PTA Meeting Minutes 12.20.16

By Barbara Martinez | February 12, 2017

Campbell PTA Meeting
December 20, 2016
6:30 p.m. – 8:00 p.m.

Approximate # of Attendees:   20

  1. Welcome and Introductions: Nathan Zee, President
  • Nathan welcomed everyone to the meeting and turned things over to Ms. Nesselrode

 

  1. Diversity: Maureen Nesselrode, Principal
  • Ms. Nesselrode introduced the topic and explained that this topic was selected from last year’s survey questions. Campbell incorporates diversity subtly into content, as well as celebrating diversity in the following ways:
  • Morning Meetings during “Share” students share events, input ideas, and experiences that reflect who they are as individuals and often give a window into the diversity in each classroom.
  • Career Café-families from different cultures, gender, and backgrounds present about their career and specifically-chosen to help break stereotypes and show students the many possibilities for all.
  • Community Meeting-Students from different cultures are highlighted and present about their work.
  • Story of My Plate (K-1 expedition) focuses on how the food we eat reflects our culture and where we come from.
  • Culture Posters-sending home flyers about culture (2nd Grade)
  • Founding Fathers Lead the Way (3rd grade expedition) has an end project requires students to reflect on the freedoms we have in America, many of which focus on our ability to honor diversity.
  • Cultures Collide (the 4th Grade Jamestown expedition) focuses on comparing the three cultures (Powhatan, English, and African) and how although conflicts arise, we try to adapt and help each other. The initial kickoff is a family survey which requires families to talk about times they’re moved, hardships they’ve faced, and how they have benefitted from neighbors living nearby.
  • Interest Surveys conducted by teachers early in the year, help teachers understand student likes and dislikes and what makes them different.
  • Home visits to gain an appreciation for the diversity of families (VPI and some others)
  • Thursday Mom Group
  • Multicultural Night
  • School counseling program- teachable moments and explicit lessons
  • Home interviews between students and families
  • FACE Team – Family and Community Engagement, new project: Turtle Tube!
  • Inviting families or staff to field trips considering family comfort levels
  • Cultural foods at PTA and other events
  • The personal narrative unit allows students to share their stories about their life in writing to foster appreciation of their experiences with their peers.
  • Books in the library and classroom library books intentionally feature diverse characters/themes
  • Students learn about Hispanic culture in FLES
  • Students learn about artists and art from around the world
  • Musical selections and instruments- in music class from around the world
  • Courageous Conversations training for staff – countywide; book clubs and other opportunities
  • Hire diverse staff
  • Areas for continued improvement:
  • We are always looking to increase authenticity when we use multi-cultural resources
  • Ms. Nesselrode handed out a copy of a passage from “Educating for Diversity” for the PTA to read and discuss. Main themes were:
    • Beliefs about students matter (teacher’s own biases can affect classroom behavior and expectations)
    • Content and materials matter (diversity should be woven into content and stories told from different perspectives)
    • Instructional approaches matter (for ex.: teachers learning what apps students are using so that they can better connect)
    • Educational settings matter (Campbell’s lottery system serves the goal of diversity)
    • Teacher education matters (self-fulfilling prophecies)
    • Does the race and ethnicity of teacher matter? If there are two equal candidates, opt for diverse staff; hire teachers who are culturally competent
    • Ms. Nesselrode opened the floor to questions and comments:
      • Q: Do students notice whether staff is diverse? A: Not really in the lower grades; older students seek out allies who are culturally competent (even if not same race)
      • Q: How do we handle linguistic diversity? What’s the approach to valuing home language? A: Translations of all printed materials, interpreter at all events, conferences offered for parents in their language w/translator for the English speaking teacher; FLES pull-outs for native speakers, teachers stress to parents that language matters, but not which language because speaking and reading in ANY language is what is most important.
      • Comment: Could the term “Founding Fathers” be changed to “Founders” to be more gender inclusive? Response: Yes, we can take some feedback on the term.
      • Q: How do we talk about Native Americans? How do we handle the Thanksgiving Day holiday or Columbus Day, particularly in the younger grades? A: Because of Virginia’s history, Native Americans feature prominently in the 2nd and 4th grade curriculums. With older students, we can give more context; it’s a fine line to walk with younger students (for instance, it would not be developmentally appropriate to discuss Thomas Jefferson and Sally Hemmings with Kindergarten students). We avoid celebrating some individuals, like Columbus, as heroes, and avoid appropriating native dress. There is room for improvement in being culturally authentic (to use materials that are culturally responsible and appropriate)
      • Q: How do we talk about nontraditional families? A: Library books and stories with representations of nontraditional families, through Morning Meeting and other times where students share about their lives.
      • Q: Religious diversity? A: Not really part of the K-5 curriculum, but students share about it, and it becomes part of the conversation in that way; it is not a taboo subject and children are free to share.
      • Comment: The recent HS Boundary process demonstrates that the students “get it” and understand the value of diversity
      • Comment: The coat drive demonstrated that many are willing to give generously to support and celebrate Campbell’s diverse population; Campbell is purposely diverse and those who seek it out are seeking out a diverse learning environment and we are committed to the process of continually improving the process of learning about different cultures and experiences

