2008 Back-to-School ToolkitAug. 1, 2008 Dear Colleague: We are pleased to present the 2008 Back-to-School Toolkit for School Leaders! This toolkit is the result of a collaboration

2008 Back-to-School

Toolkit for School Leaders

This toolkit is brought to you through a grant provided by Connect-ED, a service of Blackboard Connect Inc.

Produced by American Association of School Administrators and

National School Public Relations Association

2008 AASA/NSPRA

Back‐to‐School Toolkit for School Leaders This toolkit is designed exclusively for members of the American Association of School Administrators and the National School Public Relations Association. It provides a wealth of materials for school system leaders and public relations and communications professionals to use in back‐to‐school outreach to key audiences, including members of the school community, parents, business leaders, the news media, community groups and lawmakers. Use this toolkit to celebrate the opening of school and engage in positive communications throughout the school year. Introduction to the Toolkit (PDF) – From AASA President Randy Collins, AASA Executive Director Dan Domenech, NSPRA President Marsha Chappelow, and NSPRA Executive Director Rich Bagin. Video: Tips for Engaging Parents – Research shows that parental involvement can make a substantial difference in the academic lives of children ‐‐ and in your school and community. In this 5‐minute video, AASA Executive Director Dan Domenech and NSPRA Executive Director Rich Bagin offer tips for increasing parental involvement in your school system. Talking Points

• Talking to the News Media (Word) • Talking to the School Community (Word) • Talking About the Reauthorization of the Elementary and Secondary Education Act

(Word)

Communication Strategies • 11 Tips for Savvy Superintendents: The Communication Factor in Superintendent

Success (PDF) • Superintendent Success: 8 Communication Maxims That Make It Happen (Word) • It’s Time To Think About the Symbolism in Your Leadership (Word) • Avoid Being Blindsided: Making Sure You’re Kept in the Loop (Word) • First Day Events Celebrate Education and Involve Parents From Day One (Word) • Six Points to Consider in a Parental Notification System • Tips for Giving an Effective Speech or Presentation (Word)

Media Relations Strategies

• Back‐to‐School Press Release Template (Word) • Tips for Media Outreach (Word) • Tips for Responding to Media Queries (Word)

• Top 10 Do’s and Don’ts for Building Positive Media Relationships (Word) • Don’t Wait for the Media to Call: Going Active Is the Key to Getting Better News

Coverage (Word) Reauthorization of the Elementary and Secondary Education Act

• Frequently Asked Questions About the 2008 AASA Legislative Agenda (Word) • Steps for Using the Draft Resolution (Word) • Draft Resolution (Word) • Press Release Template Announcing Adoption of Resolution (Word) • PowerPoint Presentation on the 2008 AASA Legislative Agenda (PowerPoint) • Sample Letter to Congress (Word)

Additional Resources

• Connect‐ED Leadership Through Communication Award – Sponsored by Blackboard Connect Inc., NSPRA and AASA (deadline: Aug. 8, 2008)

• Civic Index for Quality Public Education – Build public demand and mobilize resources for quality public education with this new tool from the Public Education Network. [http://www.civicindex4education.org]

• How To Deal With the Media (PDF) – Review six tips for developing a good relationship with the media (from the AASA New Superintendents E‐Journal). [http://www.aasa.org/publications/content.cfm?ItemNumber=3939]

• Making Parent Communication Effective and Easy – A practical guidebook for teachers and principals from NSPRA. [www.nspra.org]

• Communication Matters for Leading Superintendents – Sign up for this newsletter, which is free for superintendents, on the NSPRA homepage. [www.nspra.org]

• Productively Engaging the Media (PDF) –Learn to work with the media as a partner to help your district reach its goals (from the AASA New Superintendents E‐Journal). [http://www.aasa.org/publications/content.cfm?ItemNumber=8468]

• School Wellness Checklist (Word) – Discover steps school leaders can take to ensure a healthy academic environment.

• Ten Things All Administrators Should Know About Gifted Children (Word) – from AASA and the National Association of Gifted Children.

• Tips for Using AASA’s “The Public School Speaks” DVD in Back‐to‐School Outreach (PDF) – Learn ideas for sharing the DVD with your key constituents and incorporating it into your back‐to‐school activities.

Download the entire toolkit as a PDF.

This toolkit is brought to you through a grant provided by

Connect‐ED, a service of Blackboard Connect Inc.

Aug. 1, 2008 Dear Colleague: We are pleased to present the 2008 Back-to-School Toolkit for School Leaders! This toolkit is the result of a collaboration between the American Association of School Administrators and the National School Public Relations Association. AASA, the leader in school system leadership, and NSPRA, the leader in school communication, share a common goal to support and advance high-quality public education for all children. Central to this goal is effective communication. This toolkit will help members of AASA and NSPRA get the new school year off to a strong start by presenting powerful communication strategies you can you use with key constituents. Contents include a short video on parental engagement, back-to-school talking points, tips for effective communications and media relations outreach and a sample back-to-school news release. We’ve also included easy-to-use tools for advocating for AASA’s 2008 Legislative Agenda: All Children Will Learn. We encourage you to incorporate these resources into your back-to-school outreach to parents, school board members, staff, members of your local community, business leaders, the news media, lawmakers and other audiences important to you and your school system. For maximum impact, supplement these materials with information and data from your school system. Send us your feedback! Please let us know how you use this toolkit in your district by e-mailing Amy Vogt ([email protected]). Special thanks to our sponsor! This toolkit is brought to you through a grant provided by Connect-ED, a service of Blackboard Connect Inc. Sincerely,

Randall Collins Marsha Chappelow, AASA President NSPRA President

Daniel A. Domenech Rich Bagin AASA Executive Director NSPRA Executive Director

Talking Points

2008 AASA/NSPRA Back-to-School Toolkit for School Leaders ● Aug. 1, 2008 www.aasa.org ● www.nspra.org

Back-to-School Talking Points: Talking to the News Media

The back-to-school season is an opportune time to showcase your school system’s achievements and positive developments to the news media. Develop a set of talking points, and weave them into your interviews with the news media. Remember, even if a reporter is focused on areas needing improvement in your school system, don’t forget to talk about successes! For more information, see the “Media Relations Strategies”section of this toolkit.

• The Elementary and Secondary Education Act, the law currently known as No Child Left Behind, needs to be reframed to help all children succeed, especially low-income and minority children. While Congress works on rewriting the law, our school system is working hard to comply with the requirements of NCLB and to raise student achievement districtwide.

• Our school system is taking steps to improve learning outcomes for all children and ensure all students meet high standards.

• Under No Child Left Behind, the schools in our district have not narrowed the curriculum. We offer a broad curriculum and a range of extracurricular activities, designed to help students succeed in life. In addition, more of our students are completing a challenging curriculum.

• Our school system is focused on helping students with special needs, in particular special education students, English language learners and low-income students, meet high expectations and prepare to succeed as contributing members of our great democracy.

• Although AYP is based on test results, the schools in our district do not “teach to the test.” Our schools are focused on helping students make meaning of learning by providing deep, rich instruction to develop the skills they need to succeed in life.

• Our school system is teaching the “21st century skills” that research has shown will aid students throughout their lives, such as social skills, teamwork, problem solving and the ability to learn and live together with others in a democracy.

• We are working hard to make sure our students are prepared for college. More of our students are enrolling in postsecondary institutions.

• The schools in our district are partnering with the local community to create exciting new learning opportunities for our students. Our school system is stronger because of the growth in community support and parental involvement in our schools.

• Wellness is a key component in student achievement, and our schools are setting a healthy example. We are establishing healthy menus for students, cutting back on sugary sodas in school vending machines, and broadening athletic programs.


Back-to-School Talking Points: Talking to the School Community

It is essential to share the district’s key vision, priorities and successes with staff at the start of the school year. Staff can serve as communication ambassadors who carry key messages to a wider audience.

• This year, Congress was scheduled to reauthorize the Elementary and Secondary

Education Act , the law known as No Child Left Behind. We were looking forward to a new and improved version of ESEA. However, the reauthorization was not completed because although there is a broad consensus that the current law is flawed, a consensus has not formed about what needs to be done to reframe and revitalize ESEA. Therefore, our school system must continue to comply with the existing requirements of NCLB.

• Our targets for student achievement under NCLB have increased this year, building

toward the 2013-14 school year, when 100 percent of students are required to achieve at a high level on the state test. Please make sure you are up-to-speed on the new requirements for Annual Measurable Objectives under the law. [Provide information about where staff can find updated information for your district.]

• Our school system’s goal is to help every student meet high expectations and reach

their full potential. It is essential we keep that goal at the forefront of our work with students this year.

• Our biggest challenge is preparing students for the future. We don’t know what the world will look like when today’s students enter the workforce, but we need to prepare them with life skills that will aid them throughout their lives.

• We can’t do it alone. We know that involved parents can make a substantial difference in the academic life of their children and in our school and community. The entire school community has a role in play in supporting parental engagement in our schools. Please do all you can to maintain positive, regular and open communication with parents throughout the year.

• It is essential we reach the non-English-speaking parents in our school community. We can reach out to these parents by displaying welcome posters in many languages and making other efforts to welcome and include them.

2008 Back-to-School Toolkit for School Leaders ● Aug. 1, 2008

Talking About the Reauthorization of the Elementary and Secondary Education Act

Use these talking points to communicate AASA’s 2008 Legislative Advocacy Agenda: All Children Will Learn, in your communications with your members of Congress, your community, the media and others. Read the complete agenda at http://www.aasa.org/policy.

ESEA must be reframed to effectively supplement the improvement of educational outcomes for low-income and minority students:

• Over its 43-year history, ESEA has become a collection of 93 generally disconnected and disjointed programs that were added in each of the succeeding 7 reauthorizations. This reframing provides greater focus and connections for the many programs in ESEA.

• Focus on low-income and minority children was diminished as programs with divergent purposes were added to ESEA

The 2008 AASA Legislative Agenda, All Children Will Learn, is based on three key assumptions:

• Increasing funds directed to schools where poverty is concentrated through better targeting, combined with appropriate instruction, will result in better educational outcomes.

• Serving the whole child—by providing health and human service programs for both children and their families that are generally located in federal agencies other than the U.S. Department of Education, combined with appropriate instruction and additional funding—will result in even better educational outcomes.

• Federal funds are unlikely to increase much in the near term, so available funds have to be carefully targeted.

Reframing ESEA will result in a continuum of services and support based on a continuum of need:

• School systems with higher levels of poverty, as determined by their eligibility for free and reduced lunch, and higher proportions of special populations (such as English language learners, Native Americans, special education students) and conditions (rural/inner-city) will be eligible for more programs and greater funding.

• School districts with high levels of poverty must be eligible to apply for funds from all programs in other federal agencies that provide services needed to improve the health and well-being of children and their families.

Key Highlights of the 2008 AASA Legislative Agenda, All Children Will Learn:

• Accountability: Sets high standards for all children, while holding school systems accountable for student learning; calls for an accountability system that is transparent; uses multiple sources of evidence and a growth measure; is fair to all students; and calls for federal accountability that is consistent with the amount of federal assistance.

• Special Learners: Assures that the progress of special education students is measured in accordance with their Individualized Education Program and assures that the progress of English language learners is measured in a language they understand, with appropriate assessments based on proficiency level.


• Teachers: Provides funds to encourage teachers to work in hard-to-staff positions and schools and to enhance teacher salaries, but leaves setting qualification requirements to the states.

• Early Childhood Development: Requires federal support for children in their first five years of life, including social intervention and full funding for and alignment of Head Start to public education. In addition, All Children Will Learn requires the support of an economic system that provides for access to high-quality child care for families in poverty, including the working poor; supports the engagement of families in schools; and recognizes the vital importance of parents/guardians in the success of each child.

• Health: Provides for continued Medicaid reimbursements for school-based administrative and transportation claims; calls for a universal health care system focused on low-income families, including prenatal care and school-based, school-linked and community health clinics; and provides federal funding and access to mental health care and dental care.

What You Can Do: To make your voice heard on the reauthorization of ESEA: Key Steps:

1. Use these talking points to communicate AASA’s legislative priorities when speaking with state and federal lawmakers.

2. Seek adoption of the resolution included in the 2008 Back-to-School Toolkit. 3. Send the letter included in the 2008 Back-to-School Toolkit to your members of

Congress. You may supplement the information provided in the letter with data from your own school district.

4. Ask your members of Congress for field hearings in your area so legislators can witness how federal policy is affecting the students in your district.

5. Contact the AASA public policy staff if you have questions or need additional information about the 2008 AASA Legislative Agenda.

