With the new school year in full swing, it’s a good time to emphasize the importance of parent involvement. This is the time to make a resolution to actively engage in your children’s education. One of the easiest and most accessible ways is to join and become active in the PTA.
Do you think PTA is synonymous with bake sales?
Think again — today’s PTA is about a lot more than cupcakes
We know that research indicates that students whose parents are actively involved in their schools have better grades, attendance, behavior, and graduation rates. But PTA membership is a personal investment you make not only for your child, but for yourself too.
Many opportunities await you at your next PTA meeting. Advocating for a worthwhile mission, having a positive impact on your schools, and supporting amazing events for students are the obvious benefits of PTA involvement. But I have also witnessed more subtle perks that may come to active parents.
Here are five things that you might not know about today’s PTA:
1. Volunteer and get access.
Being an active PTA member gives you legitimate reasons to have input and to be in your children’s school during the school day. For example, do you want to have a say in booking a children’s author, a play or a music or science program for your children’s school? Then join your PTA’s cultural arts committee. You will work closely with your principal and teachers to plan enriching events that PTA fundraising supports. As a member of the committee, you will be able to attend programs to assess their success.
By becoming a known quantity to school staff, you will get a birds-eye view of what’s going on and principal, faculty and staff will know you by name. This will come in handy should you ever have a question or concern. Similarly, you may be asked for your perspective as a parent when issues occur. It’s sort of like the classic Peter Sellers movie, Being There. Because you are there, you may become a go-to parent.
2. Contribute and make friends.
You will meet like-minded parents who have children of comparable ages, with whom you will share similar concerns, goals, and hopes for your children. You will form close friendships and you will help one another through the sharing of ideas. If you are new to an area or your first child is starting school, PTA is a good place to meet people.
3. Give and receive much more.
PTA provides you with a wonderful outlet and platform for your passions. For example, if you are passionate about healthy eating, you can join the PTA’s health and wellness committee, and exert influence not only on the school lunch program, but also on classroom practices, such as giving candy for rewards.
If you are a parent of a child with special needs, you are probably already a strong advocate for special education. It is essential that you join SEPTA, Special Education PTA. There you will meet like-minded parents and professionals who will provide you with a support network, cutting edge information and strategies to help your child succeed. You will have the benefit of attending presentations by outside experts. And you will be able to forge positive relationships with district special education administrators, who attend SEPTA meetings. This will give you easy access to these professionals, should you have questions or concerns.
4. Be a player and get the “skinny.”
You will reap enormous benefits if you rise to the highest levels of PTA leadership. If you are the PTA president of your school or a member of your District PTA Council, you will meet with your Superintendent of Schools on a regular basis. He or she will update you on news, issues and problems and ask for your support. If you are a person who likes to be in the know, you will be informed of everything from district accomplishments to drug busts. You will have the information first and will be the one to share it with your members. The superintendent will also solicit your opinion and may ask for you to poll your members on various issues, such as proposed budget cuts.
As a key stakeholder, you may also be asked to serve on interview committees, citizens’ advisory committees, and task forces. The superintendent may also recruit you to help plan district-wide events, and to request that PTA help sponsor them.
5. Hone your skills and show what you can do.
The more you give of yourself and the more you hone your skills, the more valuable you will become to your PTA, your school, your district and community. The seeds you plant may bear fruit in unexpected ways. Is your main job CEO of your household for the foreseeable future? Then why not put your accounting expertise to work as a treasurer? Or use your organizing skills to plan events? Utilizing your background and experience can help close gaps in your resume. Continue to dazzle everyone with your generous contribution of your talent, time and energy, and your volunteer experience could lead to paid employment!
In the first New York State budget vote since a 2 percent tax cap was mandated, 92.7 percent of Long Island school budgets passed last week. Of the Island’s 124 districts, 115 had their budgets approved; nine were defeated.
