Taconic PTA®

Local School Wellness Policies and Related News

noreply@blogger.com (taconicpta) — Fri, 24 Apr 2009 19:50:00 +0000

One section of the Child Nutrition and WIC Reauthorization Act of 2004 requires that all school districts that participate in the National School Lunch Program have local wellness policies by July 1, 2006. The School Nutrition Association (formerly ASFSA) has put together tools to help assist the school community in dealing with this new requirement.

Well Done! School Nutrition Professionals Put Wellness Policies to Work
This spring 2008 publication from the School Nutrition Association provides inspiration and practical ideas for all in the school community who are committed to fostering healthy eating habits in children. School nutrition professionals from districts of all sizes and all across the country share experiences relating to gaining support from principals, teachers, parents and students; establishing cafeteria-based nutrition education programs; finding products to meet new nutrition standards; developing staff wellness programs and making operational changes.

From Cupcakes to Carrots: Local Wellness Policies One Year Later (in Adobe Acrobat format)
This report released in September 2007 tracks implementation progress of wellness policy topics including nutrition education, physical activity and nutrition guidelines. Of the 97% of school districts that addressed nutrition standards for National School Lunch Program meals in their wellness policies, more than 92% state that they have completed implementation.

SNA Local Wellness Policy Guidelines (in Adobe Acrobat format)
The School Nutrition Association's Executive Board and Nutrition Committee have unanimously approved the Local Wellness Policy Guidelines. The Guidelines serve as a tool to use when creating local wellness policies for your school districts.

Foundation for the Future: Analysis of Local Wellness Policies from the 100 Largest School Districts (in Adobe Acrobat format)
On October 10, 2006, SNA released a report summarizing the characteristics of the wellness policies approved by the 100 largest school districts by enrollment.

Foundation for the Future II: Analysis of Local Wellness Policies from 140 School Districts in 49 States (in Adobe Acrobat format)
The above report was followed by a second report released in December 2006 examining wellness policies approved by a wide variety of school districts in 49 states.

Local Wellness Policies Frequently Asked Questions
Look here for responses to our most frequently asked questions.

Sample Wellness Policies
We are in the process of collecting and analyzing policies which will provide us with a national picture of local wellness policy development to help us better serve our members. We ask that you submit your approved local wellness policy to us by fax at 703-739-3915 or email Alexis Steines. These samples are for your consideration and may be used as a resource in the development or implementation of your local wellness policy.

Overview of the Local Wellness Policy Presentation
Use this PowerPoint presentation to bring yourself and other school administrators up to speed about what the law requires and what your district needs to do about it.

Resources
Several states have enacted competitive foods guidelines. In addition, several third party organizations also have compiled lists of nutritious snacks and beverages for à la carte lines and vending machines. Refer to the resources for more information about Local Wellness Policy Development and Implementation, Healthy School Environment, Nutrition Education, Fundraising in Schools, and Nutrition Guidelines."

Details of the Law
The new law says that, at a minimum, the local policies should include:

goals for nutrition education, physical activity, and nutrition guidelines selected by the local educational agency for all foods available on each school campus;
establish a plan for measuring implementation of the local wellness policy;
and involve parents, students, representatives of the school food authority, the school board, school administrators, and the public in the development of the school wellness policy.

The new law does not say what the details of the local policy should be, but does require that the policies be adopted by the first day of the 2006 school year. To meet this date, school districts should begin their process this year. That process must include forming the task force or working group described in the law to develop the local policy. The law requires that the group include a representative of the school food program. This offers a leadership opportunity for school food service professionals.
http://www.asfsa.org/Content.aspx?id=8504

-submitted by Jennifer Warburton, Taconic PTA Health and Wellness Chair

10 Things a PTA Can Do to Improve Physical Activity in Schools

noreply@blogger.com (taconicpta) — Fri, 27 Feb 2009 03:49:00 +0000

Improving Opportunities for Physical Activity at School: 10 Things PTAs Can Do

Provide pedometers for a "steps" contest—give an award to the parent, teacher, student and staff member who takes the most steps in a given month.
Bring teachers, parents and students together in an after-school walking, biking, running or skating club.
Encourage parents to volunteer to walk groups of students to school on a rotating basis.
Give parents information about community physical activity resources (such as programs at the local YMCA).
Raise funds for school athletic equipment (see the ideas for healthy fundraisers in this notebook).
Plan group activities for your PTA that involve fitness (e.g., a walking meeting with the principal).
Find creative ways to make PTA fundraising activities active: sell services like raking leaves and shoveling snow.
Take a look at your school’s playgrounds and athletic facilities. Test the equipment. Does your school do a good job of providing students with an environment that promotes physical activity?
Partner with local organizations to provide after-school activities in your school’s athletic facilities.
Be advocates for recess and physical education. Parents’ concerns and ideas are valuable—talk to your principal and other school leaders about the importance of incorporating at least 30 minutes of physical education run by accredited professional instructors, into
every school day.