Urge your members of Congress to support:

• A new framework for the reauthorization of ESEA that focuses the federal role on students in poverty.

• Strengthening the connection between high poverty schools and federal programs providing health and mental health care for children and their families, quality services from ages zero to five and extended learning opportunities.

• Efforts to improve the assessments used by the states and encourage the use of assessments that can provide timely and instructionally useful information to teachers and principals to directly improve student achievement.

• A federal accountability system that is focused on useful interventions and linked to the amount of federal assistance a school is receiving.

Communication Strategies

© 2008 by the National School Public Relations Association

National School Public Relations Association 15948 Derwood Road Rockville, MD 20855 (301) 519-0496 NSPRA@ nspra.org www.nspra.org

National School Public Relations Association February 2008

The Communication Factor in Superintendent Success

KKeeeepp aa FFooccuuss oonn CCoommmmuunniiccaattiioonn Most superintendents and school boards have clear but considerable visions of what they want for their schools. A recent study by Farkas, Foley, and Duffet found that 41% of schools boards listed higher student achievement as their primary mission. More than half of the superintendents in that study also said raising student achievement is their greatest challenge.

Although the destination is clear to them, most school leaders spend too much time grappling with local political agendas and competing community interests, leaving too little time to devote to their primary objective: improving student achievement.

In this publication you’ll find advice from studies as well as lifetime experiences of savvy superintendents and communication leaders from the National School Public Relations Association (NSPRA) who have devoted their careers to helping superintendents and schools succeed. Communication strategists share the highest regard for the hard work involved in school leadership. They sincerely want to

help superintendents succeed. They understand that great schools require strong, consistent leadership that offers a clear, compelling vision for student success.

You’ll also find observations and research into why good superintendents depart all too soon. And communication often plays as much of a factor in their departure as it does in their success.

NSPRA’s hope is that these 11 tips will help more great school leaders stay in their positions for many years to come.

Thanks to NSPRA Past Presidents, Gay Campbell, APR; and Jim Dunn, APR; as well as NSPRA Executive Director Rich Bagin, APR; the 2007-08 CAP Committee chaired by Elise Shelton and Ellen Boyd, APR; and the Center for Clear Communication, Inc., for their contributions to this publication.

To learn more about NSPRA, membership benefits, communication audits, and other products and services, go to www.nspra.org or call us at (301) 519-0496.

Sign up for Communication Matters for Leading Superintendents, a free e-newsletter written for superintendents six times a year at www.nspra.org.



1. Know Where You Are and Where You Want to Go

The primary purpose of the school leader is to bind the district and the community together in support of a powerful vision for student learning. The only effective tool for meeting this challenge is a comprehensive communication plan.

— Dr. Max Riley, Superintendent Randolph, (NJ) Public Schools, 5,500 students

Maintaining an effective working relationship with your stakeholders is key to superintendent survival. Just as raising student achievement requires baseline data, making continual progress in community support requires hard baseline data. Superintendents must know their district culture, the thinking of various school groups, and how specific groups will react to district initiatives and decisions. Savvy superintendents know who pulls the strings to make the community move one direction or the other and how to get the community solidly behind a united school vision.

The mantra of Dr. Margaret Nichols, a respected superintendent who enjoyed a long tenure through crisis-ridden, turbulent times, was, “You only see your own district clearly the first 6 months you are in your position. After that, you had better ask someone else and it had better be the right person.”

During her long tenure in the Eugene (Ore.) School District, Nichols tracked community attitudes as diligently as she researched student achievement scores. Her communication office regularly conducted community research and built targeted, strategic communication plans based on that research. She knew she had to have the community solidly behind her to reach her goal of providing the best possible education for each of the 18,000 students attending the Eugene schools.

Study after study validates what Nichols knew and practiced. One study of Texas superintendents in 2001 by J. K Byrd found increased student achievement depends on a superintendent increasing the lines of communication among stakeholders.

2. Take the Wheel and Keep the Course — Success Rests on Your Shoulders

Superintendents’ tenures in their districts have a profound effect on student achievement. A 2007 study by the American

Association of School Administrators (AASA) as well as a 2006 study by Mid-Continent Research for Education Learning show a positive correlation between superintendent tenure and increased student achievement. Those studies show that the future success of students may ride on the superintendent’s tenure. Other studies show a superintendent’s level of

expertise in communication will probably determine the length of his or her stay.

A 2005 NSPRA survey of 31 superintendent search consultants, How Strong Communication Helps Superintendents Get and Keep Their Jobs, clearly identified lack of communication expertise as the main reason superintendents lose their jobs. That study also found that the key skills school boards want in new superintendents are the ability to effectively communicate both vision and leadership and the ability to motivate others. Many of these search consultants, who collectively conducted more than 300 searches, recognized that a comprehensive communication program is essential to superintendents’ survival.



Depending on whose survey you believe — the National School Boards Association (NSBA) Council of Urban Boards of Education survey of the 50 largest school districts, an AASA survey, or the Council of Great City Schools data — the average tenure of a superintendent is between 2.75 and 5.5 years. Experience and studies show us that is not long enough for superintendents to get and keep a school district on the right track.

Good communication does not just happen: it is planned and then executed. The effectiveness of this planning and execution depends on the expectations of the superintendent. Getting the right message to the right people requires a strategic communication plan. This plan requires targets for reaching

community groups whose support is critical to both superintendent success and advances in student achievement. A plan that gets results is based on the research cited in Tip 1. It includes feedback from a wide range of community groups and identifies specific goals for getting the desired action from these targeted groups. The plan also spells out specific strategies for obtaining the desired result and has specific, data-driven ways to measure the results.

The superintendent with a sound communication plan has the advantage.

Having a plan allows me to focus my energies on the most effective communication strategies to use with our whole community.

— Dr. Jean Shumate, Superintendent Stanwood-Camano (WA) Public Schools, 5,000 students

3. Recognize Who’s Really in Charge

Superintendents might as well face the fact that reaching their goals ultimately depends on their communities. Without the support of community members, superintendents cannot succeed. Every

community has a wide variety of stakeholders who share attitudes, talk with one another about ideas and concerns, and ultimately determine the fate of schools. Effective communication that engages groups and sub-groups of staff, parents, and the community is essential to turning a vision of student achievement into reality.

Research shows that family participation in education is twice as predictive of students’ academic success as family socioeconomic status. It’s no surprise that the right kind of communication and parental involvement are critical to student success.

The power of parent communication is demonstrated in a study by Steven Constantino cited in the NSPRA article Supporting Students: Supporting Communication. Constantino tracked achievement metrics over four years at a very high achieving school. Through increased communication with

parents, the school raised the average SAT score 61 points and had an 18% reduction in disparity between minority and non-minority scores. The drop-out rate at that school fell from 11 to 3%.

But even effective communication with parents and staff is less than half of the story. In most communities, 75 to 80% of households have no school-age children. These community members have vital interests in their schools and may, through their voting power, determine the level of resources that superintendents have available to meet their goals.

Within these stakeholder groups, all communities have opinion-makers who have a significant influence over people’s opinions and attitudes toward their schools. This complex network of individuals and groups, often with competing interests, can make it difficult to build a positive, trusting relationship with each group. To connect with the important audiences, superintendents need at least one person on their leadership team who knows how to reach the right people with key messages that stick.

Even in a small district, figuring this piece out can be overwhelming. It is not a job for the weak or inexperienced, nor is it just one person’s job. Student achievement must be a shared vision led by superintendents and their communication officers.



4. Never Forget Who Pays the Bill

The greatest problem superintendents face is lack of resources, according to a study by the Colorado Association of School Executives (CASE--2003). Similarly, a survey of school

leaders conducted by AASA showed that the effort to get enough fiscal resources is a never-ending struggle, and, all too often, lack of resources is the primary reason superintendents choose to leave their jobs.

As cited earlier, a majority of households in nearly every community have no school-age children. Additionally, those who vote most consistently on school finance issues are over 45 years old. In many

communities, more than 50% of the people who are most apt to cast their ballot in a school election are over 60.

School election results collected from seven states several years ago by an NSPRA member showed school districts with formal, intentional communication programs in place at least a year before their election dates were much more likely to be successful in passing funding measures.

A communication program that builds strong support with community groups will give the direction and information stakeholders need and want to pass bonds and support public education. The result will be not only a community culture that supports children and learning, but also one that provides the essential resources superintendents need to ensure student achievement.

5. Start Small and Build on Your Success

A formal, comprehensive communication program may seem overwhelming, especially if you don’t have a

communication plan in place. Our advice is to think small, but mighty. Start with tactics that will get you the biggest return for the resources you spend.

The beauty of a strategic communication program is that reaching every single person is not required. A well-planned program may actually help you regain some time you are now spending on communication. Depending on the size and complexity of your school district, as few as 100 key community members can have a huge influence throughout the district.

NSPRA experiences show that sending the right, consistent message to staff members will filter down to parents and other community members in a way

that makes your vision for kids grow by leaps and bounds.

Concentrate on a few good communication tactics that reap targeted results. Then evaluate those programs for their positive return on your investment. Over time, gradually expand programs or initiate others that meet specific communication needs.

If you already have a formal, comprehensive communication program in place, take the time to assess each element of the program and how it influences community attitudes and perceptions. Focusing on evaluation saves time and resources as you decide to eliminate or alter tactics that are not working. Just as valuable classroom time cannot be wasted on ineffective teaching techniques, superintendents cannot afford to spend valuable time and resources on communication programs that do not work. NSPRA experiences show that many districts may spend good money on projects that often do not make a significant difference in their districts. Sometimes less can be more.



6. Make Sure the Road Is Paved with the Right Stuff

School leaders know that it is important to be accountable to stakeholders. Sixty-seven percent of superintendents surveyed by AASA said that public perception of a school district significantly affects its success or failure. Unplanned communication can be more destructive than no communication.

Every community is different. The communication technique that builds support in one community can be disastrous in another community: the circumstance must determine the tactic. Although printed communication may contain valuable information, it is very difficult to change attitudes with the written word. Positive perceptions are best built though face-to-face communication that builds mutual trust and understanding.

Putting out newsletters and other printed publications may be effective, but the wrong words mailed to angry people may only add fuel to their fire. Talking to a group without knowing them or their

interests can backfire and cause an endless chain of misunderstanding and controversy. Productive communication is much more sophisticated and complicated than talking to people or quickly putting something in writing. Engaging stakeholders and building partnerships with community members and groups requires genuine, intentional, two-way communication that builds trust and understanding.

Reaching audiences in today’s over-communicated world is a science that requires communication and research skills as well as the ability to use that information in ways that produce results. Veteran teachers understand the value of pre- and post-tests for learning and how to use that data to enhance learning. They know that the most effective teaching is one-to-one or small groups and that it involves a lot of listening. Savvy superintendents know this model works just as well for communicating with their key internal and external audiences. They just make the time to do it on key critical issues for their systems.

7. Don’t Waste Time on the Wrong People

School leaders consistently report that they don’t have enough time to do their jobs. They just do not have time to

waste in conversations and communication that don’t produce results.

Superintendents in an AASA study listed as one of their greatest problems, “Too many insignificant demands from various stakeholders hinder superintendent effectiveness.”

NSPRA member Katherine Collins, APR, confirmed the high demand on superintendents’ time. Collins surveyed 63 school administrators from 45 states and 87% said they spend 75% or more of their time communicating.

School administrators cannot fulfill the role of instructional leader if they spend vast amounts of time dealing with isolated complaints or agendas. One way to protect your time is to first identify who has community influence and just what the scope of the influence really is. Then put processes in place that give every stakeholder a voice rather than giving every stakeholder your ear.

It is important to get a good return for time spent communicating. A properly designed communication program will minimize demands placed on school leaders. More important, it will spell out the specific communication techniques and content that specific groups need so all constituencies have the information and relationship bridges they need. The plan will empower other staff members who are responsible for specific strategies and will include built-in timelines and ways to measure results. But it won’t happen without the right leadership from the top.



8. Act Before You See Smoke

Superintendents are greatly concerned about what a crisis can do to a school’s image. A 2005 NSPRA project to identify skills that superintendents most need in their communication staff identified the top priority for superintendents as a communication person who could handle a crisis and communicate a positive image for

the school district. These superintendents also wanted staff members who communicate fully and honestly, even if the information is unflattering to the school district. A second NSPRA study of highly involved superintendents honored as state or national superintendents of the year revealed the same needs. As one of these honored superintendents noted,

Being strategic also means seeing the broader picture, anticipating issues, connecting the dots, and focusing on preventing problems rather than solving them. Toward this end, a leader must be able to rely on the advice of a trusted professional who understands effective communication strategies; who knows well the organization, its people, its history, and the community it serves, and who is passionate about advancing its vision, mission, and goals.

