Group 2 THE SCHOOL AND COMMUNITY RELATIONS NINTH

Group 2 THE SCHOOL AND COMMUNITY RELATIONS NINTH EDITION A SUMMATION OF CHAPTERS 9 -17

Chapter 9 CRISIS COMMUNICATION

Crisis Communication Types of Crisis Violence Health issues Misconduct by personnel Safety concerns Weather related events

Items to include in a Crisis Plan Reason for the plan Types of crises covered in the plan accompanied by checklists for responding to each one Procedures common to all crises Emergency telephone numbers Detailed maps of each school facility Procedural information Guidelines for effective communication with media, staff and community

Special Considerations Access to adequate cell phones and charged batteries Two way radios Staff and student directories Fact sheets about school or facility Student and staff attendance records including visitors and substitutes Locations of evacuations Transportation plan Emergency kits List of outside sources Lodging and food

Who develops Crisis Plan Superintendent District communities, HR, professional development executives, teachers, secretaries, counselors, school health professionals, IT staff, custodial staff, and cafeteria staff Law enforcement, rescue, fire Utility company, weather services, media organizations PTA organization

Planning and Preparedness Central and area offices – training sessions School board – review plan Individual schools – training sessions Parents and community – knowledge of plan Simulations – carry out drills for practice Copies of plan – found throughout the district and each location Abbreviated plan – summary of plan that is portable and carried Disks and intranet – plan copies in other forms In case of emergency – plans, contact lists in vehicles of administration and other key staff

Acts of Violence – How to Deal Report incident to law enforcement Get facts Verify the school’s emergency plan has been initiated Inform superintendent Clear your schedule Go to the scene Support law enforcement Alert crisis management team members Decision making Dispatch people to help out at emergency sites Hospital contact/communication Announce media camp location Inform media of where the briefings will take place Elect a spokesperson Prepare an initial statement Hold briefings Set up phone bank Update webpage Call for outside help All key personnel are briefed Prepare letters to parents Prepare to deal with copycats Establish a command center Schedule meetings with outside agencies Multi-agency news conferences

Command Center Characteristics of a good command center: The site has been predetermined; it should be near the location but not inside of it All agencies involved should establish their communications at the command center Adequate phone lines, fax lines, computers lines, internet access Cell phones and battery chargers Monitors to monitor the news, news feeds Security

Working with the Media Guidelines to remember to include: Deliver the statement where later briefings will be held Plan your statement Keep it brief As yourself what you would want to know if you had a child at the school Be objective Provide factual information Appeal to parents and citizens Listen to your audience Provide operation information Take questions Thank everyone

Working with Media as Crisis Continues Safety should be your first Access to Students and Staff: consideration Report facts Provide regular briefings and The health and safety of a consistent location students and staff come first Set up media operation in Want to inform staff and the command center students not to make comments and the lasting Develop a form for taking impact their comments could media requests and have accommodate as many as you can Have students and staff talk to counselors not the media Prepare talking points – brief statements

Special Considerations How should educational leaders contribute? Make sure a spokesperson has been assigned Make phone calls to parents of students injured or killed Visit hospitals Provide encouragement Board responsibility is its advance consideration and adoption of a policy, key roles in providing encouragement and comfort as well

Handling Threats When is the bomb going to explode? Where is it right now? What does it look like? What kind of bomb is it? What will cause it to explode? Did you place the bomb? Why? What is your address? What is your name?

Prevention-Warning Systems Social withdrawal Excessive feelings of isolation Excessive feeling of rejection Being a victim of violence Feelings of being picked on Low school interest or involvement Expressions of violence in writing and drawings Uncontrolled anger Patterns of impulsive and chronic hitting, bullying behaviors History of discipline problems Past violent behaviors Drug/alcohol use Access or possession of firearms Serious threats of violence A plan to harm or kill others

The Aftermath Hold debriefings Continue crisis counseling Be prepared for lawsuits Establish appropriate memorials Account for donations and gifts Recognize those who have contributed, volunteered, or helped Pay bills Examine school culture Be ready for long-term attention

Chapter 10 COMMUNICATION ABOUT SCHOOL SERVICES & SPECIAL EVENTS

Contacts with the Board of Education or Trustees Board Meetings - Don’ts Board Meetings - Do’s Distribute agendas Start on time Provide adequate seating Have legible nameplates Provide special place for press, assign a school representative to sit with press Give citizens the opportunity to speak Explain to the public any action or clarification needed on a particular item Be discreet with off-the-cuff remarks Take the opportunity to have some phase of the school district highlighted Permit non-residents to address the board Permit citizens to speak out when ever the feel like it Interrupt a regular meeting with an executive session Become involved in an argument Become involved in spending a lot of time discussing minor items

Credibility Gap of Political Records & Public Information Unfortunately there are numerous school boards still dominated by political powers. Those school boards receive their orders from the party in power. Local citizens place trust in school boards and until the political control is removed from a district, it can expect to have a bad image with the public. For school boards that are not politically dominated, it is important to keep the public informed of board business. They need to develop a plan for informing the people of what it stands for and what it does in the interest of the children and community.

