Communicating with and Engaging the Public

The Vermont School Boards Association has developed a strategic alliance with the national Study Circles organization to engage students, educators, parents and community members in an effective public engagement strategy. Study Circles convene groups of 8-12 people from different backgrounds and viewpoints to dialogue about key issues and then to make recommendations to school and/or community leaders. Everyone has an equal voice and participants are encouraged to understand each other’s view points.

VSBA, working with a New England Study Circles consultant, provides workshops for school and community leaders on how to develop a local or regional Study Circles program.  VSBA also helps to deliver small group facilitator training for individuals who are interested in guiding a Study Circle process.

The Study Circles organization is a resource that provides at no cost dialogue guides on the following topics:

ü  Education reform

ü  Crime and violence

ü  Diversity

ü  Youth concerns

ü  Building strong neighborhoods

ü  Neighborhoods supporting families with children

ü  Police-community relations

ü  Racism and race relations

ü  Growth and sprawl

ü  Immigration

For more information go to the Study Circles web site at:

www.studycircles.org

VSBA has recently developed a modified public engagement strategy based on the Study Circles model which we have retitled Study Forums. This new resource is being successfully incorporated within school board governance analyses currently underway in a number of school districts and supervisory unions.  Contact the VSBA office for more resources and information.

Strategic and Action Plan Comparisons

Strategic Plan

·         Broad, multi-year school goals and strategies

·         Driven by mission, vision and beliefs

·         Analyzes current strengths and challenges of the school system

·         Generally involves many school and community stakeholders in development

·         Establishes direction, parameters and potential resources

·         In addition to academics, drives decisions in broad planning areas; e.g. facilities, public relations, enrollment, community-based learning, etc.

Action Plan

·         Annually plan identifying specific student performance goals linked to assessment data

·         Directs instructional strategies, education programs and learning activities

·         Links professional development and curriculum work to annual targeted goals

·         Planning team involves an administrator, board member, parent, community member and teachers

·         Often identifies implementation components for broader strategic planning goals

The school board should seek out key opinion leaders from the following list of stakeholder groups and involve them in public engagement activities or when developing a school’s strategic planning process.

External

Parents

Taxpayers

Small Business Owners

Large Employers

Labor Union Leaders

Town Officers

Social Service Providers

Senior Citizens

Low Income Tenants

Renters/Homeowners

Non-Profit Directors

Farmers

Religious Leaders

Second Home Owners

Higher Education Leaders

Internal

Students

Teachers

Principal

Superintendent

Aides

Custodians/Secretary

Parents

Volunteers

Identifying 5 Classes of Influentials

When developing a public engagement strategy use the list below to align with individuals in your community who match the roles of “influentials”, For maximum impact, concentrate 80% of your advocacy effort on these key people who community members tend to respect opinions thereof.

Strategies To Gain Public Support

1.   Be clear who your customers are      

·         Learn all you can about them

·         Don’t think you know, or trust conventional wisdom

·         This may require research...

2.   Know who the real stakeholders are within that large category of customers

·         Many of them are unwilling customers

3.   Engage the school familyB or else

·         It’s the only person power at your disposal!

4.   Make educating your customers & stakeholders the number 1 priority

·         Sounds like heresy, but..

Strategies That Address Constituent Groups

1.   Which of these advocates for change are in your district?

·         Tear Down list probably not reachable; don’t waste your time

·         Cost Cutters are the real problem because it’s in vogue

·         Reorganization advocates can be allies; e.g. magnet schools

·         Rule: make critics part of the solution whenever possible

2.   Make a behavioral list:

·         What precisely do they door attempt to do that must be dealt with?

·         What would you like them to do, not do etc.

3.   Research (formal or informal) to know the true level of support they actually have vs. the noise they make

4.   Know how the stakeholders will make their decision

5.   The only solution today: build relationships with opinion leaders and make them your third party advocates

·         They have credibility, which earns you trust

Source: Jackson, Jackson & Wagner

VSBA School-Community Relations

Model Policy

Policy #H1

It is the policy of the ________________School District to encourage the involvement of the community in its schools.

Implementation

An effective community outreach program is a necessary component of a school system's organization and operation.  Therefore, the Board will provide the means necessary to develop and implement such a program.

The school system's community outreach program should:

1.         create a planned, systematic, two‑way communications process between the Board and the school community;

2.         encourage a better understanding of the objectives, accomplishments and needs of the school system within the community;

3.         create opportunities for school involvement through volunteerism, business/organizational partnerships, sponsorships, internships and other joint projects;

4.         use a variety of media including but not limited to meetings, letters and e-mail, circulars, web sites, seminars, publications, communications media, and personal contacts;

5.         provide the channels necessary for resolving grievances and eliminating  misunderstandings;

6.         inform concerned persons as to their rights, privileges and responsibilities.