Savvy superintendents take steps to prevent crises or mitigate their impact to protect their districts’ reputation. The crisis a superintendent keeps from happening is the most effective form of crisis management. A first step to preventing a crisis is providing first-class programs and services because many controversies are caused by unhappy customers. To head off a crisis, communication strategists practice issues management. They identify issues that may become “hot” in the community and carefully plan and carry out communication to mitigate or eliminate that problem. What might have become their school district’s worst nightmare dwindles to a minor concern.

The basic element in averting crises is listening and then interpreting correctly what you hear. Many superintendents use a cadre of key communicators for this purpose — people with connections in various

groups who will report rumors and then work to dispel them. Issues management also involves getting ahead of the curve when you share information in certain situations. Savvy superintendents know to get the right messages to the right people at the right time — and they know to deliver it with lightening speed. Savvy superintendents create an infrastructure for communication that enables their districts to reach key constituents within a 30- to 60-minute timeframe. Some examples offered by NSPRA member Nora Carr, APR, include:

Do you have a database with complete contact information for community opinion leaders that includes business, politics, government, faith community, cultural institutions, advocacy groups, philanthropic groups, and nonprofit organizations? Do you have an e-delivery system to reach these leaders?

Do you have a system for notifying all employees and all parents by multiple methods simultaneously and within minutes?

When news breaks, can you post information on the district web site and broadcast it on cable access television within minutes?

Can your district quickly provide talking points and develop key messages for the leadership team, principals, and board?

Do you have a bank of crisis messages and letters posted on a secure Intranet or shared-file that principals can access any time and adapt to communicate more effectively with parents?

Can parents, employees, and other key constituents subscribe online to receive district news releases, emergency notifications, breaking news alerts, and other communications?

A sound communication plan has built-in contingencies for crisis situations. A superintendent search consultant cited earlier in this publication said it well:

I encourage all districts to get a formalized communication program, not only for daily communication but also for crisis, which is so necessary. It’s one of the keys to a successful school district.



9. Learn to Speak English Again

Most school leaders have advanced degrees. Earning those degrees required speaking and writing in academic language. If you want to be successful, place the academic

rhetoric on the shelf, roll up your sleeves, and become a respected communicator who actually connects with parents, business leaders, and staff. Think about how hard you have to work at listening when someone else gives a jargon-laden speech. Most people give up. They already put in eight hours of work, why should they work to listen to you? They won’t.

To build a trusting relationship with community members, speak and write on the level of those for whom the message is intended. Complicated terms and acronyms confuse community members, making them feel belittled and unappreciated. Rather than building respect for our knowledge, academic jargon breeds resentment and contempt. To build positive relationships with community members, educators, like many other groups, must remember to speak in familiar and everyday English.

In the book Words that Work, Frank Luntz talks about many commercial enterprises and organizations that have prospered through using plain language and the right words. He cites compelling results in gaining overwhelming support for a cause or product by using simple words that resonate with a specific group of potential supporters.

We must use everyday language to tell people what we need from them. We need them to feel comfortable approaching us with their needs and concerns. A study by the National PTA of more than 25,000 parent leaders found that 89% listed the second-highest reason for a lack of parent involvement was that parents did not understand how to become involved. A similar study cited in the NSPRA publication, How Strong Communication Contributes to Student and School Success, shows that a top desire of parents is for schools to communicate with them in simple, understandable terms.

The bottom line is that we must use clear, easily understood language whenever we communicate with all groups. Otherwise, it is a waste of time and resources. We shoot ourselves in the feet when it comes time to funding communication efforts.

10. Find a Good Traveling Companion

Most educators have little or no training in how communication really works. Very little curricula in teacher or administrator certification programs focuses on human relations or interpersonal communication. The just-released 10-year study of the American School Superintendency by AASA noted that one-third of today’s superintendents say they need more professional development and counsel in public relations and communication, while 25% seek help in interpersonal relations and group dynamics.

More than half of the superintendents surveyed by Farkas (mentioned earlier) said their education was not aligned with what the job actually requires. Among items they cited were the need to secure

adequate funding and how to analyze school community data.

The June 2005 National MetLife Survey of the American Teacher found that 31% of new teachers said that involving parents and communicating with them is their top challenge.

Most superintendents need someone they can turn to who understands this complex communication jungle. They need someone who has expertise to apply communication knowledge in supporting the district’s primary mission. Your entire leadership



team needs guidance on just what is effective and what is feasible with the staff and resources you have.

NSPRA interviews in 2006 with 13 nationally recognized superintendents found that all of them said they need a good communication person to handle crises and communicate a positive image for the school district.

Dr. Rudy Crew, currently superintendent of Miami Public Schools, once described the communication staff role as someone to “go out there and run interference for us so we can focus on our primary job.” Like Crew, 16 of 17 superintendents who have been honored as superintendent of the year nationally or in their state said it is very important for them to have strategic communication advice. One of them said, “Without it, the vision goes nowhere.”

Two other honored superintendents noted:

I believe it is essential in any dynamic, high-performing organization that the leader have a strategic communication advisor working alongside him or her. I often say that we do not need more communication, just more effective communication. To be more effective, you have to be strategic in communicating information to your internal and external audiences. That means understanding there is equal importance in both what is communicated and the manner in which it is communicated. Information, news, data, facts, policy decisions — all must be shared with target audiences at the appropriate time and within the proper context.

I will quote my mentor; his comment about being a superintendent was, “Communication is a contact sport.” If you’re really willing to mix it up in terms of communication and get close to people, face-to-face human contact, then you’ll be successful. His other adage that I really like is, “Real estate agents say location, location, location. When it comes to school administration, its communication, communication, communication.”

11. Commit to Make it Happen

The successful superintendent is the gatekeeper when it comes to communication. Decisions on how big or small the effort should be, what it should accomplish, and who actually implements elements of the program rest with the superintendent.

Some superintendents are committed to developing a make-us-look-good program whose major objective is image-building for the leaders and the district. Others focus on how communication fits into the long-range plan and yearly goals and objectives of their systems. And some have begun developing programs that center on student achievement, home-school communication with parents, two-way internal and operational communication, and building a climate of support for instructional initiatives in their communities.

Savvy superintendents know that fitting the communication effort with their goals and objectives and focusing on student achievement are the best ways to build a positive reputation for their districts. That is where the commitment must be made. It has more staying power for ongoing communication efforts as well as extending the tenure of your superintendency.

And finally, some superintendents tell us that their personality does not lend itself to being a great communicator. Not everyone has the charm and wit

of Ronald Reagan — that’s a given. But every superintendent who wants to be successful must commit to the elements of a comprehensive communication program. We see superintendents’ commitment measured by doing the right things — research, planning, and seeing that many affordable elements of a plan are implemented and evaluated. In smaller districts, current staff can be taught and empowered to become better communicators for your schools. In larger systems, professional communication assistance will make all the difference if time is spent on all the right things.

Your commitment sets the communication culture for your district. Make it a priority and you will join our list of savvy superintendents who succeed because they understand the importance of the communication factor to their district and to personal success.

A Final Note: Much of what is distilled in this publication is a product of NSPRA’s Communication Accountability Project (CAP), started four years ago to measure the impact and value of effective communication on our schools. To see the body of knowledge reported to date, as well as the references for this publication, go to www.nspra.org.

References for Eleven Tips for Savvy Superintendents Byrd, J. K. (2001). Effective superintendent leadership strategies and management

techniques for improving student performance as perceived by superintendents in selected school districts in Texas. Dissertation Abstracts International, 62(7), 2294A.

Colorado Association of School Executives (CASE). (2003). The view from the inside: A

candid look at today’s school superintendent. Englewood, CO. Retrieved from www.co-case.org/displaycommon.cfm?an=&subarticlenbr=191%20.

Council of Great City Schools. (2003, October). Superintendents: Characteristics, tenure,

and salary. Urban Indicator, 7(1). Retrieved from http://www.cgcs.org/reports Farkas, S., Foley, P., & Duffett, A. (2001). Just waiting to be asked. New York: Public

Agenda. Retrieved from http://www.publicagenda.org/research/pdfs/just_waiting_to_be_asked.pdf

Farkas, S., Johnson, J., & Duffett, A. (2003). Rolling up their sleeves. New York: Public

Agenda. Retrieved from http://www.publicagenda.org/research/pdfs/rolling_up_their-sleeves.pdf

Farkas, S., Johnson, J., Duffett, A., & Foleno, T. (2001). Trying to stay ahead of the

game. New York: Public Agenda. Retrieved from http://www.publicagenda.org/research/pdfs/ahead_of_the_game.pdf

Forsyth, J. (2004). Does district leadership really matter? School Administrator.

Retrieved from http://search.epnet.com.zeus.tarleton.edu:81/login.aspx?direct=true&db=tfh&an=15199836

National School Boards Association CUBE [Council of Urban Boards of Education].

(2002). Survey Report: Superintendent Tenure. Alexandria, VA; Retrieved from http://search.epnet.com.zeus.tarleton.edu:81/login.aspx?direct=truedb=erican=ED460201.

Water, J. Timothy Marzano & Robert J. (2007, March) The Primacy of Superintendent

Leadership. School Administrator. Retrieved from http://www.aasa.org/publications/saarticledetailtest.cfm?ItemNumber=8435

Additional Sources National School Public Relations Association. Communication Accountability Project.

www.nspra.org


Superintendent Success: Eight Communication Maxims That Make It Happen

Recently, a superintendent said, “Rich, tell me what I need to know to be successful in communication … and I only have 10 minutes.” Well, the task and timeline were not realistic, but here are the eight maxims — with a bit of annotation — that I delivered to him. Of course, we’ll cover many more in upcoming editions of Communication Matters. Let’s call this sound-bite advice. Each is based on more than 25 years of experience in school communication as well as some contributions from seasoned NSPRA leaders. PR is a management function. PR is not something you just trot out when you are in trouble. It’s ongoing, planned and strategic. Ask any leading corporate CEO and they will tell you “war stories” about hit-or-miss communication tactics that have burnt their careers and companies. PR can be dangerous to your health and career if left in the hands of a non-professional. Transparency and public engagement: Don’t start a communication program without them. The only way to build trust and integrity in your leadership is to practice transparency in all school operations — warts and all. A leaking roof, gaps in achievement, misbehaving staff, etc., all need to be explained with a statement of what you are doing about them. But even more important is the authentic engagement of community and staff to partner with you in moving forward on key issues. Public engagement is hard and sometimes discouraging work. Consider it like a diet — you start slowly but after more work and sacrifice, you begin seeing results. Public engagement follows the same course. It is often difficult to gather the interested residents to help you start from “zero” on issues. It’s also difficult for your board and other administrators to start from the same “zero-based” approach. Don’t go into a session with your own solutions, trying to persuade residents to follow them. That’s not public engagement. Authentic engagement is wide open and transparent and eventually leads to much better understanding of the school district’s capabilities and needs. And it begins building a culture of integrity and credible in your leadership. An invitation to everyone is an invitation to no one. Ken Weir, a leading school professional, mentioned this maxim years ago and it still rings true today. Sending a message that states something like, “You all come, now,” rarely works, if it ever did. All invitations must be personal; they should contain topics and requests that make your readers and listeners feel that they are part of a select group being invited. Today’s technology makes this personalization so much easier. Specific invitations should be the only way you invite constituents to participate in school community meetings. If you live by the media (publicity), you will die by the media (publicity). Publicity now ranks near the bottom of critical functions in a communication program. When we complete communication audits for school districts, many parents, business leaders, staff and others tell us that local publicity is near the bottom of credible sources for them when it comes to school district news and happenings. Develop professional relationships with the media. Provide access, but don’t worry too much about the story covering last night’s board meeting. Today’s PR


professionals often go around the media gatekeepers and communicate directly with their strategic audiences. It’s more important to reach the people who count than to count the people you reach. Bill Henry, a past NSPRA president, gives this advice because effective communication efforts penetrate key audiences by targeting and engaging them in many ways. Create the vehicles and activities to reach the leading movers and shakers in your community. And, don’t waste time counting column inches in your local papers. Most people are not reading them anyway. Lack of communication creates a vacuum: critics fill it. We all have a career-full of examples showing when we let critics define our issues before we even started thinking about communication. We need to be transparent and pro-active when it comes to our communication efforts. Sometimes that means we might not have a lot to say in the early stages of an issue, but it does mean that we have to be first in defining the issue. In my career, this all started with competency-based education and values-based education “wars” of years ago. Every major decision needs a communication component. Whether it is a board or cabinet decision, stop and ask yourself, “How are we going to communicate the results of the decision? Who needs to know? What’s the best way to reach them? What do they need to know?” Too often communication is an afterthought, which leads to inconsistency and misinformation. When that happens, it is our fault. Principals make a huge communication difference. In one of our audits, parents told us that they lived in a “principal-driven district and that some principals were more driven than others.” It was their way of pointing out inconsistencies in communication at the building level. You must hold your principals accountable for home-school communication in their districts. It is a crucial link in your overall communication effort because it is where impressions are made about teachers, about the overall effectiveness of your curriculum programs, and about the value and support they have for your district. Principals are among the busiest people on our planet, but take a brief timeout to explain the need for communication. Steer them in the right direction. NSPRA’s newest publication, Making Parent Communication Effective & Easy – A Communication Guidebook for Teachers and Their Schools, gives practical and time-saving materials (a CD is included) for teachers and principals to improve their communication efforts. Some districts have purchased copies at special rates for all their principals and teaching staff. Go to www.nspra.org to find out more about the publication. by Rich Bagin, APR © Communication Matters for Leading Superintendents is published by the National School Public Relations Association. Learn more at www.nspra.org.