*** This information was brought to you from the Healthy Lifestyles at Home and School notebook, created in partnership with Parents' Action for Children.

http://www.pta.org/topic_10_things_a_pta_can_do_to_improve_physical_activity_%20in_schools.asp

You may also write to congress to support the "FIT Kids Act" via the following link:

http://www.richardsimmons.com/j15/index.php?option=com_content&task=view&id=249&Itemid=99999

noreply@blogger.com (Region Director) — Sun, 29 Apr 2007 19:51:00 +0000

Free Asthma Screenings Are Coming in May

During May, adults and children with breathing problems can find out if they have asthma during the 11th Annual Nationwide Asthma Screening Program, sponsored by the American College of Allergy, Asthma and Immunology (ACAAI). In addition to identifying people who might be at risk for asthma, the screening program allows those who already know they have asthma to talk with an allergist about their disease and learn how to keep symptoms under control.
Allergists, working with community physicians and allied health professionals, will conduct the free asthma screenings at shopping malls, civic centers, health fairs and other accessible locations throughout the country. The screening program will also focus on increasing awareness of asthma in children under age 5.
As part of the screening, adults will complete a 20-question Life Quality (LQ) Test developed by ACAAI for the program. Children under age 15 will take a special test called the Kids’ Asthma Check. Another version of the Check is available for parents of children up to age 8 to complete on their child’s behalf. Participants also will take a lung function test and meet with an allergist to determine if they should seek a thorough examination and diagnosis.
For a list of asthma screening locations and dates or to take online versions of the LQ Test and Kids’ Asthma Check, visit http://www.acaai.organd click on Member Information. Screening locations and dates will be available at this site beginning April 11.

noreply@blogger.com (Region Director) — Sun, 29 Apr 2007 19:49:00 +0000

House Committee Investigates Mismanagement of Reading First

On Friday, April 20, the House Education and Labor Committee raised questions about mismanagement by the Department of Education in running the Reading First program. The reading initiative was established during the 2001 reauthorization of the Elementary and Secondary Education Act (ESEA-NCLB), aimed at improving literacy among at-risk children. Despite the possible ethical violations in the administration of the program, it has helped participating students improve their reading skills by over 15 percent.
Though the program has been a success, Congress is scrutinizing possible conflicts of interest by experts involved in both the assessment and the reading initiative's implementation. Additional allegations have been made that those in charge of selecting the materials required for the program are also selling the materials themselves, creating a certain profit with material that may not be the most beneficial to students.
The Education and Labor Committee will continue to scrutinize these practices as they prepare legislation for the reauthorization of ESEA-NCLB. As noted by Chairman George Miller of California during the hearing "There is no question that this mismanagement and these conflicts of interest undermined the program and the public's confidence in it. In reauthorization, this committee will act on legislation to explicitly prohibit these types of conflicts."

noreply@blogger.com (Region Director) — Sun, 29 Apr 2007 19:49:00 +0000

House Committee Holds Hearing on Supplemental Education Services

On Wednesday, April 18, the House Education and Labor Committee held a hearing to investigate the effectiveness of supplemental education services (SES) under the No Child Left Behind Act. SES has been a controversial topic as Congress looks to reauthorize the Elementary and Secondary Education Act, reauthorized as the No Child Left Behind Act (NCLB) in 2001, and parent involvement appears to be at the heart of the controversy.
Under NCLB, students attending public schools that have not made adequate yearly progress (AYP) for three consecutive years have the right to take advantage of free supplemental educational services, such as private tutoring. However, reports have highlighted a lack of parental awareness regarding these options, meaning eligible students do not have the chance to take advantage of these benefits under the law.
Testifying before the committee, Cornelia Ashby, Director of Education, Workforce, and Income Security Issues at the Government Accountability Office, said that "part of the problem is parental notification." Parents may not understand what SES is and what it provides, she said, adding that "states need to help districts to better notify parents."
"The SES participation rate increased from 12 to 19 percent of eligible students between school years 2003-2004 and 2004-2005," said Ashby. "While districts have provided written information notifying parents of SES and taken other actions to encourage participation, challenges remain, such as notifying parents in a timely and effective manner."
Additionally, Chairman Dale Kildee of Michigan recognized the need to ensure proper funding is given to every school to provide these services and that without such funding, SES will certainly fail. In his opening statement, Kildee stated "We owe it to our children to ensure that their schools have the resources and support to provide them with the education they need and deserve."
The PTA Legislative Initiative for reauthorizing NCLB calls on schools and districts to do a better job in notifying parents about SES services. The law needs to create an incentive for schools to encourage student participation in these support services. Whether it's through a tutoring service or through an afterschool program, supplemental education services need to be widely available and advertised as such so that all students have extra support to achieve academic success.

noreply@blogger.com (Region Director) — Sun, 29 Apr 2007 19:44:00 +0000

April Is National Child Abuse Prevention Month

It shouldn't hurt to be a child. Unfortunately, many children suffer physical and emotional abuse and neglect in homes where parents have substance-abuse problems, lack child-rearing skills, or become simply overwhelmed by the challenges of raising a family. There are many ways to intervene to help parents who are struggling-and who might take their frustrations out on their children.One way that other parents can help is to provide support. We all need social connections to emotionally supportive friends, family, and neighbors. Research has shown that parents who are relatively isolated stand a greater risk of abusing or neglecting their children. Look for ways to include families in community activities or social events. Reach out and offer a sympathetic ear. You'll be helping a child and may earn the gratitude of an entire family. For more information on how to make those social connections to families in trouble, visit www.childwelfare.gov