The Board delegates to the (Principal, Superintendent, or community relations officer) the responsibility for developing a community relations program which conforms with the above principles.

*** See VSBA 2001 Vermont Model Policy Manual for other policies on this topic.

Working With the Media

Frequently it appears to boards that the media are preoccupied with the negative.  In reality, the media also do much to promote schools.  Local newspapers often carry feature articles about the good things happening in schools; they present valuable information to the public.  For example, a local Vermont paper had a great picture and story of "I Love to Read and Write" activities on the same page with an article based on budget information for forthcoming town meeting.

Working effectively with the news media requires an understanding that, even in adversarial situations, boards and media depend on each other. The media need boards and schools as a source of community news, and boards need the media as a means of communicating with their communities.

Newspapers are more likely to report school news than any other news medium; radio and television coverage is less common.  Obviously, more extensive coverage of a school board is likely to occur during a crisis.

When there are hot and controversial issues that make the headlines, boards need to know how to deal with the quick-paced spotlight and the stress that goes with it.  If this happens to you, look to your resources to assist you in coping.

Practical Language For Talking With The Press

George Bernard Shaw once termed the English and the Americans as “two peoples separated by an ocean and a common language”. To make sure you don’t erect a language barrier between the local press and your board, use straightforward, plain talk. Here are some examples of right and wrong ways to respond to questions when you’re meeting the press.

1.   Question: What will the new tax rate mean to an average homeowner?

Bad Answer: First of all, you have to consider that property valuations have increased, thus the tax rate was adjusted downward. I would say, based upon this and our rising need for school operating revenues, the increase is nominal. I believe it will raise the taxes on a $90,000 residence by about $8 a year.

The Problem: This answer is defensive in tone, offers information the reporter did not seek, and turgidly puts off the conclusion in deference to a buildup.

Good Plain-Talk Answer: The impact will be slight. It will mean an increase of about $8 per year on a $90,000 residence.

2.   Question: What is the purpose of this field trip?

Bad Answer: Our school district believes that significant enrichment of the educational experience occurs when out-of-facility functions include multiple levels of participation between our personnel and our patrons.

The Problem: The buzz words of education-speak make an untimely appearance.

Good Plain-Talk Answer: The trip will bring together our teachers, students, and parents to share a learning experience. They will find out more about the subject and each other.

3.   Question: What will the district do if the teachers walk out?

Bad Answer: We might try to keep classes open by using volunteers or supervisory personnel. If it is not possible, we might close the schools and try to make up the time by adjusting the school calendar at a later date. We have a number of options, and these are some of them.

The Problem: Answering hypothetical questions is not productive. This answer opens a whole can of emotional worms and is likely to provoke public concern over options that might never be employed.

Good Plain-Talk Answer: We have a number of contingency plans and, as appropriate, we will discuss them when they’ll be put in place. It is not useful to talk about Aifs. At this time, negotiations with our teachers are proceeding, and we continue to seek a reasonable agreement.

4.   Question: You voted against closing the school, but lost. What will you do now?

Bad Answer: I plan to report to my constituents and see if I can get the matter reconsidered. As I said in the board meeting, I think this is a terrible inconvenience to the students and parents involved.

The Problem: This answer oversteps the bounds of working together as a board. Reasonable persons can disagree, but majority rules. If there is significant interest in reconsidering the issue, your constituents will make their feelings known to the board. There is no point in exacerbating an already difficult situation.

Good Plain-Talk Answer: I offered my opinions during the meeting, and the board heard the public input. The majority still felt that closing the school was in the best interests of the school system, and I must defer to the majority.

A good overall rule of thumb: Don’t speculate if you don’t want your answer to appear in print. And, sometimes, plain talk can be a replacement for what isn’t said. Rather than refusing to talk to a reporter or not returning a reporter’s telephone calls, employ the plainest talk of all: Say, I have no comment at this time, and explain briefly why you can’t speak or choose not to speak.

Having the reporter write that you declined to comment is more desirable than reading school officials were not available for comment or Arepeated calls to school board members went unanswered. A “no comment” indicates some reasoned judgment for withholding information. No response implies you are hiding information.

Source:  Pennsylvania School Boards Association

Media Interview Plan

1.   In one, brief paragraph please state the key point or objective in doing the interview. This statement should reflect what you, the school board, would like to see as the lead paragraph in a newspaper story or broadcast news report about your story.

2.   What are the three facts or statistics you would like the public to remember as a result of reading or hearing about this story?

a.

b.

c.

3.   Who is the main audience or population segment you would like this message to reach

Primary:                                                          Secondary:

4.   What is the one message the audience needs to take away from this report/interview?

5.   Who in your school district will serve as the primary point of contact for the media?

Name:                                                                        Phone:

Date and time available:

Source: Robert Howard, Centers for Disease Control, Atlanta, GA

School Crisis Press Release

_______________________ Public School

At _________(time) on _________________ (date) the following accident (incident)

 occurred:_________________________________________________________

________________________________________________________________

At this time we have:     (A) no confirmation of the injuries or damage:

or

                         (B) confirmed the following injuries or damage.