Of the nine that were defeated, seven had opted to exceed the 2 percent tax cap in the hope that voters would approve the increase anyway. But those school administrators bet wrong because under the new rules, they needed to convince at least 60 percent of their voters to approve their spending plan — and they didn’t. Districts whose budgets were defeated may submit the same or a new budget to voters next month.
The tax cap ushers in a new era in New York State. It demonstrates that the majority of districts were able to make deep cuts, and most taxpayers accepted the reductions despite outcries in numerous districts that cuts were hurting students. Across the Island, a number of schools were closed, teachers were excessed, class size was increased, and educational programs were reduced.
The dilemma is that taxpayers want to keep tax increases down at the same time that they want their schools to be outstanding. It remains to be seen whether parents will accept this state of affairs in coming years.
High School Senior Elected to School Board
High School senior Joshua Lafazan did the unimaginable last week! Just 18-years-old and the president of his senior class, he won a seat on the Syosset Board of Education – in a landslide!
Voters gave Lafazan an overwhelming mandate despite the district’s launching of a robo-call to parents accusing his father of taking the district’s list of absentee voters. He said his win was a backlash against what he characterized as a “smear campaign” by district officials.
“The people of Syosset have sent a mandate that we need open government and transparency in this town, and Josh Lafazan will deliver,” he told Newsday after he learned he had won.
During the campaign, Lafazan had been critical of the salary and benefits of Superintendent Carole Hankin, who is the highest paid superintendent in New York State and earns $541,000 in salary and benefits.
It’s interesting that while taxpayers and parents have decried administrative salaries and benefits in many districts, it took a student to make this a centerpiece of his campaign.
Could this be a harbinger of school board elections of the future? Will parents and taxpayers in other districts take on entrenched administrators? Calling for transparency is a familiar theme among critics of school boards. But most critics never step up to the plate by running for office. How many adults have the courage of this young man? If more did, it could substantially change the dynamics of school district politics.
Three separate school bus accidents on Monday – in Indiana, Washington State, andOhio — have left a student and a bus driver dead, and scores of students injured, some critically. The three crashes have fueled concerns about school bus safety.
In the Indiana accident, the bus was mangled when the driver hit an overpass without braking. In Washington, the bus rolled over after it veered off the road. In Ohio, the bus tipped and then rolled over onto its right side into a ditch.
None of the buses were equipped with passenger seatbelts, which the National Highway Traffic Safety Administration (NHTSA) does not require in larger school buses. But those accidents have now renewed calls for passenger seat belts on all school buses.
Federal law requires seat belts on school buses weighing less than 10,000 pounds, but 80 percent of the nation’s school buses do not fall into this category. Six states – New York, New Jersey, California, Florida, Texas and Louisiana – have laws requiring seat belts on all school buses. But just because seat belts are installed, doesn’t guarantee they will be used.
For example, New York leaves the decision of whether the seat belts will be used to local school boards. On the contrary, the Texas law calls for disciplinary action against students who do not use them. California and Florida laws, while requiring seat belts in school buses, state that employees of school districts are not responsible for requiring students to buckle up.
The debate about seat belts on school buses has been going on for years. Despite increasingly strict requirements about helmets for bikers, seat and lap belts, and car and booster seats for children in passenger vehicles, school bus safety has not kept pace. In an ABC News interview, NHTSA spokesperson Lynda Tran said of school buses: “They are safer than their parents’ cars.” But Dr. Phyllis Agran, a pediatrician, told ABC that about 17,000 children are treated in emergency rooms each year from injuries sustained in school bus injuries.
Defenders of the status quo regarding school bus safety contend that statistics are on the side of the 24 million children who take a bus to school each day. But statistics fly out the window if it is your child who is involved in an accident.
Two of my three children were involved in school bus accidents and I have to tell you that although they were minor, it was a chilling experience to be notified that your child has been in a school bus accident. Parents have a right to expect that when they put their children on the school bus in the morning, they will get to and from school safely. They certainly don’t expect serious injuries or worse.