It’s Time to Think About the Symbolism in Your Leadership As a superintendent, you are always sending symbols to your staff, board and community leaders. Symbolic communication comes with a leader's territory, so every once in awhile, it's good to take stock of the symbols you are communicating. If you have been in your leadership position for a few years, you realize by now that you are always "on," and as some leadership coaches say, "You can never not lead." When NSPRA completes a communication audit for a school system, we often pick up on messages being delivered by way of symbolic communication. We have seen all too often that the cliché, "actions speak louder than words" rings true in many school districts. Three illustrations of such symbolic communication culled from typical responses of staff, parents and community leaders include:

• The superintendent does not know what's going on in our schools as she/he never visits with us. I know she/he is busy, but busy with what? What's more important than seeing staff and students in action? How about offering insight, encouragement and appreciation to staff? We don't need a Pollyanna cheerleader but it would be great to see him/her once in awhile. What good are the birthday cards he/she sends us if he doesn't even know who we are and what we are really doing day in and day out? We see those cards as a symbol of waste and insincerity.

• We know our superintendent cares about our kids and all staff. In the past year, we had a number of small crises, and she/he was always there to lead and to demonstrate that he/she cares about us. When one of our buses crashed, he/she was there at the scene to assist with calming the students and making sure that everyone was taken care of. It's easy to hide behind a desk, but we appreciate the caring leadership provided by our superintendent.

• As a parent leader, I'm proud to say our superintendent really stands for the

education of our kids first, and practices a policy of fairness and ethics that others should follow. About a year ago, we discovered that some of our athletes who helped our teams win championships were academically ineligible during the time of the competition. Our superintendent made the difficult but right decision to forfeit those championships as he noted that all athletes are students first. Unpopular disciplinary action was also taken against the offending coaches. We saw this as a symbol of a leader who was not afraid to do the right thing.

Ask yourself and others: What do you stand for? What is your leadership known for? Think about taking symbolic and visible action to communicate your vision with your staff and community. Example: If you want to be known as the superintendent who turned around the reading test scores for all children, make sure you meet with staff and parents in building a plan to increase reading achievement. Have your board approve a new initiative. Provide training for staff and parents. Set up reading resource centers in all schools, and be seen reading with children in


special programs in schools and community libraries. Talk to your Rotary, parent groups and civic associations about the program and offer Superintendent Reading Achievement Awards for students and staff members. All these actions add up to a symbolic communication that reading is a priority of leadership in your schools. by Rich Bagin, APR, NSPRA Executive Director © Communication Matters for Leading Superintendents is published by the National School Public Relations Association. Learn more at www.nspra.org.


Avoid Being Blindsided: Making Sure You're Kept in the Loop

One of NSPRA’s PR maxims is “First graders like surprises, your superintendent doesn’t.” Some surprises are unavoidable, like a bus accident or another similar crisis in your schools. But other issue-oriented surprises are often percolating for a bit and the worst part is that some staff members know about the issue or situation and never inform you or their immediate supervisors about it. To avoid being blindsided, you have to first look at yourself and your leadership team’s style. Think about the way you handle the bad news when delivered by a staff member. Do you fall into the “shoot-the-messenger” mode and grill messengers or even culprits about their perceived incompetence and future with your school district? Or do you thank the staff member for bringing you the situation with time to take action to avoid a problem for your system? You also need to look at the style of your administrative team. Do you have staff members who would rather hide a problem because it is their fault? Another scenario is a cabinet-level leader who wants to handle everything by him/herself as they see seeking help as a sign of weakness. So even if a principal alerts his/her supervisor, you still may be blindsided by a negative issue that has been festering for weeks. Consider being known for a “no surprises” style. Kick it off with your cabinet and principals’ groups by implementing a Hot Sheet Reporting System as noted by NSPRA member Patty Murphy of the Santa Clara County Office of Education (Calif.) during a recent PR Power Hour. Here is how it works: Ask all administrators to complete the “Hot Sheet” for each of their regular administrative meetings and submit them to the facilitator of their meeting. The facilitator needs to carve out a few minutes to see if others are seeing the issue on their radar screen and then forward the info to your (superintendent’s) office. If follow-up is needed, convene those touched by the emerging issue and plan a way to head it off. The result is you avoided a blindsided attack and perhaps even diffused the issue. Other informal ways to collect information on emerging issues include:

• Assign staff members on a regular basis to monitor local “talk radio shows.” Rotate them as it is a “duty” that needs fresh “ears” every week or so. Collect what “they are saying” about your schools even though you know it is wrong.

• Ask each major phone answerer at schools and the central office to keep a log of questions or concerns they have heard each week. They can send a form to you or your communications professional.

• If you have developed a key opinion leader network, begin inviting groups of 10 or so opinion leaders in on a regular basis, and ask them an open-ended question on what they are hearing about their schools. Even use the word, rumor, if you wish.


• Ask your principals to do the same with the leadership of their parent groups and then convert the findings to the new Hot Sheet Reporting System.

• If you implement just some of these items, you will be known as a “no surprises” superintendent and hopefully reduce the blindsided hits that often come at the most untimely moments.

by Rich Bagin, APR, NSPRA Executive Director © Communication Matters for Leading Superintendents is published by the National School Public Relations Association. Learn more at www.nspra.org.


“First Day” Events Celebrate Education and Involve Parents from Day One Begin the school year on a positive note that promotes parents’ involvement with a “First Day” event! Whether a school-specific affair or a community celebration, a “First Day” event builds relationships with parents and promotes education right from the start. “First Day” Tips The First Day Foundation (www.firstday.org) provides a free PDF of the First Day of School Celebration Handbook to help schools and communities develop their own First Day activities. Here are some tips to get you started:

• Whether you host one simple event or plan activities for the entire day, the basic elements are fun, friendliness, inclusiveness, cooperation, information and food!

• Families, students and teachers can share breakfast, lunch or simply doughnut and juice.

Picnics and ice cream socials are always a hit!

• Decorate the school with balloons, banners and welcome-back posters in all of your school’s languages. Parents can help write “Welcome” in their own languages.

• Invite community agencies, including Boys and Girls Clubs, parent resource centers and

arts groups to set up a display to introduce families to the resources they provide.

© Excerpted from Principal Communicator, May 2008, published by the National School Public Relations Association. Learn more at www.nspra.org.

Capacity. 1. Does the notification system have sufficient, demonstrated capacity to deliver all messages quickly and reliably?

The Connect-ED service provides a hosted Software as a Service (SaaS) solution without any need to invest in, or

maintain, hardware, software, or additional phone lines. Average daily usage of less than 2% of available, contracted capacity. >

Not subject to power outages and other disruptions, unlike auto-dialer systems >

Call routing, throttling, and load balancing expertise to ensure calls get through reduced local bandwidth in an >emergency situation

Pre-contracted capacity for over 17 billion voice messages annually >

Security and Redundancy.2. Is access to private student and staff data limited to authorized personnel? Does the system have redundant capabilities in all the power interconnects?

Stringent security protocols used by the Connect-ED service protect sensitive information with no single point of failure and redundant systems throughout. Built-in controls and PIN authorization safeguard communications at all times.

Allows you to specify roles and rights at the user level >

Data is stored at a Level 4 government-rated facility—the highest rating available >

Burstable bandwidth, redundant power feeds, multiple data connections, 24/7 security and monitoring to ensure full >protection and total securit

24/7 Client Care.3. What are the provider’s on-site training, customer service, and technical support policies? Are all three included in the cost of the system?

Blackboard Connect provides 24/7 Client Care for all users. Additionally, our approach is tailored to each client to provide proactive advice and recommendations to identify areas of improvement.

Dedicated 24x7x365 technical and client support for all users >

Training and support—where, when, and for as long as requested for all clients >

Proactive client care—provides best practices, on-site use evaluation >

Experience.4. Does the provider have significant experience delivering calls on behalf of thousands of school institutions of various sizes across the country?

With five years of proven performance, the Connect platform is used at over 21,000 active sites—colleges and universities, K – 12 school districts, plus local, state and Federal government agencies.

In 2007, the > Connect platform was used to deliver over 240 million voice messages to landlines and cell phones.

Call routing, throttling, and load balancing expertise to ensure call delivery >

Proven, cost-effective, easy-to-use technology >

The families of in one of every six students enrolled in the nation’s K-12 public schools are served via the > Connect-ED service.

Assessment.5. Does the service have reporting capabilities that allow the district to monitor, manage and measure the system effectiveness? Can the service be used for non-emergency outreach messages?

The Connect platform provides the capability to send timely, targeted messages and track delivery.

Unlimited use for a fixed, low annual fee >

Used for outreach daily—not just emergencies—so you and your principals know how to use it when needed >

Message delivery tracking with comprehensive reports >

Focus.6. Is the service designed to meet the needs of educators?

Any system you consider should have hierarchical controls so that authorized personnel have access to the appropriate level of access to the database, i.e., Principal, Assistant Superintendent, School Clerk, etc.

Send personalized messages—leveraging the power of your own voice — for everything from school lunch balances to >overdue library books

Automated attendance service integrates with most student information systems >

Combines a complete suite of communication tools: Community Outreach, Attendance Notification, >Emergency Communication, and Single Survey

Six Points to Consider in a Notification System

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Tips for Giving an Effective Back-to-School Presentation

You may use the following tips to share your back-to-school messages with audiences that are important to you. Being an effective public speaker is a critically important skill for school administrators during the back-to-school season. Whether you are addressing your staff, members of your school community or local business leaders, your audience will be more receptive to your message if you give a clear and inspirational presentation. This document offers pointers on effectively reaching an audience with your back-to-school messages. 5 Questions to Ask in Preparing a Back-to-School Speech or Presentation Preparation is an essential element of an effective speech or presentation. When you are asked to give a talk, find out some basics about who you will be addressing and what is expected of you. Some questions to ask include:

1. Who is the audience? Try to find out as much as you can about the audience so you can frame your message and adapt the style of your presentation according to what is relevant and important to the audience. Even if you have given a similar presentation before, it is important to fine-tune your message for each audience. For example, addressing a small group of parents may require a different approach than addressing a large group of business leaders.

2. What is your goal? What do you hope to accomplish in giving the presentation

or speech? What are the key messages you hope to get across? How will you keep the audience interested and engaged?

3. What is the format? Will you be speaking alone or as part of a panel of

speakers? Will you be expected to take questions from the audience? If a questions-and-answer session is planned, anticipate the questions and plan possible answers.

4. How much time will you have to speak? Find out for how long you are expected

to speak and prepare your remarks to fit that timeframe. Take a timer with you so you can keep track of your time and monitor whether you need to speed up—or slow down—as you give your presentation.

5. Will you have access to audio-visual equipment? Work with the event

organizer to identify the room set-up and the equipment you will have access to. If you plan to use PowerPoint, slides or transparencies, make sure the venue can accommodate your technology needs. Remember that visual aids can add interest to your presentation and reinforce your message, but only if they are audience-friendly. Avoid visuals such as text-heavy slides that are difficult to read.