noreply@blogger.com (Region Director) — Sun, 29 Apr 2007 19:41:00 +0000

Teaching Kids Responsibility

As parents, one of your many duties includes preparing your children to become responsible adults. Teaching responsibility to a child can begin at an early age. For example, children as young as two can perform simple tasks, such as putting clothes in a hamper or putting away their books. Children this age have a lot of energy and may be eager to help, which will help set them on the path toward a lifetime of responsible behavior.When children reach an age where procrastination takes the place of enthusiasm, the solution is not to offer them money as an incentive to do their regular chores or schoolwork. Rewarding children with money will teach them to expect financial rewards every time they do what is expected of them. Parents should give children a reasonable allowance that is separate from their tasks and only provide more when their child does something extra. To promote financial responsibility, parents can encourage their children to be involved in spending and saving the money they earn.Parents can teach children that being responsible means recognizing that everyone has to contribute, whether at home or in school. Here are some ways parents can promote responsibility:
Clearly state expectations.
Model the behavior you want your children to adopt.
Assign chores and assist your children with them until they learn how to do them.
Give children tasks that are fun; it may be helpful to let them have a voice in determining what their normal chores will be.

noreply@blogger.com (Region Director) — Sun, 29 Apr 2007 19:38:00 +0000

Spring Cleaning the Safe and Healthy Way

At this time of year, many families start to change over their closets from cold- to warm-weather clothing, give the house a good airing and cleaning, and pull out the garden tools for the summer. Whatever tasks make up your spring cleaning, make sure you do them safely.

Protect against falls when taking things down or putting things up on shelves by using a sturdy step ladder. Get one that has a hand rail at the top. For outdoor work, such as gutter cleaning, get professional help. If you must do the work yourself, ensure you have a sturdy ladder and an even surface on which to place the supports. Work with another person who can hold and steady the ladder while you're working.

When lifting and moving items, squat and lift with the legs to avoid straining the back. When moving large furniture, ask for help. Take out drawers if you need to; not only will this lighten the load, but also it will give you a chance to clear out unwanted items.

If you need to use chemical cleaners, ensure you follow the directions and wear protective clothing, if necessary. But consider "cleaning green" to keep potentially harmful substances out of your home and the environment. For example, cleaners that have "fragrance" as an ingredient often contain phthalates, which are asthma-inducing toxins.

noreply@blogger.com (Region Director) — Tue, 23 Jan 2007 05:49:00 +0000

Legislation Calls for Voluntary National Standards

On Tuesday, January 9, Sen. Christopher J. Dodd of Connecticut and Rep. Vernon J. Ehlers of Michigan introduced legislation that would establish voluntary national standards in math and science. The Standards to Provide Educational Achievement for Kids (SPEAK) Act would amend the No Child Left Behind Act (NCLB) by Directing the National Assessment Governing Board (NAGB) to develop rigorous, voluntary core math and science standards for grades K-12 anchored in the National Assessment of Educational Progress. Providing grants to states that meet NAGB content criteria and adjust teacher certification and proficiency levels to match. Allowing the Secretary of Education to extend NCLB's implementation requirements for participating states.

Aimed at standardizing proficiency targets in math and science, the bill
(S. 244/H.R. 325) comes on the tails of legislation introduced on
January 4, 2007by Sen. Edward M. Kennedy of Massachusetts, chair
of the Senate Health, Education, Labor, and Pensions Committee.

As reported in the January 9th issue of This Week in Washington, Kennedy's
legislation calls for state academic standards to be aligned with international
standards and would require states to align standards with college entrance
requirements but does not call for national standards.

noreply@blogger.com (Region Director) — Tue, 23 Jan 2007 05:41:00 +0000

House to Consider Reducing Interest Rates on Student Loans

On Wednesday, January 17, the House is scheduled to consider H.R. 5, the College Student Relief Act of 2007. The bill, introduced on Friday with 209 cosponsors (218 votes are needed for passage), would cut interest rates in half on need-based federal college loans over the next five years.

According to REP. George Miller of California, chair of the House Education and Labor Committee, "Once fully phased in, these cuts would save the typical borrower, with $13,800 in need-based federal student loan debt, $4,400 in savings over the life of the loan." Miller said, "Tuition and fees at four-year public colleges and universities have risen 41 percent—after inflation—since 2001. The typical student now graduates with $17,500 in total federal student loan debt. According to past estimates from the Department of Education, as many as 200,000 would-be students are forced to delay or forgo attending college altogether due to the cost."

National PTA supports legislation and programs, such as federal grants to students and other forms of financial aid, that foster an economically, culturally, and ethnically diverse student population. Public benefits, such as increased economic growth and productivity, justify greater federal support for increasing access to postsecondary education for all citizens, particularly for those students who, due to financial constraints, would not otherwise enroll.

noreply@blogger.com (Region Director) — Tue, 23 Jan 2007 05:32:00 +0000

National Endowment for the Arts’ Grants for Arts Projects
Application guidelines for the next round of Grants for Arts Projects are now available on the NEA's website at www.arts.gov/grants/apply

Organizations may apply under the following categories:

1) Access to Artistic Excellence:

To encourage and support artisticexcellence, preserve our cultural heritage, andprovide access to the arts for all Americans. Anorganization may request a grant amount from $5,000to $150,000. Two deadlines: March 12 and August 13, 2007

2) Challenge America:Reaching Every Community Fast-Track Review Grants:

To support projects that extend the reach of the arts tounderserved populations. Grants are for $10,000. Deadline: June 1, 2007

3) Learning in the Arts for Children and Youth:

To advance arts education for children and youth inschool-based or community- based settings. An organization may request a grant amount from$5,000 to $150,000.
Deadline: June 11, 2007.

