, by the passage of ESHB 2261. Now the work moves to the implementation phase. Each step must be approved by the Legislature. Advocates will need to be involved to make sure that the promises of 2261 become reality. Go to http://www.wastatepta. org/advocacy/HB2261/index.html for more information.

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Strengthening Math and Science Curriculum and Education

During the past year new math and science standards have been developed and approved for K-12. Curriculum reviews have also been conducted for both subjects. PTA has participated throughout, by testifying at meetings, sponsoring parent information forums and soliciting parent volunteers for curriculum review committees. Several key issues remain to be addressed. Currently most districts do not use curriculum materials that align well with our state standards. Funding is needed in order for districts to purchase both new texts and supplemental materials. Increased funding is also needed for effective training and mentoring programs for math and science teachers.

Washington State Assessment System Improvements

Progress is being made to address this issue by the Office of the Superintendent of Public Instruction (OSPI). New tests will replace the current WASL in the spring of 2010. They will be shorter, less expensive and provide results much more quickly. Work on the development of diagnostic assessments, which would help teachers adjust instruction to improve student learning continues to be funded. New tests are scheduled to be ready in the fall, 2010. Advocates will need to monitor progress and evaluate the success of the changes.

Support State Board of Education CORE 24 Framework

ESHB 2261 includes phasing in implementation of the Core 24 framework developed by the State Board of Education. The timeframe for

implementation will depend upon the schedule developed by the Quality Education Council and, of course, funding from the legislature. The CORE 24 Implementation Task Force, which is charged with creating a phase-in and implementation strategy, has been meeting since March, 2009. Due to ongoing state revenue issues, it will be very difficult to move forward with implementation on a statewide basis in the near term.

Support Rational Approaches to Teacher Compensation

Professional development, certification requirements, and compensation schedules are factors that the state can influence as we try to improve teacher quality and student learning. This amended issue reflects the passage of 2261, which assigned work to implement reforms to both teacher certification and teacher compensation systems to two groups.

For more information, go to http://www.wastatepta.org/advocacy/ HB2261/index.html.

During the 2009 Legislative session, we saw that attempts to address these issues at the legislative level generated intense opposition from the teachers’ union; child advocates will need to continue to make our voices heard, during this lengthy process of reform.

Other issues supported by the association include:

Creating a School Safety Zone, Autism Insurance Parity, School Emergency Preparedness, School Traffic Safety, Training for School Nurses, Firearm Violence Prevention, Conditional Scholarships, Music and Arts Education, and Increase Funding and Support for Highly Capable Students. n

Assessment Requirement Change For Class of 2010 Editor’s Note: Information below is edited directly from the Office of the Superintendent of Public Instruction. For more information go to http://www.k12.wa.us

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eginning in the 2009-2010 school year, the high school Washington Assessment of Student Learning (WASL) was replaced by the High School Proficiency Exam (HSPE). If a student has previously passed the WASL in a specific content area (e.g., reading), the student is not required to take the HSPE. Visit www.WAtesting.com for more information and a frequently asked questions section.

The other three requirements, in addition to Passing State Tests OR State-Approved Alternate, to receive a high school diploma, as outlined by the state law WAC 180-51-061 are: The state requires a minimum of 19 credits to graduate, but school districts have the authority to require students to take and pass additional courses for graduation.

Beginning with the Class of 2013, the state minimum credit requirement will rise to 20 with the addition of a third credit of high school math.

Earning High School Credits.

Students develop a plan on how to meet the high school graduation requirements and

Completing a High School and Beyond Plan.

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regarding their future following high school. Each school district determines the guidelines for the High School and Beyond Plan.

Questions about the guidelines should be directed to the high school or school district office.

To graduate, all students must complete a culminating, or senior, project. Each school district determines the guidelines students must follow to complete this requirement. Questions about the culminating project should be directed to the high school or school district office. n

Completing a Culminating Project.

a Washington State PTA parent involvement magazine

Child Advocacy in the School Setting The best way to be an effective advocate at the school is to be concerned about the education and welfare of all children. When school staff sees you as a parent who is genuinely concerned about all children, and not only interested in your own child, then they are more likely to take your concerns more seriously.

Establish your presence at the school by volunteering where help is needed. This may be in the classroom, in the school office, as a crosswalk safety patrol, as a lunchroom monitor, as a field trip chaperone, or at PTA events.

Join the PTA and be involved in whatever form that is possible for you.

This can help you establish your presence at the school, get acquainted with the school staff and the parents of your children’s friends, and become more familiar with the important issues affecting your child and other children in the school community.