Seat belts have become a hot topic, but I can tell you as a former school administrator that they are not the only bus safety issues. Buses tend to be a “no man’s land” when it comes to supervision. It’s difficult for drivers to steer the bus while at the same time police kids’ behavior. Because there is no adult supervision on the bus other than the driver, school buses are fertile fields for bullying, profanity, fistfights, and other dangerous behavior, such as walking around while the bus is in motion and throwing things.
If the bus driver reports misbehavior to the school, it will be handled with an appropriate consequence. But not all bus drivers take the trouble to write a report. If your child tells you about misbehavior on the bus, take it seriously and report it to your principal or assistant principal. It’s not just annoying – it’s potentially dangerous. Be sure to inquire what steps the school takes to emphasize school bus safety. And make sure you reinforce them at home.
You may also inquire about the supervision of bus drivers. If the school district owns a fleet of buses and the drivers are district employees, they are usually better screened, supervised, and monitored than if the district contracts with a private company for their buses and drivers. If you have reason to believe a bus driver is engaging in dangerous or suspicious behavior, be sure to report it to your school district immediately.
The following bus rules should be emphasized by the school and reinforced by you with your child at home.
- Kids should go directly to their seats. They should remain seated and facing forward for the entire ride.
- Children should speak quietly and make every effort not to distract the driver.
- Students should not throw things on the bus or out the windows, or play with the emergency exits.
- The aisles of the bus should be clear at all times. That means no walking around or placing objects that may cause someone to trip.
- In an emergency, children must listen to the driver and follow instructions.
- Students should never put head, arms or hands out of the window.
- At their stop, children should wait for the bus to come to a complete stop before getting up. They should then walk, not run, to the front door and then exit using the handrail.
`Tis the season and everywhere we look there are suggestions for gift giving. No doubt on your list of recipients are your children’s teachers. Newspaper articles, TV spots, websites and blogs — not to mention catalogs — provide a potpourri of possibilities for teacher gifts. There’s a lot of pressure out there to give your children’s teachers the right gift. So what should that be?
You might want to start by examining your school’s policy on gifting. Some schools set a limit, e.g. $25, some don’t allow it at all, some specify one gift from the entire class, while others say nothing on the subject. Whatever your school’s policy, it’s likely to be ignored by at least some people. My experience has been that parents feel very pressured to give the teacher a gift she/he will appreciate, and worry that no gift could influence the teacher’s perception of their child.
Some parents go all out, while others begrudgingly do the minimum. I will never forget that when I was in first grade my teacher announced to us that Becky had given her the best gift in the class. She had been invited to Becky’s house for lunch and Becky’s father, a dress manufacturer, presented her with a beautiful dress. I remember that I and the other children felt powerless and unworthy as she opened our gifts. Throughout the year I understood implicitly why Becky was the teacher’s pet.
Those days may or may not be gone. There are still some parents who will lavish expensive gifts on teachers, causing others to be resentful. There are some parents who believe teachers don’t need “tips,” and others who simply can’t afford it in these difficult economic times.
Conversely, as a former teacher and administrator, I can safely say that most teachers don’t even want gifts. They truly appreciate a lovely note or card expressing appreciation, or perhaps even a homemade gift or gift card. But while receiving a truckload of extraneous gifts is flattering, they usually don’t know what to do with all the random stuff they get.
Case in point: one year I sent an email to all 1,000 teachers in our district asking for new items that we could use to put together gift baskets for the elderly in the community. I was inundated with “stuff” — unwanted Christmas presents. We recycled the gifts, assembling beautiful baskets wrapped in cellophane and curling ribbon, and made a lot of people happy. It’s amazing how a potholder, dishtowel, and hand lotion can be made to look so good with the proper wrapping!
There are some schools that ask parents to refrain from giving teachers gifts and instead suggest they honor their teachers with a contribution to any number of worthwhile causes. In this way, families can contribute what they are able to afford – or not at all if they are strapped – and the gift is from the entire class. Here are some ideas:
- A gift card to a supermarket or department store for a needy family
- A class collection of non-perishable food items for a local food pantry
- Purchasing holiday gifts for a homeless family
- Providing a holiday dinner for a needy family
- A donation to a charity
New York Times columnist Nicholas Kristof recently suggested several humanitarian organizations, many of which would be appropriate as an educational exercise for students.