Community Foundation of Dutchess County’s Partnership in Education (PIE) Teacher GrantsDutchess County Pre-K – 12 teachers in parochial, private/independent, and public schools areeligible to apply. The purpose of this program is to recognize the important contributions teachersmake to a community, and to make funding available to teachers for professional development opportunitiesor special projects completed with their classes. Awarded in four categories: General, Writing,Marionettes/Puppets, and Community Service.Guidelines and application available onlineat http://www.communityfoundationdc.org/

Charging Students for Calculators

noreply@blogger.com (webmaster) — Sun, 14 Jan 2007 20:55:00 +0000

There have been numerous questions lately regarding the charging of students for calculators. School districts can require students to provide their own student supplies. Supplies are defined as something which is consumed in use, loses its appearance and shape in use, is expendable, and is inexpensive. Examples include pencils, pens, paper, etc. Calculators do not fall into this category and must be considered like classroom teaching materials for which school districts are authorized to levy a tax.

The State Education Department requires the use of calculators for intermediate and high school level mathematics and science assessments. To the extent that calculators are a necessary part of the educational program, the school district must provide them. Under no circumstances should students be charged for a calculator or otherwise required to purchase one in order to participate in an educational program.

School districts may purchase, and must still provide calculators, even if operating under a contingent budget if the calculators are required for participation in the educational program.

- from Jean C. Stevens, Interim Deputy Commissioner, NYS Education Department

http://www.emsc.nysed.gov/mgtserv/charging_for_calculators.shtml

PTA Advocacy Week: February 19-23, 2007

noreply@blogger.com (webmaster) — Thu, 04 Jan 2007 14:08:00 +0000

Get ready! PTA National President Anna Weselak has designated the week of February 19, 2007, as PTA Advocacy Week. This special week will be a time for PTA members to meet with their federal, state, and local lawmakers and tell them that children and education should be their highest priorities! The week is scheduled to coincide with federal legislators' district work period, when they will be in their home offices to talk to their constituents.

The PTA national legislation committee, the state PTAs' federal legislative chairs, and the national PTA office's public policy staff will work together to prepare PTAs for the February 19 launch of PTA's yearlong effort to develop child advocates, build a chorus of voices, and strengthen PTA's position as a voice for every child.

[from This Week in Washington, December 12, 2006]

Ok To Play ... PTA and ESRB Video Game Rating System Campaign

noreply@blogger.com (webmaster) — Thu, 04 Jan 2007 13:19:00 +0000

PTA joined forces with the Entertainment Software Rating Board (ESRB) to launch a national ratings education campaign "OK to Play". The campaign will encourage PTAs to hold meetings to educate parents in their communities about video game ratings, and will be supported on both the PTA and ESRB websites.

The campaign is distributing 1.3 million brochures to more than 25,000 PTAs across the nation to encourage and enable PTAs to educate parents about video game ratings. The brochures are available in both English and Spanish.
"Every parent knows how popular video games are these days, but perhaps not as many are familiar with the tools that can help them select games that are appropriate for their children," said Anna Weselak, PTA national president. "Just as with all media, we urge parents to be as involved and informed as they can. The ESRB ratings are informational and help parents to make sensible video game choices for their families."

PTAs began receiving the informational brochures this week, and are encouraged to distribute them to PTA members through their regular programs and events. Additional information on video game safety and the campaign is available online. Visit the Media and Technology section for more tips on managing kids' video game play, television viewing, and Internet use.

PTAs can help promote the OK to Play campaign and raise awareness about video game safety by downloading banner ads and posting them on their PTA and school websites.

[from This Week in Washington, November 22, 2006 ]

PTA Urges FCC to Put Children's Needs First

noreply@blogger.com (webmaster) — Thu, 04 Jan 2007 13:12:00 +0000

On Monday, October 23, 2006 the PTA joined other members of the Children's Media Policy Coalition in filing comments with the Federal Communications Commission (FCC) on the effects of broadcast ownership rules on children. The coalition urged the FCC to protect children's interests in its rulemaking on media ownership rules.

In its comments, the coalition argued that any relaxation of existing rules to allow for further consolidation of media companies must be accompanied by a stipulation that the FCC must analyze the impact of any proposed media merger on kids served by the market. The coalition is concerned that relaxation of ownership rules will reduce competition, stifling innovation and increasing commercialism in children's programming. Research shows that children are particularly vulnerable to the influences of commercialism. The coalition urged the FCC to consider the effects of consolidation on advertising aimed at children, as well as on the content of children's programs.

The coalition also argued that the FCC should limit local broadcasters to one license in a given market in order to ensure sufficient original programming for children. According to a 2003 Children Now research study, media consolidation diminishes the diversity and availability of programming for the child audience. The coalition argued that young viewers must have access to diverse viewpoints in television programming.

The coalition's comments may be read on the Children Now website.