10 Tips for Engaging an Audience Increase audience interest and make your message come alive by finding ways to engage the audience. Strategies include:

1. Read a provocative statement.

2. Ask for a show of hands.

3. Disclose something personal.

4. Give startling facts.

5. Use a cartoon to illustrate a point or set a humorous tone.

6. Read a poem or story.

7. Show a video.

8. Ask silly questions.

9. Put words on flashcards and ask participants to call out their meaning.

10. Use body language to connect with the audience: make eye contact and vary your pace and the inflection of your voice. Don’t hide behind a podium—walk around the room so you are closer to the participants.

For additional communication tips for school administrators, read the article, “Winning Advocacy: Proven Techniques for Delivering Public Education’s Message,” on the AASA website at www.aasa.org/publications/saarticledetail.cfm?ItemNumber=1245.

Media Relations Strategies


Sample News Release

You may tailor this press release to fit your district and distribute it to your local media contact list to capitalize on the media’s interest in back-to-school issues this time of year. You may use and reproduce this material, in whole or in part and by any means, without charge or further permission. FOR IMMEDIATE RELEASE [Date of release] Contact: [Name, phone number, e-mail]

[Name of School District] Welcomes Students Back to School

[CITY, STATE] — [Name of school district] will welcome an estimated [number of students enrolled in your district] students on [date], the first day of the 2008-09 school year. As the opening of school approaches, [name of school district] Superintendent [name of superintendent] highlighted key factors in the success of the school system in the coming year. “As superintendent of [name of school district] schools, I am dedicated to ensuring that our schools provide the highest quality public education for our students,” said [name of superintendent]. “We begin the new school year in a strong position, with many accomplishments to celebrate and exciting new initiatives to look forward to.” [Superintendent name] said his staff has been busy getting ready for the students’ return [insert information about key summer accomplishment such as maintenance or building projects, teachers’ involvement in professional development programs, etc.]. [Superintendent name] outlined some of the important ways local public schools are serving students, including:

• Improving student achievement. [Name of school district] schools are working hard to close the achievement gap and help more students meet high academic standards. [Insert data on improvement in your district]. The district is dedicated to helping students with special needs, in particular special education students, English language learners and low-income students, meet high expectations and succeed as contributing members of society. [Insert examples].

• Serving a crucial role in the community. [Name of school district] schools are

preparing students to contribute to the future economic and intellectual growth of the United States, and to compete in a rapidly changing world economy. Schools are forging collaborative partnerships with local organizations — including civic groups, areas businesses, local colleges and government agencies — to provide


community service, career development and other opportunities to benefit students and the community [insert examples].

• Building great citizens. Public education is the great equalizer of the American

democracy. [Name of school district] public schools not only offer children a free education, but also important life skills, including problem-solving and critical-thinking skills, communication and interpersonal skills, teamwork and the ability to learn and live together with others in a democracy.

• Helping children stay healthy. [Name of school district] is keeping a closer eye

on what students are eating in the lunch room, cutting back the amount of sugary sodas in school vending machines and broadening athletic programs. [Insert information about the district’s wellness policy].

• Managing a student body that is more diverse than ever. [Name of school

district] is serving more students—and parents—from a variety of backgrounds, many of whom speak English as a second language and are unfamiliar with U.S. public schools. The increases in racial and cultural diversity provide an opportunity to help students accept and appreciate cultural differences and equip students to succeed in our ever-changing, complex and increasingly global society. [If relevant, insert data about local demographics.]

“Our school system’s goal is to help all students meet high expectations and reach their full potential,” said [Superintendent name]. “Our biggest challenge is preparing students for the future. No one knows what the world will look like when today’s students enter the workforce, but by offering a challenging and broad curriculum and extracurricular learning opportunities, we are preparing students with skills that will aid them throughout their lives.” About the [Name of School District] Public Schools [Insert district’s mission here].

#####


AASA Back-to-School Media Outreach Tips

You may use the following tips to engage your local news media and capitalize on the media’s interest in back-to-school issues this time of year.

Generate Story Ideas • Use the talking points in this toolkit to pitch story ideas to reporters:

o When you call a reporter, always ask first if he or she has a few minutes to talk. If not, arrange a time to call back.

o Try to tailor your pitch to what you know about the reporter’s interests. The more you know about a reporter and news outlet, the more effectively you can target your pitch to their interests. Look for opportunities to link your story to issues they have covered recently or to local or national events or trends.

o Make your pitch brief but interesting. o Offer background materials and sources the reporter can contact for more

information. o If the reporter turns down your pitch, don’t be afraid to contact him or her

again in the future with a new angle or a new story idea. • Ask local reporters for feedback on the type of information they would like to

receive that would be helpful in their education reporting. • Invite education reporters and editorial boards to a briefing to discuss issues

relevant to your school district. Create a Media List Create a list of the key reporters, editors and producers that handle education issues for newspapers, magazines, radio stations and TV and cable outlets in your geographic area. Online media directories such as www.newslink.org allow you to search news outlets by type and geographic area. AASA research shows that most Americans get their information about public education from local newspapers and local television. Therefore, it is important to include your local media outlets in your media outreach. However, for maximum impact it is important that your outreach efforts target not just local news outlets but state and regional outlets as well. Cultivate a Relationship With Reporters Maintain contact with your media list and establish your credibility as a reliable source by periodically pitching story ideas and offering helpful background information. Distribute News Releases News releases are an important component of an effective media outreach plan. Send news releases to your media list to share newsworthy information about your district. Tailor the news release in this toolkit and distribute it to your local media contact list. Follow up by calling key media contacts and reinforcing the information in the news release.

Distribute an Op-Ed Opinion-editorials, or op-eds, are used to influence opinion leaders and sway public opinion. To raise awareness about an issue in your district, submit an op-ed to your local newspaper. Generally, you should not submit an op-ed to more than one newspaper, as most newspapers will only accept exclusion submissions. Contact each newspaper’s editorial page editor to find out the paper’s op-ed submission policies. Meet With an Editorial Board Editorial board meetings provide an opportunity to influence the editorial position of a newspaper and rebut misinformation about public schools. The start of school can be a good time to meet with an editorial board to discuss your district’s goals and initiatives for the coming year. Call your local newspaper and explain that you would like to set up a meeting with the editorial board, and explain what you would like to discuss with the editors. Meeting with an editorial board does not guarantee that you will influence the paper’s editorial position, but it can help raise the editors’ awareness of important local and national education issues.


Tips for Responding to Media Inquiries

During the back-to-school season, when you share the resources in this toolkit with your local news media, you will generate opportunities to be interviewed by various media outlets. This document offers tips for speaking effectively to the news media.

1. Respect reporters' deadlines – Reporters often work on tight deadlines. When you receive a call from a reporter, respond promptly if you can. When a reporter requests an interview, find out what the interview will be about and the deadline for responding. If you need time to prepare for the interview, arrange a time to call the reporter back. If you can’t meet the deadline, refer the reporter to another source.

2. Prepare for interviews in advance – Before a media interview, prepare the key

message points or “sound bites” that you want to get across. In addition, anticipate questions that you might receive and prepare appropriate responses. If you're not familiar with the reporter or the news outlet, do some research to find out what they have written about your school district in the past.

3. Stay on message – During the interview, stick to your main message points. Use

every question as an opportunity to deliver your key messages. If the reporter tries to steer you away from your message, use transitional phrases to return the conversation to your message, such as, “I don’t think that’s the main point – the most critical issue is…” Never say anything during an interview that you don’t want quoted, and be very wary of speaking “off the record.”

4. Keep it simple – When responding to a reporter’s questions, provide succinct

answers in plain English. Avoid using jargon or giving rambling answers.

5. Only talk about what you know – If you don’t know the answer to a reporter’s question, don’t try to answer it. Instead, offer to get back to the reporter with an answer or refer the reporter to someone else who is better equipped to handle the question.


Building Positive Media Relationships: Top 10 List of Do’s and Don’ts

Maintaining a positive relationship with local newspaper reporters and other media representatives is an essential communication function for school system leaders. This document offers tips from education reporters for maintaining or improving your district’s media relationships during the back-to-school season and all year long. DO:

• Do return phone calls promptly. • Do find the answer to questions, or at least try to find them. • Do be aware of deadlines. • Do allow reporters to go into the schools and talk to teachers, principals and students. • Do be willing to go off the record and provide background information vital to the story

(but understand what off‐the‐record means). • Do provide documents when requested. • Do know the state’s open meeting laws. • Do point out errors in stories. • Do remember that reporters have a job to do. • Do remember that you don’t own the school system. The public does.

DO NOT:

• Do not lie. You will get caught. • Do not refuse to comment. • Do not hide from reporters. • Do not speak to some reporters but ignore others. • Do not give an answer if you are not sure. • Do not use educational jargon. • Do not hide documents from reporters. • Do not hide behind “student privacy” rules when it helps your cause but ignore it when it

does not. • Do not wait until there is a crisis to establish a relationship with the media. • Do not assume reporters are unprofessional and out to get you or your school. They are

not. This list was adapted from an Education Writers Association K‐12 Listserv discussion by Chicago Tribune reporter Stephanie Banchero.


Don’t Wait for the Media to Call: Going Active Is the Key to Getting Better News Coverage

Given the media’s ravenous appetite for news of the weird and unusual, who can blame a school leader who places dealing with the media right up there with root canals and income-tax audits? NSPRA's weekly scans of school coverage in local newspapers often show no shortage of bizarre stories. Just a few samples:

• A middle school teacher, who was found in a school closet with a crack pipe, was arrested. “This is extremely rare,” a school district spokesman said.

• Two high school freshmen chosen to read to a group of visiting second-graders were taken away in handcuffs after they got into a fistfight in front of the youngsters.

• A 12-year-old got special attention from administrators when she brought three human skulls to school for show-and-tell.

• Girl Suspended for Firing Flare Gun on Bus. • Suspended For Using Stun Gun In School.

But understanding what media want and need can actually be the key to delivering more and better news about your schools. First, it helps to understand that the media see as “newsworthy.” Some guidelines:

• If it’s unusual, it’s news. • If it’s a local twist on a national trend, it’s news. • Names make news. • Innovation (real innovation) makes news. • Evaluation creates news. • Controversy makes news. Anticipation of consequences makes news. • Money makes news. • Kids make news.

There’s a PR axiom that schools are new sources for two things most people put at the top of the importance list: their kids and their money. It’s little wonder, then, that schools remain at the top of most reporters’ hit lists for sniffing out news. And even though newspapers and TV continue to slide as news sources in many communities, research shows that traditional media persist to be a key source of information when it comes to schools. Some numbers from a recent Gallup study:

• People who report getting school district news from newspapers: 24% • People who report getting school district news from friends and relatives (word of

mouth): 18% • People who report getting school district news from children/students: 10% • People who report getting school district news from newsletters and other

communications directly from schools: 4%


So how do you boost your media performance when it comes to getting good news covered? First, understand the reporter’s job and roles:

• Good, personal relationships with reporters and editors covering your schools are essential for long-term success.

• Reporters seldom write headlines – so don’t be too quick to blame them for those “sensational” heads.

• Reporters face unrelenting deadlines – often daily. And, with little or no background in education, some may be overwhelmed by the complexity of some of your stories.

• Take the bad with the good. Get used to the fact that producing news is a business – one with a goal of attracting readers and viewers.

• Your goal: Run a marathon, not a sprint. Assess your coverage over the long haul – and understand that bumps will occur along the way.

Next, move from a reactive to a proactive stance when it comes to media coverage. Just as it's essential to guide overall communications efforts with a written plan, your media relations efforts should be planned as well. Although handling media issues might seem like a reactive business, it shouldn’t be. Active efforts to guide and develop news coverage are important keeping the focus on the right education issues in your schools. Like your communications plan, your media relations plan should reflect the outcomes identified in the district’s strategic plan. Example: If a goal is to increase new enrollment among non-resident students, then your media relations plan might include specific activities and materials to help to generate hard news coverage of and editorial support for the effort as well as basic information to educate parents who might consider enrolling their children in your district. Bottom line: Forget about a media relations strategy built solely on trying to be responsive to media after they call you. Edward H. Moore, APR, NSPRA Associate Director © Communication Matters for Leading Superintendents is published by the National School Public Relations Association. Learn more at www.nspra.org.

Reauthorization of the Elementary

and Secondary Education Act


Frequently Asked Questions About the

2008 AASA Legislative Agenda Theme: “All Children Will Learn”

1. Why did the AASA Executive Committee and Governing Board create the AASA Legislative Agenda?

To identify priority issues that AASA will advocate for on behalf of children and school system leaders. Each year, the AASA Executive Committee develops the legislative agenda and the Governing Board adopts it at the National Conference on Education.

