Communicating about School Performance

1
Communicating about School Performance

• Adam Kernan-Schloss
• KSA-Plus Communications
• The Business Roundtable, Education Trust,
  National Center for Educational Accountability
• June 20-21, 2003

2
Take charge of key messages

• Helping all children learn more is the right
  thing to do.
• Helping all children learn more is doable. We
  have many examples of schools that are beating
  the odds.
• This wont be easy.
• It will take all of usHere is what we are doing.

3
Frame messages

• Keep it simple--big picture first, save details
  for those who want them.
• Connect to what people value.
• Avoid jargon. Test with spouses, friends,
  secretaries.
• Repeat, repeat, repeat.

4
Be strategic

• What do you want people to do (actions)?
• Who needs to know and be involved (which
  audiences)?
• What do they need to know (messages)?
• How should they be informed and involved
  (messengers/mechanisms)?
• When should they know (timetable)?
• Who will do the work (responsibilities)?

5
Build a chorus of communicators

• Governor, other policymakers
• Teachers
• Parents
• Superintendents and principals
• Business and community leaders
• Faith-based leaders
• School board members
• Students
• Realtors
• Editorial boards

6
Focus on substance, not spin

• Proactive interventions that make sense
• Spotlight changes in policy and practice that are
  making a difference
• Explain policies in terms that connect to what
  stakeholders value

7
Take advantage of teachable moments

• May 2003 - NCLB plan approved
• Summer 2003 - Lists releasedletters to parents
  (choices, supplemental services, teachers)
• September 2003 - New NAEP scores
• Fall 2003 - School and district reports
• Fall 2003 - Back-to-school events
• Spring 2004 - Take-the-test events

8
Essential communications tools

• Standards/testing guides/work samples
• Readable report cards
• Success stories (anecdotes, data)
• FAQs, myths/facts, then/now
• Training for local champions
• Parent/community tools

9
Messages Language counts

• In Tests to diagnose, target assistance
• Out Tests for high stakes
• In Teachers as messengers
• Out Media as messengers
• In Schools needing improvement
• Out Failing schools
• In Extra support for teachers, students
• Out Sanctions for teachers, students

10
Messages Language counts

• In Together, we can do this
• Out Its hopeless.
• In Hard work, good instruction make the
  difference
• Out Natural ability makes the difference
• In Standards-based school improvement means
  higher expectations
• Out Standards-based school improvement means
  standardization

11
Messages Language counts

• Requiring every group of students in every
  school to be proficient within 12 years is like
  asking every kid to jump the Grand Canyon.
• Educator, Connecticut, June 10, 2002, Associated
  Press

Source Education Trust
12
Messages Language counts

• Yes, parents may have the greatest impact on how
  their children come to us. But we have the
  greatest impact on how they leave us.
• Superintendent, North Carolina

Source Education Trust
13
Take charge

• Be proactive and strategic
• Play offense, not defense
• Take the lead in creating knowledgeable demand
  for better schools
• Take advantage of teachable moments
• Be prepared for ups and downs

14
We must be pioneers, not victims