Receiving School Visitors Contacts with the public help shape the impressions that create public opinion about a school, employees should be trained to handle these contacts successfully. There should be staff training – they should know how to meet visitors, common courtesy and realize the importance of performing their services to the public. Office workers should have a specialized program and the National School Public Relations Association provides the following tips: Assume there is no such person as an enemy of the public school Know your schools Treat every school patron alike Don’t put them in their place Remember the child comes first Avoid generalizing Be loyal to coworkers Don’t breach a confidence Avoid giving the impression the school has secrets Telephone voice should be friendly Be cordial to visitors Don’t procrastinate or stall Don’t give the impression that you are covering for the administrator Don’t presume to answer for the board or administration Custodial staff and cafeteria workers should not be omitted from training in dealing with visitors. They should be reminded of the importance of being helpful and friendly. The appearance of school offices also contributes to the impression the community can have of a school. Room and areas that visitors may be waiting and such should be clean, furnished, should make a visitor feel at home.

Handling Telephone Calls & Correspondence The telephone is the most personal contact some citizens may have with a school. It is important that office staff have exceptional telephone manners and their voice and their tone with give off an impression. When it comes to school correspondence the following factors should be kept in mind: Tone – the tone influences the reader Stereotyped Phrases – make sure that your correspondence is at a high quality don’t use stereotyped phrases Jargon – don’t use jargon, be clear and concise Positive and Negative Words – use words that evoke positive feelings not negative ones Simplicity – should be simple and mean the same to everyone that is reading the letter Form Letters – don’t use a form letter unless you really need to

Servicing Complaints are inevitable and are made about almost every phase of school operations, complaints can come from: Private citizens Organized groups Complaints are made to: Teachers Administration School Board Office staff Importance of complaints Complaints should be taken seriously Complaints should be taken care of as well and feedback provided to the party who filed the complaint It ensures goodwill There should be procedures in place to handle complaints of various degrees

Meeting Everyday Contacts & Requests for Information There is no doubt that anyone that works in a school system will meet members of the community Polite Represent the school in the best possible manner Don’t talk of problems, disappointments or troubles Be positive Staff should be well informed of school operations, events, functions, etc. Staff should be polite and willing to help Should be policies in place for requesting certain types of information

Participation in Community Life Important because: Attitudes of citizens Opportunities for civic and social leadership within the community Participation allows staff to talk to others about their school Citizen concern for education increases with the increase of staff participation in the community

Other Considerationas School Appearance – has a dramatic effect on the attitudes toward a school system Special Programs for Older People – steps should be taken to establish programs catering to senior citizens (creating relationships) Open House – school systems should have an open house program, teachers should be adequately prepared, and school administration should pay attention to details when planning and advertising the program Building Dedications – can be a good way to enhance communityschool relations American Education Week – offer exhibits during this week to let the community see what is being done by students during this week Business-Industry-Education Cooperation – building relationships with businesses in the community Community Use of School Facilities – allow the community to use the school for various programs, making sure that regulations are being followed Adult Education – offer and publicize adult education program to be held at school facilities

Chapter 11 WORKING WITH THE PRESS

What would you want? Directions: Answer the question below on the note card given to you What would be a great story occurring in your school currently?

Guidelines Many different types of news Answer questions honestly Respond promptly All reports and surveys are public property Don’t pick time for publicity and refuse to provide bad information

Guidelines cont’d Not necessary to be exactly accurate with figures Don’t use excuse that do not have exact info Avoid educational jargon CAN say- “I don’t know, I’ll call you back” Do not ask to see story before published

Guidelines cont’d If talk to press, ALWAYS notify immediate supervisor Be a key member of management team Be accurate Know ALL reporters on a first name basis

Guidelines cont’d Know what “off the record” means Be available when negative news occurs Know what news is Compile directory of key news contacts Give home phone numbers to media representatives

How to help reporters- become their friend! Provide list of key district personnel Alert to announcements or breaking news Treat all reporters with same professional respect Commend on job well written Prepare statement ahead of time when controversial story occurs

News Conference Make sure prepared and hand out kit to all reporters attending

Remember… Reporters DO NOT write headlines- only stories Reporters are not always responsible for errors in articles