(Do not identify students by name, merely state the number of students involved and/or any property damage that has occurred).

The prognosis for those involved is (good) (fair) (critical).

The school district is responding in the following manner: ________________________________________________________________

________________________________________________________________

At the current time the matter is being investigated by local authorities and is considered to be a criminal investigation.  The school district does not wish to take any action that may interfere with a pending criminal investigation.  Therefore information will not be released without the prior approval of local authorities.

We will keep you updated as we learn further information.

We ask the general public to avoid traveling in this area unless it is necessary.

We ask parents of children in the school with questions to contact us at ____________________.

Thank you for your cooperation.

Source: Oklahoma State School Boards Association

Communicating With Legislators

MAKE SURE YOUR LEGISLATORS KNOW HOW YOU FEEL ABOUT AN ISSUE

A.  Write a short letter that gets to the point, is easy to read, and therefore will likely be read.

B.  Phone as a follow-up to a letter or instead of a letter.

C.  Testify at public hearings and before legislative committees

D.  E-mail - some legislators use the state system

E.  Be cordial and thoughtful when communicating. If a letter ends up being long and angry sounding, use it for venting, but don’t  send it.

1.   Be careful about accusations about “the state” or the universal “you” as it is likely to make legislators defensive.

2.   Making your points with specific data; “anecdotes” can be effective.

3.   Bringing students to testify can be effective depending on the subject matter.

4.   Whether testifying, talking on the phone, or writing a letter, being brief and to the point is most likely to be convincing.

5.   If you have several people who want to testify before a committee or at a public hearing either divide up the testimony or have one person testify and then introduce the others who are there to support the position.

F.   Maintain credibility. Check out rumors before reacting, use reliable sources; don’t give

your legislator a chance to “write you off” because of bad information.

KEEP INFORMED

A.  Use your professional association as a source.

B.  Check the Legislature’s web page: www.leg.state.vt.us. This site includes a legislative directory, weekly schedule of events, the bill tracking system, the full text of bills, acts and resolves, daily postings of journals and calendars, and the Vermont statues and constitution.

C.  Newspapers may be useful for basic information, but check out the issues raised in the articles (details might be misleading).

D.  Use your Legislators

1.   Be patientCthey might not know particulars but should be willing to find out.

2.   Can have material mailed to you.

PROPOSING LEGISLATION

A.  Your Legislator should be willing to propose a bill for you; don’t be shy about asking

B.  Work with your professional association to support larger issues.

by William Talbott and Martha Heath

VSBA Annual School Report

Model Policy

Policy #H6

It is the policy of the _________________School District to develop and use the annual school report to communicate with the public about the effectiveness of educational programs and about how resources are utilized to improve student achievement. The annual report is intended to be an accountability instrument and a communication tool for delivering factual information broadly throughout the community and to initiate formal and informal opportunities for community members to become involved with their local schools.

Implementation

The Superintendent by (specify when) will recommend for the Board’s approval a format and modes of distribution that are easily understandable and accessible to the general public.  The Principal, in collaboration with the Superintendent, will work with other school personnel to prepare an annual school report of student performance. A distribution system for the annual report should take advantage of all modes of communication including but not limited to:

1.         School Report Night(s)/Day(s)

2.         Local School/Town Report(s)

3.         Internet/World Wide Web Site

4.         Media (daily/weekly newspaper or radio)

5.         School Newsletter(s)

6.         Presentation(s) to Community Organizations

7.         Cable TV

Under no circumstances will reporting of student assessment results reveal personally-identifiable information on individual students.  The school report will include information about:

1.    progress toward achieving learning standards from the most recent measures taken;

2.    health and social well‑being of children in the School District;

3.    progress toward meeting the goals of the annual action plan;

4.    other statistics about the school and community that will create a context for examining student performance; this may include community issues such as dropout, transfer, and retention rates, course enrollment patterns, gender differences, student poverty,  and access to technology;

5.    early reading instruction provided under 16 V.S.A. 2903(c);

6.    early care and education opportunities available to children;

7.    community support available to families;

8.    a description of how the school ensures that each student receives appropriate career counseling and program information regarding availability of education and apprenticeship program offerings at technical centers;

9.    how student performance results are used to develop school programs;

10. student attendance, including unexcused absences and  student discipline;

11. how the school budget supports the annual action plan goals and objectives, and other long-range plans;

12. any additional information as appropriate.

In addition, the school report for secondary schools will include:

1.    data describing student participation in technical education, regional job opportunities and the number of graduates from the previous year who have entered post-secondary education, the military and the job market.

2.    drop out and graduation rates

*** See VSBA 2001 Vermont Model Policy Manual for other policies on this topic.