The Child Advocate, January 2010

Get to know your child’s teacher early in the year. Don’t wait for a Parent-Teacher conference, or for a problem to arise. Drop the teacher a note and ask if there is a way you can help. When your child has had a good experience at school, write an email or send a card telling your child’s teacher how much your child appreciated that lesson or that activity. If you have a question about homework or how you can properly assist your child at home, be sure to ask. Maintain communication with your child’s teacher throughout the year.

Occasionally problems arise at the school that will require a parent’s attention. Before jumping in to solve the problem for your child, first come to a full understanding of what has transpired. Ask your child specific questions about what happened. Ask other children in the class who witnessed the problem between your child and the teacher to tell you what they saw. Think about what the teacher may have been experiencing in the situation. Finally, if the problem seems to warrant some advocacy on your behalf, call or email your child’s teacher to request a meeting.

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Before the meeting make sure you can identify the problem clearly and concisely without placing blame. Know your objective for the meeting and consider some possible solutions. If this is emotional for you, write out the objective and some possible solutions and take your notes with you to the meeting to help you stay on track.

Arrive on time for the meeting and be prepared to both speak and listen.

Maintain a friendly, cooperative attitude throughout the meeting and thank the teacher for taking the time to talk to you. During the meeting, be sure to listen carefully to what the teacher is saying without interruption. Try not to become defensive. If the teacher brings up some problem behaviors of your child, ask for specific examples of this and ask how you can help your child at home. Determine what action to take at the

conclusion of the meeting. This should include an agreement to monitor the action taken and further contact on the matter if need be.

Occasionally there are problems that arise that for whatever reason, cannot be solved at the parent/teacher level. In those instances, express your disappointment that a resolution to the problem hasn’t been reached and that you intend to move further in the system. Before taking a problem to the school principal, talk to a neutral person--a trustworthy friend or relative--who has no stake in the matter. If that person agrees that you need to go further to seek a resolution, then make an appointment to see the principal to discuss the matter. Always follow the proper chain of command--teacher, principal, administrator, superintendent, and school board. n

Cell Phones and Driving: A Dangerous Combination

by Diane Mcmurry

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hen a 20-year-old driver rolled into a garbage truck and was killed just blocks from his home, the young man’s mother could not imagine how the accident had happened. Once investigators subpoenaed cell phone records, it was discovered the New Yorker was texting his girlfriend at the time of the crash. Tragedies like this often headline the news--stories of crashes that occurred when a teenage driver, a commuter, a train operator, or a bus driver had been talking or texting on a cell phone.

Statistical studies back up the individual stories with evidence that drivers on cell phones truly do endanger themselves and others. The National Highway Traffic Safety Administration reports that driving distractions, including cell phone use, factored in 16 percent of fatal crashes and 21 percent of injury crashes in 2008. A study by Safe Kids USA observed that one of every six people driving through school zones was using a cell phone or engaging in some other form of distraction.

Research shows that drivers talking on cell phones have four times greater risk of accident than drivers who focus solely on the road.

Cell phone conversations divert drivers’ attention away from road conditions and cause them to respond more slowly to sudden changes. The impairment in driving ability caused by cell phone conversations is comparable to that of driving with a .08 blood alcohol concentration, the legal definition of drunk driving. Hands-free devices do not reduce the risk; a driver talking on a hands-free phone is just as likely to have an accident as a driver holding a phone to his or her ear. (Source: American Automobile Association) Texting while driving is an even greater concern. In a 2009 AAA survey fifty percent of respondents between the ages of 16 and 24 admitted to texting at the wheel. A Virginia Tech study of truck drivers found that the accident rate was 23 times higher when the drivers were texting. Prior to a crash or near miss, texting drivers took their eyes off the road for as long as 5 seconds, enough time to cover the length of a football field at highway speeds.

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Hand-held phone use and texting by drivers are secondary offenses in Washington. Police officers may not pull people over for cell phone offenses, but they may issue cell phone tickets if they make stops for other violations. Drivers may use hand-held phones in emergencies or to report illegal activity.

Washington state legislators are now taking a second look at the current distracted driving laws. Recent reports from states where cell phone use and texting while driving are primary offenses suggest that stricter laws can change drivers’ behavior.

While strengthening laws is important, educating adult and teen drivers is the key to lasting behavioral change. Parents can make a big difference by talking with their teens about the real dangers of distracted driving. Parents can also lead by example by putting their own cell phones away when they drive.

For the latest information about cell phones and driving in Washington, visit www.nodistractions.org, the website of a citizen group concerned with this growing safety issue. n

a Washington State PTA parent involvement magazine