For example: donations to CARE can provide school uniforms; contributions to Heifer International provide gifts of livestock and training to help families improve their nutrition and generate income, and Helen Keller International’s ChildSight program screens children for vision problems and provides eyeglasses.
Don’t forget your local charities; it’s meaningful for kids to know they are helping those close to home.
Even if it’s too late to change your school’s culture now, start a discussion now – and maybe things will change next year. Engaging parents and children in choosing the cause and bringing it to fruition will infuse both kids and adults with the true meaning of giving
North Shore, South Shore, all around Long Island there’s talk of school closings to save district’s money in these dire economic times.
Several school systems, including West Islip, North Bellmore, and Smithtown, have already put school-chopping proposals on the table. And more are sure to follow in a weak economy with decreased state aid and a 2 percent budget cap on the horizon for 2012-2013.
Whenever school closings are proposed, parents get upset. For the most part, they are dedicated to their home schools and don’t want their children to be used as pawns in school-shuttering plans. They like their principals and their teachers and the familiarity of their neighborhood schools. But the financial burden is becoming almost insurmountable. So what are districts to do?
And just this week, New York State’s new education commissioner, Dr. John B. King, Jr., agreed with the idea for Long Island and Westchester.
Dr. Cantor, a former director of the Long Island Economic and Social Policy Institute at Dowling College, estimates that the 47 school districts in western Suffolk County could save $32 million a year by forming five town-wide systems.
Under his proposal, the merger of dozens of local districts would allow the elimination of the vast majority of school superintendents, business and personnel officials. And he would give principals the power to budget and hire. Although consolidation has been proposed many times in the past, Dr. Cantor believes the time may now be right if parents want to stop the trend of increased class sizes and reduced student services.
Dr. King, on the other hand, is in favor of a more sweeping countywide consolidation.
He points to county systems in similar suburbs, such as those in Maryland and Virginia, which have comfortable, well-educated residents.
Merging districts has always been a political hot potato and no one expects school boards and central office administrators to voluntarily give up their power. Yet Dr. Cantor says he is trying to raise awareness that there is an alternative to the yearly decimation of educational programs and services.
By the way, Newsday this week supported the concept of consolidation. It sided with Cantor’s proposal for town-wide district consolidation, saying the commissioner’s proposal was too severe for Long Island. The paper noted the historical hardcore resistance to mergers on Long Island, citing Elwood’s failed attempt last year to find merger partners. But it says the state could offer incentives to make the idea more palatable.
It is up to parents to lead the charge if consolidation is to become a reality. As Newsday put it, “The solution lies in making parents understand that as times get hard and the recently passed tax cap kicks in, the only way to save beloved programs threatened by tight budgets is efficiency. Taxpayers who really want to see kids get the best in education and activities may have to let go of their dedication to tiny schools and tiny districts.
“As money gets tighter, things change. If the other choice is a drop-off in educational offerings, parents and taxpayers should demand that districts look hard at consolidation rather than fight it. Once they do, the process will be halfway home — and everyone will be closer to a more efficient and equitable way to educate our children.”
Dr. Cantor offers some reassurance to parents who are frightened by the prospect of consolidation by emphasizing that it “gives parents control of their local schools; children remain in the schools that the parents moved into the neighborhoods for. Parents will have more say in education because their local principals will be in charge of the budget and student achievement, not isolated administrators. Classes would remain smaller and teachers preserved.”
He added that the factors that would change with consolidation would not impact the students’ school experience but rather are “budget items that have no role in the children’s education; in fact it directs more school budget dollars to the classroom.”
And, Dr. Cantor stressed, “the plan preserves the neighborhood school. Children are not transported to other schools and districts. Nothing changes but better education at lower costs.”