Chapter 12 RADIO, TELEVISION, EXHIBITS, AND PRESENTATIONS

Radio, Television, Exhibits, and Presentation

Radio Advantages Immediate Comfortable Quick Easy Focused Captive

How to Use Sports announcements Newscasts Infomercials Music programs New program announcements Weekly segments relating to school

How to be a Friend of Radio Remember… They are the experts!!! Be a team worker and accept constructive criticism Know when enough is enough Radio personnel pressed for time Submit ideas and information to director in advance Keep station updated on feedback

Television “TV program dealing with problems of the schools is almost as effective in stimulating thought, discussion, and action as a forceful speaker, panel, and roundtable held in a school auditorium before a live audience. ”

Getting TV Time Prepare video tape Can be distributed to all stations 10 -60 seconds Send thank you letter to station personnel for help

Exhibits- Schools Allow for visitors and parents to see student undertakings and accomplishments Place near main entrance Change periodically

Exhibits- Community Stores, banks, public libraries… Advertise programs, school, and student accomplishments

Movies and Videos Device for furnishing information to public Bring innovations, accomplishments, and classrooms to community Production Definite objective Audience? Accurate Well-organized

Showing movies and videos Open- house programs Graduation exercises Anniversary celebrations Special events attended by the public

What would you do? What methods of communication could your school use to improve public relations? Provide three ideas

Chapter 13 SCHOOLS AND ONLINE COMMUNICATION

Internet as a means for communication Internet Accessibility in 1994: School Internet Access Internet Schools 1994, few schools had Internet access 2002, nearly all schools had Internet access 35% 65% 2002: Connection Type Broadband/High Speed Without Internet 2002: School Internet Access Dial-Up Internet Without Internet 94% 1% 6% National Center for Education Statistics (pp 243, Bagin, Gallagher, Moore, BAGIN, GALLAGHER, & MOORE, 2007) 99%

School web sites 2005 National School Public Relations Association (NSPRA) survey Many schools had web sites Responsibility of individual schools Sites seen as means of communication but were poorly maintained for the most part Web sites for schools None Some schools All schools 13% 15% 72% Web site maintenance Well maintained Poorly maintained 18% 82% National Center for Education Statistics (pp 243, Bagin, Gallagher, Moore, BAGIN, GALLAGHER, & MOORE, 2007)

Is there access at home? 74% of US adults are online 93% of 18 -29 year olds 81% of 30 -49 year olds 2010 Pew Internet Study: US adults accessing the Internet Yes No 26% 74% 60% report highspeed connection at home 2010 Pew Internet Study: Highspeed at Home Yes Percentages drop with… lower incomes lower educations 40% No 60%

Socioeconomic impact on access Educational attainment Household income 2010 Pew Internet Study: Internet Access by Educational Attainment 2010 Pew Internet Study: Internet Access by Household Income 100 80 80 60 60 40 40 20 20 0 0 $7 0+ 00 000 yr 9/ 99 4, r /y $7 r /y yr 0/ 00 99 , 9 49 0, $3 -$ an th 00 , 0 0, 5, $5 0 $3 ss Le Le ss th an Hi gh So Sc m ho Sc ho ol ol e Co Co lle ge +

Using sites to communicate District & School web sites General information E-newsletters & other electronic documents/publications Database driven information (grade books, real-time calendars, district boundaries, tax and budget data, etc. ) Special purpose web sites Mass e-mail, listservs, discussion groups Download or stream audio & video of events Online surveys or polls RSS (really simple syndication), Twitter, or Facebook

Are your sites communicating well? Two major areas on which to focus Design Innovation Interactivity Navigation Technology Ease of use Content Copywriting (adhere to district & state policies) Good design cannot repair bad copy Good copy can become meaningless in bad design

Are these sites communicating well?

Standard web site includes Home page Welcome Mission statement Hours of operation Names & contact information for key staff Current news Electronic versions of recent documents/publications Information Academic programs Extracurricular activities Policies Calendar Employment opportunities Registration information Links to partners and community sites Site map

Design & Copy work together Quick understanding or grasp of key messages Focus on main points Clear starting and end points Create logical flow of ideas No larger than size of the screen on home page Print design and web design are different Browsers interpret designs differently Computer users’ hardware and restrict design Web acceptable fonts Develop trust in the site as a source of dependable information

How would you rank your school’s web site? What criteria would you use to determine an effective web site? What elements or features do you think must appear on your web site? ------------------------------------------------------------------------- Take 5 minutes and come up with a rubric for grading a school site as effective. Realize that this exercise is primarily focused on design and navigation Take a look at the checklist from Fairfax County Public Schools.