A Founders Day for Families to Share

noreply@blogger.com (webmaster) — Thu, 04 Jan 2007 13:09:00 +0000

This February marks PTA's 110th Founders Day. This day commemorates the legacy of PTA's founders Phoebe Apperson Hearst and Alice McLellan Birney, as well as Selena Sloan Butler, the founder of Georgia's Congress of Colored Parents and Teachers, which merged with PTA in 1970. These were women of imagination and courage who understood that everyday people, banded together to accomplish a common mission, could change the world. PTA has clung close to the mission and purposes of our founders to support parent involvement and work on behalf of all children and families. We have a lot to be proud of, but our work continues. Founders
Day is a time of celebration and a chance to renew our commitment to be a powerful voice for all children, a relevant resource for parents, and a strong advocate for public education.

In 2006, National PTA decided to extend our celebration to the community by holding its first-ever "Take Your Family to School Week" during the week of Founders Day. This new event was a great success in welcoming families to get to know their children's world at school. It was an excellent example of the kind of participation our founders hoped PTA would encourage.

Founders Day is February 17. We encourage you to plan and promote your own Take Your Family to School Week events.

Look for more information on the event from National, State and Taconic Region PTA in the coming weeks and get ready to celebrate PTA.

Understanding Bullying

noreply@blogger.com (webmaster) — Thu, 04 Jan 2007 02:48:00 +0000

by Tara L. Kuther, Ph.D.

Each day hundreds of thousands of children dread going to school and facing the taunts, jeers, and humiliation wrought by bullies. When we think of bullying, the easily identifiable physical and verbal harassment comes to mind, including teasing, taunting, threatening, and hitting. Relational bullying is more difficult for adults to observe and identify. Children who bully through relational means socially isolate their victims by intentionally excluding them or spreading rumors about them. Bullying, then, refers to physical or psychological intimidation that occurs repeatedly, is intended to inflict injury or discomfort on the victim, and creates an ongoing pattern of harassment and abuse.

The bullying relationship is characterized by an imbalance of power, such that the victim of bullying finds it hard to defend him- or herself and begins to feel powerless against the bully. The child who bullies typically is bigger, older, stronger, or more popular than the victim of bullying, and his or her intent is to exert power over the victim. For example, girls who bully through exclusion and other forms of relational aggression tend to have more social power than their victims. The bully is aware that his or her behavior causes distress, the bully enjoys the victim's reaction, and the bullying continues and escalates. Bullies hurt others in order to feel strong and powerful at a given moment.

It's very difficult for most parents to determine whether their children engage in bullying behaviors because most bullying occurs out of parents' sight.

Some adults and children rationalize bullying because victims are overly sensitive, cry easily, or act in ways that set them apart from other children. Even if the victim does show these characteristics, adults and children must know bullying is not a healthy coping response—it signals that a child needs to learn how to manage his or her emotions, release anger and frustration in more healthy ways, and learn more constructive strategies for getting along with others. Your role, as parent or teacher, is to help children establish more mature and healthy ways of relating with others, thereby ensuring that they will grow into caring and adaptive adults.

Who is likely to be victimized?

There are at least two types of victims: passive victims and reactive victims. The stereotypical image of the bullied child is the passive victim: He or she avoids confrontation, is physically slight, quiet, does not tease others, and does not defend him- or herself from the bully. The passive victim turns inward when bullied—crying and withdrawing rather than fighting back.
Reactive victims are much less common than passive victims. The reactive victim provokes attacks by being aggressive, disruptive, argumentative, and antagonizing towards bullies and other children, and retaliates when he or she is bullied. Sometimes reactive victims are referred to as bully/victims because they straddle the fence of being a bully and/or victim. They are difficult to identify because they seem to be targets for bullies, but they often taunt bullies and other children. Not only do reactive victims fight back when bullied, but they sometimes channel their rage and anger into bullying others, especially those younger and weaker than themselves. In this way, some victims of bullies transform into bullies themselves, perpetuating the abuse and singling out new victims.

What are the effects of bullying?

Bullying is not a normal part of growing up. Victims of bullying suffer psychological and sometimes physical scars that last a lifetime. Victims report greater fear and anxiety, feel less accepted, suffer from more health problems, and score lower on measures of academic achievement and self-esteem than students who are not bullied. Victims often turn their anger inward, which may lead to depression, anxiety, and even suicide. The experience of bullying is also linked with violence, as the fatal school shootings in Littleton, Colorado, and Jonesborough, Arkansas, have illustrated.

However, it's not just victims who are hurt by bullying. Bullies fail to learn how to cope, manage their emotions, and communicate effectively—skills vital to success in the adult world. Without intervention, bullies suffer stunted emotional growth and fail to develop empathy. Since bullies are accustomed to achieving their immediate goals by pushing others around, they don't learn how to have genuine relationships with other people. Instead, they externalize and blame others for their problems, never taking responsibility, nor learning how to care for another's needs. Bullies who don't learn other ways of getting what they want develop into adult bullies who are more likely to experience criminal troubles, be abusive toward their spouses, and have more aggressive children, perhaps continuing the cycle of bullying into the next generation.

Ending bullying: What works

The most effective way of addressing bullying is through comprehensive schoolwide programs. Schoolwide programs, developed collaboratively between school administration and personnel, students, parents, and community members, seek to change the school's culture to emphasize respect and eliminate bullying. So what has been shown to work in preventing and ending bullying?