I urge all parents to read Dr. Cantor’s consolidation plan on his website, www.martincantor.com. Click the publication link; the paper is at the bottom of the list.
Become familiar with all of the issues related to this topic. Deep cuts are on the horizon in all districts. Be informed, and decide for yourself what’s best for your children’s education!
NY schools chief eyes consolidation plan http://www.newsday.com/long-island/ny-schools-chief-eyes-consolidation-plan-1.3352428
Albany joins school-consolidation chorus http://www.newsday.com/opinion/albany-joins-school-consolidation-chorus-1.3354740
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In a nationally televised news conference, Republican presidential candidate Herman Cain denied sexual harassment allegations against him, claimed one accuser was “troubled,” and could not remember another complainant. Cain himself predicted that his political adversaries would solicit more accusers in the coming days.
It is no longer unusual to pick up a newspaper, go online, or turn on a TV and see politicians, celebrities, clergy – and educators too — being charged with sexual harassment.
Coincidentally, the allegations against Cain surfaced at the same time a national survey by the American Association of University Women found that 48 percent of 1,965 students said they had experienced verbal, physical, or online sexual harassment in the 2010-2011 school year.
But how do we define sexual harassment? It’s actually a little bit tricky. A simple definition of sexual harassment is that it’s any behavior of a sexual nature that’s offensive in the “eye of the beholder.” This means that if a person feels uncomfortable about a gesture, comment or action, it could be defined as sexual harassment.
The legal definition of sexual harassment in schools can be traced to Title IX of the Education Amendments of 1972. This federal law made it illegal to discriminate against students on the basis of their sex, and to forbid unwelcome flirtations, sexual advances, propositions, continual or repeated verbal abuse of a sexual nature, use of sexually degrading words or actions, and the display of sexually suggestive pictures.
Every school district assigns one administrator to be the Title IX Officer. As the Title IX Officer in a large New York school district for more than a decade, it was my responsibility to investigate allegations of sexual harassment brought to my attention by administrators, teachers and parents. I wish I could say that there were no complaints, but each year there were several, involving both students and staff.
Before Title IX came into effect, there was no recourse for individuals – students and staff — who felt uncomfortable with unsolicited sexual behavior or comments. But today we live in a very different world. It’s critically important that parents, students, and staff familiarize themselves with the latest policies and make sure that they are followed.
Sexual harassment may occur from student to student, from teacher to student, from administrator to teacher, from administrator to student, or administrator to administrator. There are two types of sexual harassment that particularly concern us in schools. The first kind is “quid pro quo.” That means that if you do something for me, I’ll repay you with such things as grades, promotion or job advancement. This usually has to do with an unequal power relationship between harasser and the target of harassment, or teacher and student. This is clearly against the law.
The other form of sexual harassment is that of a hostile or offensive environment. This is an environment that allows or encourages repetitive patterns of teasing, innuendoes or jokes of a sexual nature, and interferes with someone’s work or academic performance. This may or may not have to do with an unequal power arrangement, and may be employee to employee, student to student or student to teacher. This is also illegal.
The key with hostile environment complaints is that educators are responsible for this state of affairs whether they see the alleged behavior or not. If they pretend they do not see it and ignore it, they are still responsible. If they brush off or minimize complaints, they can also be held accountable. The most important thing for school personnel to remember is that they are held responsible for behaviors they permit as well as for behaviors they commit.
Parents, students, teachers, and administrators should keep the following points in mind:
• Know Your District Policies and Procedures.
• Sexual harassment is not defined by intention. It is defined by the impact on the target.
• Silence does not imply consent.
• Anything that takes place on e-mail or the Internet is easily traceable and can also form the basis for a sexual harassment complaint.
• Teachers should not be alone with students.
• Teachers and administrators are responsible for what goes on in the school. It is the responsibility of the adults in charge to address behaviors that may contribute to a hostile environment.
• Should you observe something you believe is sexual harassment, report it to a school administrator or the District Title IX Officer. All complaints must be investigated thoroughly and promptly.