2. What are the key points within the 2008 AASA Legislative Agenda?

The agenda calls for a refocusing of the federal role in education on low-income and minority children. Specifically, it calls for:

• A systemic ESEA based on need. The law should target the relatively small federal investment in K-12 education to schools serving larger concentrations of low-income and minority children. It should move from its current structure of 93 disconnected and disjointed programs to a more systemic, focused continuum of programs based on need.

• A more integrated approach to serving disadvantaged children. Schools serving high concentrations of poor children should receive not just academic assistance but also assistance with heath and mental health care for their students. They should also receive assistance with before- and after-school enrichment and high-quality early-childhood programs.

• Clear and accurate accounting for results. ESEA should encompass an academic accountability system that is transparent and fair and sets high standards for all children. It should be commensurate with the relative contribution of the federal government to the school district.

3. Why is the 2008 AASA Legislative Agenda titled “All Children Will Learn”?

The title embodies the belief that each and every child will learn through emphasizing high-quality programs rather than test-taking. The title is consistent with AASA’s mission to support and develop effective school system leaders who are dedicated to the highest quality public education for all children.

4. If implemented, what impact would the 2008 Legislative Agenda have on my

students and school system?


It would provide a seamless array of services for children in need, and it would reframe the federal role in education to be commensurate with the federal financial contribution to the school system budget. AASA believes that the federal government’s role in education is to help ensure equal access and opportunity for each child and to supplement and support, rather than supplant, state education efforts

5. What can I do to help AASA advance the 2008 AASA Legislative Agenda?

Use the tools included in the 2008 Back-to-School Toolkit:

• Guide adoption of the enclosed draft resolution by your school board and relevant organizations.

• Send the enclosed letter to your members of Congress. • Use the enclosed talking points in your back-to-school messages to key audiences.


Steps for Using the Enclosed Resolution AASA has included a draft resolution focusing on reauthorization of the Elementary and Secondary Education Act. The goal is to have your school board and other relevant organizations adopt this resolution. Use the following tips to manage adoption of the resolution, and to share the adopted resolution with your community. Please note: You have AASA’s permission to reshape this resolution to reflect the wishes of your school and community. AASA grants permission to use and reproduce the resolution, in whole or in part and by any means, without charge or further permission. Suggestions for guiding adoption of the resolution:

1. Put the resolution on your school board’s meeting agenda for adoption.

2. Put the resolution on the agenda for adoption at your next state administrators association meeting.

3. Ask members of your school board to put the resolution on the agenda for adoption at

their next state school board association meeting.

4. Ask members of your school board and community to put the resolution of the agenda of other community-based organizations.

Suggestions for promoting the adopted resolution:

1. Put the resolution on the letterhead of the school system/organization that has adopted it.

2. Send the enclosed press release and a copy of the adopted resolution to local media outlets.

3. Send a copy of the adopted resolution to your state and federal legislators. (To contact your federal lawmakers, go to www.congressweb.com/cweb4/index.cfm?orgcode=AASA and enter your zip code in the "Find your Legislators” box. To contact your state lawmakers, go to www.votesmart.org.)

4. Send a copy of the adopted resolution to your local officials, civic organizations and other community leaders and organizations.

5. Send a copy of the adopted resolution to candidates running for public office.

6. Send a copy of the adopted resolution to AASA so we can keep track of all adopted resolutions. Please contact Bruce Hunter, associate executive director for public policy and advocacy, at [email protected] or 703-875-0738.

1

RESOLUTION WHEREAS, on Jan. 8, 2002, President Bush signed into law the No Child Left Behind Act of 2001 (NCLB), which pertained to all public schools in states that accept federal funds under Title I of the Elementary and Secondary Education Act (ESEA); and WHEREAS, NCLB expanded the mission of public schools from providing universal access to public education for all children to ensuring that all public school students reach a high level of achievement or universal proficiency; and WHEREAS, NCLB contained several flaws that made successful implementation very difficult for school systems and states; and WHEREAS, [Name of School District/School Board/Organization] recognizes a moral obligation to continuously improve educational outcomes for all students and eliminate gaps in outcomes among various groups of students; and WHEREAS, good stewardship of public funds requires public schools to provide clear, accurate and easily understood evidence of student achievement to students, parents, teachers, administrators and the general community, and to the state and the federal government for the funds they provide; and WHEREAS, the level of funding for public schools has a direct impact on the quality of learning opportunities for all children, and the relatively small funding contribution by the federal government is unlikely to grow significantly in the near term; and WHEREAS, the relatively small federal investment in K-12 education should be targeted to schools serving larger percentages of low-income and minority children, to ensure the maximum impact on student achievement for every federal dollar; and WHEREAS, ESEA is currently a collection of 93 disconnected programs that would better serve children if organized to provided a seamless array of services and support for children in need; and WHEREAS, overcoming the devastating effects of poverty on children’s lives and educational outcomes requires meeting non-school needs for safety, health, shelter and nurturing environments, while also providing high-quality opportunities to learn; and therefore be it now RESOLVED that [Name of School District/School Board/Organization] hereby urges the United States Congress to fundamentally reframe ESEA to more carefully target the relatively small federal investment in K-12 education to schools serving larger concentrations of low-income and minority children; and be it further

2

RESOLVED, that the 93 disconnected programs in ESEA should be linked to create a more systemic, focused continuum of services and supports based on need; and be it further RESOLVED, that accountability systems under ESEA should be clear, accurate, easily understood and commensurate with the relative contribution of the federal government to the school district; and be it further RESOLVED, that schools serving larger concentrations of low-income and minority children should be eligible for every federal program aimed at the development, health and general well-being of said children.

Press Release Template Announcing Adoption of Resolution

You may tailor this press release to fit your resolution and distribute it to your local media contact list to increase awareness of the resolution. AASA grants permission to AASA members to use and reproduce this material, in whole or in part and by any means, without charge or further permission. FOR IMMEDIATE RELEASE [Date]

Contact: [Name, phone number, e-mail]

[NAME OF DISTRICT/SCHOOL BOARD/ORGANIZATION] ADOPTS RESOLUTION CALLING FOR NEW AND IMPROVED

ELEMENTARY AND SECONDARY EDUCATION ACT [City, State] – [Name of District/School Board/Organization] today adopted a resolution calling for a fundamental reframing of the Elementary and Secondary Education Act, the law currently known as No Child Left Behind. The resolution called for refocusing ESEA on low-income and minority children, and realigning the programs under ESEA to better serve children in need. “[Name of School District/School Board/Organization] recognizes a moral obligation to continuously improve educational outcomes for all students and eliminate gaps in outcomes among various groups of students,” reads the resolution, which was signed by [insert signee information]. The resolution noted that flaws in NCLB have made its implementation difficult for school systems and states. “We are calling on Congress to reframe ESEA,” said [insert name, title, School District/School Board/Organization]. “A new and improved ESEA will focus federal dollars where they are needed most in a manner most likely to supplement local and state efforts to improve schools for every child.” [Name of School District/School Board/Organization] also stressed the importance of serving the total child by providing children with both academic and non-academic services and support. “Overcoming the devastating effects of poverty on children’s lives and educational outcomes requires meeting non-school needs for safety, health, shelter and nurturing environments, while also providing high-quality opportunities to learn,” reads the resolution. The resolution urges Congress to:

• Target the relatively small federal investment in K-12 education to schools serving larger concentrations of low-income and minority students;

• Link the 93 disconnected programs in ESEA to create a more systemic, focused

continuum of services and supports based on need;

• Make schools serving larger concentrations of low-income and minority students eligible for every federal program aimed at the development, health and general well-being of said students; and

• Provide accountability systems under ESEA that are clear, accurate, easily

understood and commensurate with the relative contribution of the federal government to the school district.

About [School System/Organization] [insert description]

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7/22/2008

1

ALL CHILDREN WILL LEARNALL CHILDREN WILL LEARN

AASA’s Proposal for Reauthorization of

the Elementary and Secondary Education Act

Developed Jan. 16, 2008, by theAASA Executive Committee

Approved Feb. 14, 2008, by theAASA Governing Board

Reframing Reframing ESEAESEA::The The AASAAASA ProposalProposal

•• Create a continuum of support based on a Create a continuum of support based on a continuum of need continuum of need –– A systemic plan to improve schools rather than a disjointed collection of unrelated programs

7/22/2008

2

Reframing ESEAReframing ESEA

Three Key AssumptionsThree Key Assumptions

1. Money makes a difference. 2. Serving the total child will improve

educational outcomes.3. The federal share of K‐12 spending (8%)

will not changewill not change.

AASA’s Proposal: Systemically align 93 disconnected programs to focus on

Reframing Reframing ESEAESEA

high‐poverty and minority students.

20021965

4

00

No Child Left Behind11 Titles containing 93 grant programs

ESEA

4 Titles containing 3 grant programs

7/22/2008

3


AASA’s Proposal: A continuum of systemically related services and support based on a

continuum of needcontinuum of need

• Need based primarily on poverty – definition TBD by fedso There is a disagreement over the Title I formula – AASA is neutral

• Need also includes special populations – such as ELL and special education studentseducation students

• Need also includes special conditions – such as rural isolation

All programs

Reframing Reframing ESEAESEAAASA’s Proposal: Provide systemic support for low‐income and minority students

Eligibility

All programs

Continuum of Support

Special student groupsELL, Native American, special education, etc.

Povertylow high

Few programs

Continuum of SupportBased on

Continuum of Need

Special conditions , e.g.,rural isolation, federal installations

7/22/2008

4

+++

Additionalrt

Reframing Reframing ESEAESEAAASA’s Proposal: Continuum of Services, Continuum of Need ‐ by poverty level

Additional Supports and

Services Available to Schools With

Special Populations

and ConditionsSe

rvices and

Sup

por

0 – 20 % Poverty 60 ‐ 100% Poverty21 – 60 % Poverty +++Poverty Level*

*Example using free/reduced lunch

240

250

Data Connecting Poverty and Student Achievement: 2000 Data

As the rate of poverty increases, scores decrease.

200

210

220

230

Score

All Students

Eligible

Not Eligible

180

190

0 ‐ 10 11 ‐ 25 26 ‐ 50 51 ‐ 75 More than 75

Percentage of students in school eligible for free/reduced‐price lunch

7/22/2008

5

250

260

Data Connecting Poverty and Student Achievement: 2005 Data

As the rate of poverty increases, scores decrease.

210

220

230

240

250

Score

All Students

Eligible

Not Eligible

200

210

0 ‐ 10 11 ‐ 25 26 ‐ 50 51 ‐ 75 More than 75

Percentage of students in school eligible for free/reduced‐price lunch

• A robust menu of support for high‐poverty schools would include:


– Nearly all programs in ESEA

– Physical and mental health care

– Childcare

– Early childhood education

– Full funding for Head Start

– After‐school care, enrichment and recreational programs

– Home instructional support

7/22/2008

6

Elements of the 2008 Elements of the 2008 AASAAASA Legislative Agenda: Legislative Agenda: “All Children Will Learn”“All Children Will Learn”

STANDARDSSTANDARDS• High state‐developed standards for all children • Standards include mastery of basic skills and higher‐order thinking skills

• Voluntary national standards developed by national professional organizations

• Alignment of standards, curriculum, instruction, assessment and professional development

Elements of the 2008 Elements of the 2008 AASAAASA Legislative Agenda:Legislative Agenda:“All Children Will Learn” “All Children Will Learn”

ACCOUNTABILITYACCOUNTABILITY• All schools would still be responsible for assessing andAll schools would still be responsible for assessing and

disaggregating results similar to current system.

• Calls for clear, accurate measures.

• As federal intervention increases, accountability increases.

• Holds states accountable for appropriate support, monitoring and connecting state and federal programs.

• Holds school systems accountable for student learning.

• Evaluates program effectiveness using multiple sources of evidence.

• Supports interventions focused on building capacity.

7/22/2008

7

Elements of the 2008 Elements of the 2008 AASAAASA Legislative Agenda: Legislative Agenda: “All Children Will Learn”“All Children Will Learn”

MEASURING LEARNINGMEASURING LEARNING

• Uses growth measures ‐‐multiple sources of evidence beginning• Uses growth measures ‐‐multiple sources of evidence beginning with level of learning.

• Special education students measured in accordance with the student’s Individualized Education Program (IEP) ‐‐ no arbitrary caps.

• English language learners measured in a language they understand by fair appropriate assessments based on level ofunderstand by fair, appropriate assessments based on level of proficiency.

• Accountability system transparent and fair to all students.

• Uses disaggregated data to inform parents and the public and to make decisions about teaching and learning.