 

III.   Treasurer’s Report: Jenny Morris , Treasurer

  • As of November 30, we’re at ~$32,000 of income and ~$26,000 of expenses. Specific details discussed were:
  • During the month, we were paid for the Zumba class that meets at Campbell on Saturdays, $256 of income; Amazon payment for $184, two payments from Silver Diner for $584, and $284 of that was from their “Eat Well Do Well” cards, remember to sign up for that if you haven’t already; Election Day Bake Sale made $488 after expenses
  • Have first sponsorship for Fun Run this spring
  • Wrapped up Project Discovery income, came close to breaking even. The remaining amount will go towards Odyssey of the Mind, which has some ongoing expenses.
  • We had our final amounts for the Pledge Drive come in; we did well.
  • There were no questions from attendees on the budget status
  • Funding request from Wellness Committee to do provide an hour of wellness and mindfulness experiences for the teachers as part of a teacher appreciation/benefit event, to help them feel grounded and appreciated, as well as give them tools to promote wellness in their classrooms. There will be several different activities, but total expenses expected to be $120.
  • Questions from floor:
    • Q: Is this an event that teachers want? A: Yes, very much so. It was requested by staff when Wellness Committee asked them how they’d like to be supported
  • Motion to approve funding $120 toward Wellness Event. Motion seconded. Motion passed unanimously.

 

  • Q: Are there any major funding requests expected this year? A: We don’t have any large-scale project (like the Pond redo) that we’re aware of, but we will discuss at an upcoming PTA meeting so that there aren’t any surprises at the end of the year

 

  1. New Business: Nathan Zee, President
  • Nathan opened floor to questions, comments:
    • Q: Would a new PA system for Community Meetings be something for us to consider funding? A: Ms. Nesselrode will look in to the history of the current system (who paid for it, how old it is, etc.)
    • Q: Have we ever done a “Donor’s Choose” event? A: Yes, for smaller ticket items; individual teachers have done this in the past; we have used EdBacker to fund the greenhouse
    • Thank you to Jenny Ozawa for all her hard work on the coat drive, and to the over 50 families who donated; thank you to all the families who donated to the staff baskets (aiming to give out two baskets, wound up being able to give out six!!), and the staff appreciation breakfast
      • Q: Is it too late to bring in items for the coat drive? A: No, it’s not too late. Donations of new items welcomed still
      • Q: is there not Parent Center that has donated clothes for a child who get a rip in their pants, or if someone needs a few extra items of clothing? A: Our school social worker can help families get new clothing if needed; there is a limited supply of “extra” clothing for accident situations due to storage space constraints

 

VII. Closing: Nathan Zee, President

  • Next meeting is Tuesday, January 17th
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