Increased awareness, understanding, and knowledge about bullying on the part of school staff, parents, and students
Involvement of the wider community, including parents and service providers
Integration of bullying-related content into the curriculum in ways that are appropriate to each grade
Increased supervision and monitoring of students to observe and intervene in bullying situations
Involvement of students
Encouragement of students to seek help when victimized or witnessing victimization
A plan to deal with instances of bullying
Class and school rules and policies regarding bullying and appropriate social behavior
Promotion of personal and social competencies (e.g., assertiveness, anger management, self-confidence, and emotional management skills)
A schoolwide community of respect in which every student is valued
Collaboration between parents, educators, service providers, and students to reinforce messages and skills across settings (e.g., home, school, community)
Serious commitment to implementing the program on the part of administrators and school staff

Tara L. Kuther, Ph.D., associate professor of psychology at Western Connecticut State University, is the author of "Gimme Your Lunch Money: A Guide to Bullies and Bullying" (Parent's Guide Press, 2003).
www.tarakuther.com

BULLYING - Do you have to take it

noreply@blogger.com (webmaster) — Thu, 04 Jan 2007 02:27:00 +0000

Bullying is an action that involves repeated harassment intended to cause physical or psychological harm. Nearly one in three school age children have been bullied. Boys tend to be targeted with physical harm. Girls are tormented with malicious rumors, sexual harassment and jeers. Many people think that bullies have poor self esteem. In reality many tend to be overconfident, popular and harassed at home. They may perform poorly at school. By age 24, 60% have been convicted of a crime. Studies have shown that victims have poor social skills and few friends. They may look and act different or have different abilities.

Parents must teach their children that they should not have to face bullying on their own. As an adult, you would not come to work and face an atmosphere that some children do. You can change this atmosphere and help your child and others. Remember it is easier to prevent than to heal a problem. Be your child’s advocate.

Develop an open line of communication with your child. Encourage him/her to discuss their day in school.
Speak with your child about teasing and harassment. Encourage your child to tell a teacher. Bullying should not be tolerated.
Observe for signs of bullying; sleeping difficulties, unexplained crying, withdrawal from usual activities, clinging, sullenness, unexplained injuries or torn clothing.
Take action: meet the teacher and principal. Ask for their solution and a time frame to resolve the problem. Write down their solution and repeat it back to them. Make sure you have all the same understanding of how the bullying is to be handled. If it is not handled properly speak to the school Superintendent and the Board of Education.
Ask if your school has a program to combat bullying.
A. Bully Proof Your School by Garrity Etal. Blue Prints is a program from Norway through a grant from the US Dept. of Justice. This program advocates zero tolerance for bullying. RECESS is a program from Great Britain.
B. Many schools already use cooperative learning which involves group activities and dynamics.
C. Peer mediation is usually in Middle School and High School. The students and an adult from the faculty mediate to an acceptable solution for both parties.
D. Counseling can be an effective tool for both the victim and the bully. The counselor can assist in identifying and teaching the children involved to develop good coping skills and how to handle these negative, sometimes devastating situations.
E. You may want to involve the police if the above does not work.

Sometimes it is difficult to envision yourself becoming an activist for a specific cause. If your child is bullied, involve yourself and make a change. You will help your child and many others to have a comfortable, safe and happy school experience.

The following sources may increase your awareness in bullying:

"The Bullying Prevention Handbook" by John H. Hoover and Ronald Oliver
"Childhood Bullying and Teasing" by Dorothea M. Ross PhD
"The Newest Breed of Bully, The Cyber Bully" - http://www.pta.org/pr_magazine_article_details_1117639656218.html
Bullying - http://www.ncpc.org/Topics/Bullying/index.php
Bullying - www.safeyouth.org/scripts/teens/bullying.asp

Reprinted from the NYS PTA Website

Help Build Your School Health Council

noreply@blogger.com (webmaster) — Thu, 04 Jan 2007 02:09:00 +0000

School health councils are an important means for parents to ensure that their schools promote student health. PTA showed its support for parents this past June by adopting a resolution at its national convention designed to do the following:

Encourage schools to develop school health councils to foster the connection between good health and learning.
Support health education efforts throughout the entire school, including in cafeteria offerings and physical education programs.
Encourage collaboration with health-related organizations to assist in the development and activities of school health councils.

Pennsylvania PTA, which proposed the resolution, took action, offering "how-to" workshops and health and nutrition information. Pennsylvania PTA President, Christine Munchak, has noticed that many efforts succeed when parents have initiated the process and have remained involved. However, one of the obstacles Pennsylvania PTA Health Education Coordinator Theresa Mucciolo has seen in establishing school health councils is the lack of parent involvement on councils.

"Many school health councils are looking for parents, but parents should be looking for them," says Mucciolo.

For more information about school health and wellness, go to the National PTA website's Health and Wellness section. For more information about school health councils, take a look at the American Cancer Society's A Guide to Community-School Health Councils as well as information in the Action for Healthy Kids' Resources to Improve Schools database.

An Easy Way to Contact Your Legislators

noreply@blogger.com (webmaster) — Wed, 03 Jan 2007 22:33:00 +0000

The National PTA, through their website www.pta.org, has made it very easy for us to contact our legislators in Washington about issues that concern us and PTA, and to also see our legislator's voting record and other vital information about our legislators.

As if that's not enough, National PTA makes it even easier by listing topics of interest we can choose from and has pre-written letters. All we have to do is type in our name, hit a button and it's sent!