Elements of the 2008 Elements of the 2008 AASAAASA Legislative Agenda: Legislative Agenda: “All Children Will Learn” “All Children Will Learn”

RESEARCH SUPPORTRESEARCH SUPPORT

• All federal education research transparent and widely disseminated to teachers and administrators.

• Research topics chosen to identify best practices for closing the achievement gap and improving the quality of education.

• Need federally‐funded research regarding high‐quality professional development for all educators.

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PROFESSIONAL IMPROVEMENTPROFESSIONAL IMPROVEMENT

• Funds to encourage teachers to work in hard‐to‐staff schools in urban and rural areas.

• Support enhanced teacher salaries across all school systems, including incentives such as loan forgiveness.


HEALTH AND HUMAN SERVICESHEALTH AND HUMAN SERVICES• Federal help for children in their first five years of life• Federal help for children in their first five years of life• Federal leadership to help build and support an

economic system that sustains families above the poverty level, providing access to quality jobs and acceptable wages

• Federal funding for social intervention before children start schoolstart school

• Universal health care system that starts with prenatal care and includes school‐based, school‐linked and community health clinics

• Federal funding and access to mental health care

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• Medicaid reimbursements, school‐based administrative

Elements of the 2008 Elements of the 2008 AASAAASA Legislative Legislative Agenda: “All Children Will Learn” Agenda: “All Children Will Learn”

HEALTH AND HUMAN SERVICESHEALTH AND HUMAN SERVICESMedicaid reimbursements, school based administrative and transportation claims

• Early childhood education for all children starting at age three

• Full funding for Head Start and alignment of public education and Head Start

• Access to high‐quality child care for families in poverty, i l di h kiincluding the working poor

• Engagement of families in schools and recognition of the vital importance of parents/guardians in the success of each child

Questions?

E‐mail Bruce HunterAssociate Executive Director, Advocacy and Policy

American Association of School Administrators

bhunter@aasa [email protected]

American Association of School Administrators www.aasa.org

Letter to Congress About ESEA Reauthorization Note: Please submit this letter about the 2008 AASA Legislative Agenda to your members of Congress. You may customize the text and submit this letter electronically at www.congressweb.com/cweb4/index.cfm?orgcode=AASA.

Dear [insert name of elected official],

My name is [add your name] and I am the superintendent of [add your district name and a sentence describing your district.] The major education issue facing you and your colleagues this legislative session is how to reauthorize the Elementary and Secondary Education Act, currently known as No Child Left Behind. It is my firm belief that the federal role in education needs to be refocused on ESEA’s original intent: helping local schools serve our most disadvantaged children and the law should be reframed to support these efforts.

All Children Will Learn, the American Association of School Administrators’ 2008 Legislative Agenda, calls for the next ESEA reauthorization to reframe the legislation so as to effectively supplement the improvement of educational outcomes for students, especially low-income and minority students.

I urge you and your colleagues to focus your efforts on low-income and minority children by revitalizing ESEA to provide a continuum of services and support based on a continuum of need. Recognizing that overcoming the effects of poverty cannot be accomplished by schools alone, schools serving high concentrations of these students would receive the greatest assistance from the federal government including assistance providing early childhood services, health and mental health services and extended learning opportunities. The federal contribution to education must be formula-based and focused on aid to children living in poverty, because that’s where our schools need Washington’s assistance most.

We must measure our children to see how they have grown from one year to the next. We have to find a more accurate, fair and workable way to measure progress in children with special needs and those who are learning English. [Add your individual comments to this section regarding how students in your district have been affected by federal testing requirements.]

I commend both the Senate and House budget committees for adding billions of additional dollars for education to their versions of the FY 2009 budget. I urge you and your colleagues to find a way to increase funding for ESEA, IDEA and other federal programs to provide sufficient resources to serve all eligible students. [Add your individual comments about how federal programs have benefitted students in your district.]

Finally, I hope you will work with your colleagues to take action toward mandatory full funding of the Individuals with Disabilities Education Act at 40 percent of the national average per-pupil expenditure for every child in special education through supporting [HR 821 or S 1159 – add the appropriate bill depending on if you are writing the House or the Senate]. This long-term federal funding shortfall is straining our budget and diverting resources from students who need them. [Add your individual comments regarding how the IDEA funding shortfall has affected your budget and specific programs and services.]

Please feel free to contact me if I can provide further information. I thank you for your representation, and I hope that you will consider these principles of a realigned federal role and instructionally useful accountability focused on students with the highest levels of poverty as you and your colleagues set about the work of ESEA reauthorization.

Sincerely, [Insert your name, title and school district]

Additional Resources

Your School District Could WIN a $10,000 Scholarship Fund Award!

Honoring Superintendents and their Public Relations/Communications Professionals

A partnership between AASA, NSPRA and Blackboard Connect Inc. (formerly The NTI Group, Inc.)

2009 Connect-ED Leadership Through Communication AwardIn Recognition of Exemplary Communication Strategies

SponSoREd In paRtnERShIp by: Connect-ED — a service of ■■ Blackboard Connect Inc.

American Association of School Administrators (AASA)■■

National School Public Relations Association (NSPRA)■■

SuCCESSful SChool SyStEmS dEpEnd on EffECtIvE CommunICatIon.The 2009 Connect-ED Leadership Through Communication Award honors those who, recognizing that communication is a critical component of leadership, demonstrate an ongoing commitment to incorporating communication into their strategic thinking and daily operations.

The award recognizes the leadership of outstanding superintendents and public relations/communications professionals who, along with their teams, improve communication within their school systems and communities. One winning school district will be selected.

Blackboard Connect Inc. will donate $10,000 to the scholarship fund of the winning school district, to be awarded to a student or students majoring in Communications.

ElIgIbIlIt y REquIREmEntSK-12 public school district superintendents and their public relations/communications ■■

professionals are eligible to apply for the award. Applicants must currently be employed by a K-12

public school system.

The award is designed to recognize the team of superintendent and public relations/■■

communications professional.

Please note: Award recipients are expected to attend the AASA Annual Conference in San Francisco,

CA February 19-21, 2009 and participate in the special awards ceremony, attend a special reception

sponsored by Blackboard Connect Inc. and present a session at the conference based on their

communication accomplishments. They are also expected to present a session at the NSPRA

National Seminar in San Francisco June 28-July 1, 2009. The award includes airfare and two nights

lodging for the superintendent and public relations/communications professional to both the AASA

Conference and the NSPRA Seminar.

datES to REmEmbERaugust 8, 2008 applications to be postmarked to nSpRa office

august 25 – September 12, 2008 1st round – Judging panel(s) review application executive summaries. Each panel (determined by number of applications received) narrows to top 10 applications.

2nd round – Judging panel reviews top 20 applications (10 from each initial panel) and narrows pool to 10 semi-finalists.

September 17 – 24, 2008 one day meeting of three-judge panel at nSpRa headquarters to review finalists’ documentation materials.

october 13 – 31, 2008 Site visits by judges to finalist districtsnovember 4, 2008 Winner selected and notified

november/december 2008 announcement of winner in aaSa and nSpRa publicationsfebruary 19 – 21, 2009 award presented at aaSa conference

presentation by winnerRecognition at a Connect-Ed reception during the aaSa conference

June 30, 2009 Recognition and presentation by winner at nSpRa Seminar in San francisco

aWaRdS CRItERIa Judges will consider the following criteria as part of the judging process:

The school system has a strategic plan integrating a communications component into decision-making processes and ■■

includes a budget line for communications.

The school system supports a culture empowering all employees as ambassadors for the school system and providing ■■

them with communications training to support them in this role.

School system administrators at all levels are held accountable for effective communication. ■■

The school system has a comprehensive crisis communications management plan that is reviewed annually and ■■

updated regularly.

The public relations/communications professional is a member of/works closely with the superintendent’s cabinet ■■

and provides strategic counsel on communication and public relations.

The school system uses a variety of communication vehicles and strategies (such as, but not limited to): print and ■■

electronic publications; local media; web sites; personal voice messaging; public engagement activities; face-to-face communication) to reach all stakeholders.

The superintendent and public relations/communications professional model good communication techniques for staff.■■

The school system’s communication infrastructure can be used collaboratively to benefit the entire community. ■■

The school system can demonstrate measurable results attributable to the overall communication program (such ■■

as increased parent involvement; increased voter turnout; improved student attendance; improved staff job satisfaction, etc.)

pRoCEduRESOnly one application may be submitted per school system. Any school system may apply, or an application may be ■■

submitted by others on behalf of the district. If submitted by others, the application packet must be signed by the

superintendent prior to submission. The deadline for postmark of applications is August 8, 2008.

An independent selection panel invited by NSPRA and AASA will judge the entries and determine the award ■■

recipients. Entries will be screened to up to three finalists who will receive site visits from a judging team. The winning district will be notified by November 4, 2008 and an announcement will be made in NSPRA and AASA publications in November/ December 2008.

The award will be presented at the 2009 AASA Conference in San Francisco, CA, February 19 – 21, 2009. ■■

2009 Connect-ED Leadership Through Communication Award | Application FormName of School System: ____________________________________________________

Superintendent:__________________________________________________________

Public Relations/Communications Professional: ____________________________________

Address:_______________________________________________________________

Phone numbers: _________________________________________________________

E-mails: _______________________________________________________________

District web site address: ___________________________________________________

dIStRICt pRofIlE

o■Urban o■Suburban o■Rural o■Exurban

Geographic size (square miles): _______________________________________________

o■K-12 Unified o■K-8 Elementary o■Union High School o■Other

Student Enrollment: _______________________________________________________

Number of Schools: _______________________________________________________

Number of Employees: _____________________________________________________

Number of Municipalities within District Boundaries: ________________________________

nomInatEd by ( If dIffEREnt than applICant) :

Title: _________________________________________________________________

Organization: ___________________________________________________________

Address:_______________________________________________________________

Phone: ________________________________________________________________

E-mail: _______________________________________________________________

Signature of Superintendent: _________________________________________________

Blackboard Connect will donate $10,000 to the scholarship fund of the winning school district, to be awarded to a student or students majoring in communications. Please see specific entry requirements.

Enter now for a chance to win a $10,000 cash contribution to your district’s scholarship fund.hoW to EntERCommunication activities related to this award shall have been implemented between July 1, 2005 and July 31, 2008.

The entry shall be presented in a three-ring, 8 ½” x 11” binder, no more than 3” thick and shall include the following:

A completed application form. ■■

An introductory letter (maximum of one page, single-sided) explaining why the school system ■■

deserves to be considered for the award, based on how the communication effort resulted in a positive outcome.

A two-page executive summary that explains how the communication program supported the ■■

school system’s efforts to respond to a specific issue (such as, but not limited to: a crisis situation; special initiative such as a finance election; public engagement effort; community project; etc.).

thE SummaRy Should addRESS thE folloWIng aREaS:assessment ■■ — describe the need or problem and measurable communication goals.

planning ■■ — identify target audiences, the involvement of others, obstacles overcome and how communication strategies/vehicles were determined.

Communication ■■ — describe how the plan was implemented, who was involved, the timelines, and how communication strategies/vehicles were effectively used.

Evaluation ■■ — cite evidence of how the communication effort met the needs and goals identified and what changes, if any, have been made to improve future communication efforts.

Documentation of up to three examples of how the communication plan was implemented and that ■■

best illustrate the major components of the effort. Please do not include three-dimensional objects such as T-shirts, pens, magnets, etc. Photos are sufficient.

Specific examples (limited to one page, single-sided) of how the superintendent and public relations/ ■■

communications professional worked together to ensure an effective communications effort.

A brief CV (one page single-sided for each) outlining career highlights and professional ■■

achievements for the superintendent and public relations/communications professional.

Note: All entries become part of the NSPRA resource files and will not be returned. One-of-a-kind materials

should be duplicated for inclusion in the application binder. The entry must follow the guidelines described above

to be considered by the judges.

dEadlInE foR applICatIonS : poStmaRk by auguSt 8, 2008.

plEaSE SEnd applICatIon matERIalS to : National School Public Relations Association 2009 Connect-ED Leadership Through Communication Award 15948 Derwood Road, Rockville, MD 20855

CommunICatIon lEadS to CommunIty SuppoRtEffective communication is the lifeblood of any organization. Strategic communication programs help school district leaders achieve their education goals and build ongoing support for programs, initiatives and staff. School-home connections enable students to achieve at higher rates by engaging parents in the learning process. Increased public involvement leads to better understanding and support, two critical components for today’s successful school districts.

