You should expect great things from your son's educational opportunities in public schools. The full benefit of your school district's commitment and services to your student is realized with your own commitment to be involved in his education. Like any complex relationship with a large organization, the best outcome will come from being cooperative and pleasant in your communication. Realize that you are dealing with professional staff that have made significant efforts to pursue education and credentials to obtain their positions in their careers. The parents and other folks working in the PTSA for your school can put in significant time and effort when other parents either don't have the available time or are not interested in helping. Your best tact is to be part of the team and not just a critic.
Your complaints cover different areas (extracurricular and educational services related) and have to be considered separately, so please bear with the full answer below.
The issue of your school being listed in a Wikipedia entry would be something that you should bring to the attention of the district office, not the individual school. The information that is contained on Wikipedia is taken from downloads of different sources, note the footnote sections (they can be individually edited but I would leave that up to the district's information office). When I try the footnote link for the list on the SPS entry it leads to page that no longer exists on the district website, so the list may not be up-to-date.
The current list of schools on the district website can be found here:
http://www.seattleschools.org/modules/cms/pages.phtml?pageid=197023
If your school is not on the website than that would be an issue for the district office also.
The Target Red Card Program list may contain errors or omissions on their school list if the other sources they draw from are incorrect. The person that would be most concerned about that would be the principal of the school, not the PTSA. The Target program sends the fundraising check to the principal each September.
http://sites.target.com/site/en/corporate/page.jsp?contentId=PRD03-005170#question3
Stopping in to see the principal and explaining how you want to donate to the school through the program yourself could be the right touch. Bring the issue to their attention and mention that it could be a significant infusion of money at the start of each school year. Once aware of the program they might be convinced to promote it through the PTSA to the parent population. I looked up the school I was based out of in another school district (with a significantly lower socioeconomic population) and found out they got nearly $5000 through the program last September.
Your story about the head of the PTSA not being receptive to the idea about extracurricular program was one person responding to one person. If you want to be taken seriously you may need to have a much larger number of parents and staff make the case to the PTSA for this program. Remember that you asking for another endeavor to be undertaken in the school that will require time and involvement. Are you asking for the same people that do all the other PTSA work to take on another project? Are you stepping up to say you will work to make this program come about? How many people (and funds) will be needed to drive this program and staff it?
Your volunteered foods story mentions how no one got back to you about various information points (where it should go, where it went, where to pick up your container, etc.). Include in this waiting to hear back from the person about the offer to work in the book sale. When contacting people in schools, everyone is dealing with constant communication challenges. If you want an answer, get someone on the phone or get to them in person, don't just expect a call back. When you have only so much time in a day you will deal with the issues that are in front of you, not the stack of messages that pile up. The plain truth is that schools have so many programs, activities, extracurricular, clubs, staff and conference meetings going on everyday, and let's not forget that there are students and classes to teach for 6 or more hours each day, as well as planning for the next. When a list is complete, a program staffed, an event finished, and the clock reads 5 pm, most of them still have responsibilities at home and dinner to get on the table - just like normal folks.
By the way, I am not sure how it is in the SPS, but in my district, homemade foods were eliminated from all school functions. Only store bought commercial foods are served - to eliminate problems of cleanliness, quality of ingredients, processes and storage of home cooked foods.
I am unsure what to say about the issue of purchasing your son's artwork.
Were you given a reason as to why you did not receive your son's artwork in the fundraiser auction? Perhaps your child's work sold for some very large sum of money which provided to the great success of the program (and your payment was misplaced)? Were you actually denied his artwork by statement or personal communication? Did you follow up with an inquiry? Was the check ever cashed or returned?
Your feeling about how people are zoning out on you may be wrapped up in way you are presenting your needs. If you go to someone and state your problem and ask them to solve it, then your options of what to do is dictated by them and may not reflect all of your needs. If you go to them and say "I have a request, I need..." and then go on to suggest how the situation could be solved, you give the person you are talking with some choices to work with or expand on. Be sure to consider what you may look like from other people's eyes. Are you the parent that always shows up with a problem, an emergency, someone that needs attention right now and represents more work for everyone? What do you read on their faces when you walk in and make eye contact? Be the person that people enjoy seeing showing up at school. Even if you are there to get some info, get an answer, solve a problem - how you communicate when you are there makes the difference. This could have also played a role in being considered for the tutoring position. If you are seen as a person who has more problems than ability to know how to go about being a team player then you may not have made it to the short list. Make it a point for the staff to know how much you appreciate them and their work at your son's school. Stopping in to just give a kind word or compliment, maybe fresh flowers in a plastic or disposable vase, box of candy for everyone to share. If you have a day off coming, contact the school and ask if you can volunteer some time that day to do some work for any teachers that need it - somebody needs copies run, collated, things cut out, etc. Be an observer when you are there, note the activity, frustration, elation, camaraderie. Silence does not need to be filled. For teachers, getting out of the classroom is often a welcome time to be quiet and calm, a time to try to recoup and recharge before diving back into the business of teaching.
Now on a more formal and different area comes your concern over your son's handwriting.
Your request to the school psychologist could be considered the start of a referral for evaluation. That verbal request should be followed up with a written request. A referral sets into play a very specific series of events that is well dictated by law. I know you said that your student has been evaluated in the past, so I am working from limited background here. However, it is highly unlikely that the school district is going to provide assistive technology without this being a provision of an IEP or Section 504 plan for accommodation, which would come out of an evaluation of his skills, disability and specific needs.
(My background is having been an occupational therapist in public schools for 15 years.)
http://district.seattleschools.org/modules/cms/pages.phtml?pageid=224928
http://apps.leg.wa.gov/wac/default.aspx?cite=392-172A-03005