Here's how:

Access the National PTA's Elected Officials page: http://capwiz.com/npta2/dbq/officials/
(You can also get here from the PTA's main page: www.pta.org => Issues and Action => Take Action => Elected Officials)
Either enter your zipcode and zipcode-plus, or enter the last name of the official you wish to email. Click Go.
You should see one of more officials. Click the info link to access contact and background information. Click the email link to select pre-written messages (which you are able to edit) or compose your own message. Add your name and contact information, click Send Message and off it goes!

Please take advantage of this extremely easy tool. National has done all the hard work, allowing us the ease and freedom to have our voices heard!

The NYS PTA's recommendation on Playgrounds

noreply@blogger.com (webmaster) — Wed, 03 Jan 2007 18:45:00 +0000

MEMO: Playgrounds
TO: NYS PTA Board of Managers
FROM: JoAnn Incalcatera, NYS PTA Treasurer
DATE: December 12, 2006

New York State PTA has a responsibility to ensure that our units are fully informed before making any decision. To that end, here is information we believe you need to know:

NYS PTA does not recommend PTA units become involved in the raising of funds for, or participating in any aspect of replacing or building playgrounds. As a 501 (c) (3) organization, we are chartered to advocate and educate on behalf of children. The primary focus of PTA should be on the promotion of the Purposes of PTA, and not on fundraising. Fundraising is necessary to support PTA programs and to meet the needs of the PTA budget. It is important to keep in mind our mission statement "that we will maintain our commitment and service to all children and to its diverse membership through increased parent and community awareness, advocacy, education and involvement." Basically, the only funds that should be raised by a unit are to support the primary function of advocacy and education, not to purchase things such as playgrounds. Please remember that PTA funds may not be donated to or raised for another group.

Playgrounds are expensive and the IRS not only looks at how PTAs spend their money but how they raise it. The fundraising activities must reflect our Mission and Purposes. Book Fairs are a good example; while we are raising funds we are promoting how important it is to read. The IRS will see that there is a direct connection between the fundraising act and the mission to encourage all children to read. The amount of fundraising a unit would have to do to support a playground would be extensive and very hard to justify under this requirement. The PTAs time and resources would be better spent attending school board meetings and making it their priority that the needs of all children are met. Many units have worked with their school boards and community members to achieve the goal of securing a safe playground. They did not raise the funds, purchase, or install the playground. They achieved their goal by ADVOCATING!

Another concern is the issue of liability. The greater the involvement of the PTA in raising funds and building the playground, the greater the exposure for lawsuits. The NYS PTA has experienced several claims and lawsuits; this impacts our ability to secure insurance for our all units and also raises the cost of the insurance.

We do not recommend PTAs engage in playground projects. However, if after careful consideration of all the issues the PTA decides to go ahead, the following must be adhered to. The unit must be fully informed and the membership must vote to approve this activity. This kind of project will most likely span several years so please consider that the current leadership will be committing future leadership and members. The PTA should not under any circumstances purchase or install any equipment. The "grant" process as outlined in the NYS PTA Resource Guide should be followed. This does add a layer of insulation but it does not absolve the PTA of all liability. The PTA has to be very aware of IRS regulations and make sure they are in compliance.

The question of the PTA being the recipient of a grant to pay for playgrounds and other items has also become an issue. We recommend extreme caution when it comes to applying for and accepting a grant for schools. Once the PTA has committed to the grant, they become legally responsible for the administration of the grant. There are many legal and IRS requirements, as well as record keeping details that are beyond the ability of many units. Once again, this also increases our exposure for fraud and liability and therefore impacts our ability to secure affordable insurance.

Tips for a Better Parent-School Relationship

noreply@blogger.com (webmaster) — Wed, 08 Nov 2006 05:24:00 +0000

The Washington Post's Tips for a Better Parent-School Relationship: A Few Suggestions From Both Sides Of the Discussion

The Washington Post's Jay Mathews has 10 recommendations for better relations from educators and school-savvy parents:

Stop Using Jargon
Visit Parents on Their Turf
Ask Parents to Teach What They Know
Welcome Complainers
Hire Parent-Friendly Principals
Seek Parent Volunteers
Offer Educational Activities For Parents and Kids
Get Parents to Observe Classes
Provide Courses for Parents
Create a Great School

Read the entire article: http://www.washingtonpost.com/wp-dyn/content/article/2006/10/16/AR2006101600907_pf.html

ADVOCACY ALERT: Timothy's Law

noreply@blogger.com (webmaster) — Wed, 08 Nov 2006 05:20:00 +0000

Timothy's Law
ADVOCACY ALERT ©NYS PTA® Advocacy Team
Stephanie Fehr November 2006

The New York State Senate unanimously passed "Timothy's Law," (S.8482/A.12080) to provide parity in insurance coverage for mental illnesses. The legislation, which has been sent to the Assembly, would require insurance companies to cover most mental illnesses and would require coverage for a broad range of mental illnesses and conditions specifically related to children. This legislation also equalizes co-payments and deductibles for treatment for mental illness with co-pays and deductibles for other physical ailments. The Assembly is expected to act on it before the end of the year to pass the legislation. It is not clear whether or not the Governor will sign the bill into law.