In our century, technology connects us across time, distance, and cultures. What we do now to improve communications may have inestimable value for the future. The 2009 Connect-ED Leadership Through Communication Award honors those educators who have demonstrated exemplary leadership in communications for the benefit of the wider community.

to bE pRESEntEd at:AASA National Conference of Education Tampa, Florida | February 14 – 17, 2008

quEStIonS? Visit www.nspra.org or call (301) 519-0496.

www.aasa.org

www.nspra.org

www.blackboardconnect.com/award

Earn Recognition for your Communication Efforts and Join the Ranks of past Connect-Ed leadership through Communication award Recipients.2006 RECIpIEntSDr. Frank Till, superintendent and Merrie Meyers-Kershaw, director of public relations, Broward County (Florida) Public Schools

Dr. Rodney LaFon, superintendent, and Rochelle Cancienne, director of public information, St. Charles Parish (Louisiana) Public Schools

Gail Sloan, superintendent and Linda Roan, director of public information/communications, St. Tammany Parish (Louisiana) Public Schools

2007 RECIpIEntSDr. Virginia McElyea, superintendent, and Sandi Hicks, director of public relations, Deer Valley Unified School District, Phoenix, Ariz.

A K-12 suburban district of over 35,700 students, the team was recognized for helping the district rebound from an era of greatly diminished public confidence by focusing on quality communication, consistent messaging and a “return to basics” communication plan.

2008 Co-RECIpIEntSDr. Rudolph F. Crew, superintendent, and Cathleen Healy, marketing officer

Miami-Dade County Public Schools, Miami, Fla. A K-12, urban school district of over 353,000 students, the team was recognized for their strategic communication plan, which integrates a mass notification component into decision-making processes and for creating a marketing team dedicated to marketing public education as an obligation of the school district.

Dr. Kathleen Cooke, superintendent, and Denise Dorn Lindberg, APR

Hamilton School District, Sussex, Wis. A K-12, suburban school district of 4,300 students, the team was recognized for creating genuine synergy between the superintendent, public relations professional and the leadership team, articulating the connection between communication and student achievement, and engaging the entire community through innovative practices.

Copyright © 2004 – 2008. Blackboard Connect Inc. All rights reserved. Blackboard, NTI, Blackboard Connect, Connect-ED, Connect-GOV, Connect-MIL,

Connect-CTY and associated logos are the trademarks or registered trademarks of Blackboard Connect Inc. in the United States and/or other countries.

U.S. Patent No. 6,816,878.


AASA Back-to-School Wellness Checklist

Providing a healthy school environment that encourages learning is a priority for school leaders. AASA provides information, resources and support to school leaders on this issue through various projects that focus on children. This short checklist focuses on the prominent wellness issues affecting schools and provides action steps leaders can take to ensure a healthy academic environment. For more information and resources, visit www.aasa.org/focus.

What School Leaders Can Do to Address Childhood Obesity and Active Living in Schools

Act as role models for the district by modeling healthy behaviors for students Review your local school wellness policy to ensure that the district and individual school buildings

are aware the district’s policy and ready to continue the implementation into this school year Work with your food service provider or central kitchen to plan tasty and healthy menus for students

throughout the year Ensure that vending machines are either turned off during the school day or contain only healthy

options such as water, milk and 100% fruit juice Plan a bike- or walk-to-school day and partner with parents and community members to ensure a safe

place for children to bike or ride Partner with your city or county to share recreation facilities or implement wellness programs that

serve the community and school district Partner with community organizations that can assist in after-school programming that teaches

healthy behaviors or gives opportunity for physical activity Create a district- or school-building-level health council to address health issues in the

district/building and invite students, staff, parents, administrators and community members to participate

Explore options for staff wellness programs and provide incentives for staff to participate Support school staff in planning a health fair for students, staff, their families and the local

community Explore the option of school and/or community gardens that can be both educational and delicious Encourage teachers not to use candy/sweets as a reward for good work or good behavior, and not to

use physical activity as a punishment Send information home to parents about the components of a healthy lunch for those who pack their

children’s lunches Share healthy suggestions for fundraising, concessions and after-school activities Make an effort to include healthy snacks and refreshments at PTA/PTO meetings, back-to-school

events, staff meetings & trainings and other district events Share AASA resources (below) with appropriate staff or use as an in-service

Resources from AASA to accomplish these action items:

Healthy Learning News: Superintendent Success Stories from the Field (multiple issues) School Governance & Leadership: Taking On Childhood Obesity


What School Leaders Can Do to Reduce the Burden of Asthma in Schools

Advocate for asthma management in your school district with your school board, community and

administration. Recognize asthma management as a possible way to improve student attendance Designate staff members to assist a child during an asthma episode (or attack) Train all staff to identify asthma symptoms, asthma emergencies, and learn the appropriate steps to

take in such emergencies Ensure that every child with asthma has an Asthma Action Plan written by a healthcare provider Educate students with asthma and their families about asthma management, including the proper use

of medications, emergency response procedures, and asthma symptoms and triggers Collaborate with local/state organizations to offer asthma education programs, such as the American

Lung Association’s “Open Airways” program Enforce a tobacco-free environment for all students, staff and visitors on all school property, in all

school vehicles, and at all school-sponsored events, both on and off campus Collaborate with the families of students with asthma to ensure proper asthma management outside of

school, including the proper use of medications and the emergency response procedures, and asthma symptoms and triggers

Provide referrals for children with asthma to a primary care provider, or help families to locate care and payment sources, such as the State Child Health Insurance Program (SCHIP)

Foster open lines of communication between school officials and hospitals, clinics, and other care providers.

Encourage school personnel to participate in community asthma coalitions Share AASA resources (below) with appropriate health staff or use as an in-service


Powerful Practices: A Checklist for School Districts Addressing the Needs of Students with Asthma School Governance & Leadership: Asthma Wellness Questions School Leaders Frequently Ask About Asthma Asthma Engagement PowerPoint Presentation


What School Leaders Can Do to

Create Healthy School Environments

Champion efforts to establish healthy school environments as a priority in the district Infuse healthy school environments into district culture. Implement green cleaning products and practices to help minimize hazardous fumes and exposure to

toxins Implement an Integrated Pest Management (IPM) Plan to reduce the amount of pesticide being

exposed to students, staff and the environment. Use the Environmental Protection Agency’s (EPA) “Tools for Schools” program as a guide for

implementing an indoor-air-quality management plan (available at www.epa.gov/iaq/schools/) Implement board-approved policies that promote healthy environments and reduce asthma triggers

such as banning pets, carpets, smoking, bus idling, air fresheners, etc., from the school environment Provide training classes for facilities, maintenance and environmental staff Create an indoor air quality committee or healthy schools steering committee consisting of various

school staff to address ongoing environmental challenges and brainstorm innovative approaches to outreach and problem solving

Perform routine walk-throughs of each school building to check for environmental hazards Collaborate with your regional EPA and other national organizations or institutions for resources and

information that may benefit your school system Encourage cross-departmental teams and partnerships – make the connection between facilities staff

and health staff to address the school environment Foster relationships with surrounding districts to aid in finding innovative solutions to environmental

challenges Create a comprehensive communications strategy that addresses the school environment Join the AASA Urban or Rural Healthy Schools Coalition to network with like districts around

environmental issues specific to your district. Share AASA resources (below) with appropriate staff or use as an in-service where appropriate


Building Success, Leading Change: Stories of Healthy School Environments (with CD-ROM) Putting the Pieces Together: An Urban School Leader's Guide to Healthy Indoor Environments Indoor Air Quality and the Environment (PowerPoint) Schoolhouse in the Red, 2004 edition

For more information…

To learn more about AASA projects related to Leadership for Healthy Students and Healthy Schools, visit www.aasa.org/focus. All resources listed above are available online.

For hard copies of any AASA resources, please contact Joya Coffman, Project Coordinator, at [email protected] or 703-875-0729.


Ten Things All Administrators Should Know About Gifted Children

As the school year approaches, we are reminded of how instrumental school administrators are in creating a leadership strategy that ensures all children will learn. AASA and the National Association of Gifted Children have created a partnership to bring AASA members the very latest resources and information on gifted and talented issues, with a special emphasis on high-ability learners and poverty. Below are things we feel school administrators should know about the gifted students you serve. Gifted Students

• Are not all alike. They vary in respect to general ability, domain-specific aptitude, interests and predispositions, and motivation and personality. Thus one program or service is insufficient to respond to their diverse needs.

• Benefit from interaction with peers. Intellectual peerage contributes to important growth patterns in all subject areas (Kulik & Kulik, 1992). For example, cooperative learning, carried out in heterogeneous classroom settings, produces no growth (Rogers, 2001).

• Need various forms of acceleration throughout their school years, ranging from content acceleration to Advanced Placement or dual enrollment to mentorships (Shiever & Maker, 2003; Renzulli & Reis, 2003; Clasen & Clasen, 2003).

• Are capable of producing high level products in specific areas of learning at the level of a competent adult (NAGC, 1990). For example, fourth graders can draft a policy for pollution that would rival an adult community committee.

• Need to be challenged and stimulated by an advanced and enriched curriculum that is above their current level of functioning in each area of learning (VanTassel-Baska, 2003).

• Need to be instructed by personnel trained in the education of gifted students to ensure that they are sufficiently challenged, exposed to appropriate level work, and motivated to excel (Croft, 2003).

• At the elementary level require differentiated staffing and flexible scheduling to accommodate their needs; at the secondary level, they require special classes (Feldhusen, 2003).

• Have counseling needs that require psychosocial, academic and career preparation on an annual basis (Colangelo, 2003; Greene, 2003; Jackson & Snow, 2004; Silverman, 1993). At the secondary level, assigning one counselor to the gifted may be the best staffing model to employ.

• Have affective characteristics that render them vulnerable in school settings such as perfectionism, sensitivity and intensity (Lovecky, 1992; Robinson, 2002).

• In general, have healthy social relationships and adjust well to new situations (Robinson, 2002). Concerns for social development more than cognitive growth are rarely warranted.

Written by Joyce VanTassel-Baska, Center for Gifted Education, the College of William and Mary. Reprinted with permission from the National Association for Gifted Children, Washington, D.C., 202-795-4268, www.nagc.org.


References Clasen, D. R., & Clasen, R. E. (2003). Mentoring the gifted and talented. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (3rd ed., pp. 254-267). Boston: Allyn & Bacon. Colangelo, N. & Davis, G. (Eds.) (2003). Handbook of gifted education. (3rd ed). MA: Allyn & Bacon. Croft, L. J. (2003). Teachers of the gifted: Gifted teachers. In N. Colangelo & G. Davis (Eds.), Handbook of gifted education (3rd ed., pp. 558-571). Boston, MA: Allyn & Bacon.

Feldhusen, J.F. (2003). Precocity and acceleration. Gifted Education International, 17(1), 55-58.

Greene, M. (2003). Gifted adrift? Career counseling of the gifted and talented. Roeper Review, 25, 66-72.

Jackson & Snow. (2004). Counseling Gifted Students and their Families. In Boothe, D., & Stanley, J. C. (Eds.). In the eyes of the beholder: Critical issues for diversity in gifted education. (Chapter 14). Waco, TX: Prufrock Press.

Kulik, J. A., & Kulik, C.C. (1992). Meta-analytic findings on grouping programs. Gifted Child Quarterly, 36, 73-77.

Lovecky, D. V. (1992). Exploring social and emotional aspects of giftedness in children. Roeper Review, 15, 18-25.

Maker, C. J., & Schiever, S. W. (2005). Teaching models in education of the gifted (3rd ed.). Austin, TX: PRO-ED.

Renzulli, J. S., & Reis, S. M. (2003). The schoolwide enrichment model: Developing creative and productive giftedness. In N. Colangelo, & G.A. Davis (Eds.) Handbook of gifted education (3rd ed., pp.184-203). Boston, MA: Allyn & Bacon.

Robinson, N. M. (2002). Assessing and advocating for gifted students: Perspectives for school and clinical psychologists. Senior scholars series. Storrs, CT: National Research Center on the Gifted and Talented, University of Connecticut.

Rogers, K. B. (2001). Re-Forming gifted education: How parents and teachers can match the program to the child. Scottsdale, AZ: Great Potential Press.

Silverman, L. K. (Ed.). (1993). Counseling the gifted and talented. Denver: Love Publishing Company.

VanTassel-Baska, J. (2003). Curriculum planning and instructional design for gifted learners. Denver, CO: Love Publishing.

2008 Back-to-School ToolkitAug. 1, 2008 Dear Colleague: We are pleased to present the 2008 Back-to-School Toolkit for School Leaders! This toolkit is the result of a collaboration

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