Your help is needed NOW to urge Governor Pataki to sign S.8482/A.12080 into law once it reaches his desk. Tell the Governor New Yorkers can’t afford to go without mental health care anymore. You can contact the Governor by:

Calling:
Leave a message at (518) 474-1041 asking the Governor to sign Timothy’s Law.
Writing:
Governor George E. Pataki
State Capitol
Albany, NY 12224

Summary of Legislation:
This legislation requires that all insurance companies cover 30 inpatient days of treatment and 20 outpatient days of treatment for all mental illnesses (30/20 benefit) and requires that co-pays and deductibles for treatment for mental illness be equal to co-pays and deductibles for other physical ailments.
In addition, the agreed upon legislation requires insurance coverage for children under age 18 with attention deficit disorder, disruptive behavior disorders or pervasive development disorders where there are serious suicidal symptoms or other lifethreatening self-destructive behavior; significant psychotic symptoms (hallucinations, delusion, bizarre behaviors); behavior caused by emotional disturbances that placed the child at risk of causing personal injury or significant property damage; or behavior caused by emotional disturbances that placed the child at substantial risk of removal from the household.

NYS Education Dept. Parent Involvement Forum

noreply@blogger.com (webmaster) — Wed, 11 Oct 2006 17:31:00 +0000

Creating Family Partnerships: A NYS Education Public Forum on Improving How We Serve Parents and Families

In 2005, the New York State Board of Regents convened an internal workgroup to review the 1991 Regents policy statement entitled: “Parent Partnerships: Linking Families, Communities, and Schools.” Following a round of public meetings in the 2005-2006, the internal workgroup presented the Regents with a proposed policy revision. The Regents and the State Education Department of New York invite you to discuss a proposed policy revision on supporting families in their children’s education and in holding schools accountable for academic achievement. This forum is designed to solicit comment from the public on ways in which the Regents, the State Education Department and the schools, colleges, universities, libraries, museums, and other institutions that collectively comprise the University of the State of New York can strengthen family partnerships across New York State.

The Taconic Region PTA urges all members to attend one of the forums. They are scheduled in seven regional locations during October, November and December 2006.
Advanced registration is required.

Locations and dates:

Albany: Thu., Oct 19, 2006, 6-8pm
Syracuse: Wed., Oct 25, 2006, 6-8pm
Buffalo: Wed., Nov 8, 2006, 4-6pm
Rochester: Thu., Nov 9, 2006, 6-8pm
Yonkers: Wed., Dec 6, 2006, 6-8pm
NYC: Tue, Dec 12, 2006, 6-8pm
Hempstead: Wed, Dec 13, 2006, 6-8pm

http://www.emsc.nysed.gov/nyc/Parents/RegionalPublicForumDates.html

Registration form:
http://www.emsc.nysed.gov/nyc/Parents/PublicSessionRegistrationForm.html

Educational Programing

noreply@blogger.com (Region Director) — Tue, 03 Oct 2006 03:59:00 +0000

FCC Adopts Agreement on Kids' Television Programming
The Federal Communications Commission (FCC) modified its rules governing children's television programming and advertising. The modifications are in line with the proposal made last December by the Children's Media Policy Coalition and representatives of the broadcast and cable industry.

In late December 2005, after months of legal wrangling and tough negotiations, PTA and fellow members of the Children's Media Policy Coalition reached an agreement with the broadcast and cable industry that would ensure more options in children's educational programming and increased protection of children from advertising. The agreement was then submitted to the FCC for consideration.

The involved industry companies have been voluntarily complying with the agreement since March 1. The language approved by the FCC today becomes a federal regulation to which all digital broadcasters must adhere to.

Under the new rules, the bulk of the 2004 FCC decision on children's digital television rules remains untouched, supplementing the rules set forth under the Children's Television Act of 1990. The Children's Television Act of 1990 requires broadcast companies to meet public interest obligations to receive broadcast licenses. One way in which broadcast companies may comply is by showing a minimum of three hours of educational and informational children's programming. The act also limits the amount of advertising that can be shown during children's programming. One of the goals of the Children's Media Policy Coalition is to ensure that digital broadcasters meet their public interest obligations to children by providing children with educational programming.

Under the new rules, broadcast companies with multiple channels must air three hours of educational programming per channel each week if they wish to use the three-hour rule to comply with their public interest obligations. The new rules also establish controls on advertising to children during children's programming and clarify the classification of and guidelines for program promotions.

The new rules:
1.Limit the use of children's television characters to sell products to kids.
2.Restrict the promotion of websites that sell products to kids.
3.Count promotions for programs not primarily intended for a child audience as advertisements. 4. Allow promotions only for age-appropriate programs.

PTA believes that it is the responsibility of parents, teachers, broadcast and cable media, and producers of children's television shows to support, monitor, and improve the quality of programs and productions. Programming that incorporates education and information can be a positive factor in student achievement; it can engage children in learning that is also entertaining. The requirements and protections in these rules provide such programming and assure parents that programs labeled educational/informational are good for their children to watch.

The Children's Media Policy Coalition is a broad group of public health, child advocacy, and education organizations, including Children Now, the American Academy of Child and Adolescent Psychiatry, the American Academy of Pediatrics, the Benton Foundation, PTA, the American Psychological Association, and the Office of Communication of the United Church of Christ.

The media companies involved in negotiating the initial agreement were Viacom, The Walt Disney Company, CBS Broadcasting, Fox Entertainment Group, NBC Universal, Time Warner, 4Kids Entertainment, the Association of National Advertisers, and Discovery Communications.