Giving every audience a space Many educational web sites have portal pages Sections of the site for a specific group Current Students Future Students Parents Community Members/Supporters Site delivery in another language Links dedicated to specific issues Funding campaign Crisis information (Health concerns, etc. )

Policies on content Password protection for sensitive areas of site Grade book Attendance records Image use of students Are your students photographed or are stock images used? Faculty e-mail addresses Open for all, parents of students at the school, or only parents of students in that course? Policies Controlled by an individual or a committee? Restrictions must be balance in order to maintain trust with community

In this day and age… If you don’t post it online then someone else will Use the sites as a way to dispel myths and rumors Post early and post often If a story is breaking about your school then you should be breaking it before an outsider The facts are presented without adulteration or embellishment

In this day and age… Stay up-to-date Sites that are poorly maintained will look out-of-date even if the information is not Update news and happenings frequently enough to be the go-to source for the community

Chapter 14 PREPARING PUBLISHED MATERIALS

Objectives Do not produce publications (documents) simply because it is what you believe is expected, but because, as a district, you are a leader not a follower. Objectives for staff Inform employees Improve employee morale

Objectives for students Understanding of educational opportunities Understanding of problems Let students know that informed students are vital to the success of the school Objectives for parents Cultivate a partnership between school and home Increase parents’ knowledge and understanding of programs Increase parental participation Inform about problems

Objectives for the community at large Keep community informed on Policies Practices Needs Cultivate a sense of partnership What tax dollars purchase Educational progress made Dispel misconceptions Neutralize harmful propaganda Ultimately, what do you want the readers to do after reading the document?

As always… know your audience Give background on issues (readers never know as much as the school officials) Use language that is understood easily Sentences should not typically exceed 17 to 20 words Avoid using words with three or more syllables Remember who you are writing to (know their interests)

Focus of publications Always focus on the people Human interest gives others a sense of connection Introduce a new program by linking it to the staff member involved Direct readers to important issues If a topic is important give it more space in the publication Position articles covering aspects of the same topic so they compliment one another Be honest Don’t hide all of your flaws; address problems, offer possible solutions, and seek reader suggestions.

Authors Find good communicators Staff members may have a talent for producing good understandable copy Give them time to work on publications Hire an experienced writer to handle district publications Hire a public relations firm or local editor outside of the district

Publishing options Digitally Internet CD-ROM/DVD-ROM May accompany the below forms Short-run Small quantity of material produced Traditional press and finishing machinery Large quantity of material produced Regardless, be aware of DEADLINES

Publishing common sense At least two quotes for print jobs Work on a schedule with a printer to save Have a 2 nd copy of your original works Proofread prior to the proof printing stage Use tints instead of additional colors Special single color inks Train employees to get the most out of desktop publishing investments Less can be more Edit copy to be as concise and understandable as possible to reduce page count Avoid extras Elaborate designs Bleeds Nonstandard paper size Avoid dates Multiple purposes in mind

Layout Design should be inviting for three types of readers Glance while sorting mail Messages catch the eye Teaser statements bolded (blurbs) Two-three minute perusal Informative headlines Photos with captions Vital information in the first line of each article Avid reader Use white space effectively to direct readers and provide a clean flow Dollar-bill test

Typography Fonts with meaning Serif fonts are more legible and therefore retained longer Honesty, reliability Century Clarity, elegance Times Roman Baskerville Highly Bondoni legible Readable Headlines Avant Garde

Typography & Layout Avoid script, italics, bold face Difficult to read Distracting Do not use upper case lettering were not normally appropriate No columns over 5 inches wide Rule of thumb: Column width equals font point size times two in picas (6 picas = 1 inch) No fonts smaller than 8 Fonts of 10 to 11 point are suggested for the body

Photos No unusual colors True color or black and white No picture is better than a bad one Pictures should enhance a story Pictures should have descriptive captions Captions should be informative about the article in case the article goes unread

Distribution Messages to parents Schedule distribution especially if students are deliverers Use local newspaper to note that the message was sent Use the mail – students are not that reliable Work with postal service & utilize nonprofit mailing prices District-wide messages Mail to ALL residents, also post in highly frequented locations Build support with the community now not just at times of financial need Schedule messages so that they will be read Coordinate delivery with local news articles

Evaluate your publications Only effective when read so make sure they are Questionnaires Not everyone fills them out so data can be biased Interviews Telephone or in-person interviews can provided better data Focus panels Discuss the strengths and weaknesses Offer immediate recommendations for improvements Public Relations review Have the experts review your publications

What might you print? Teacher-recruitment Brochures Parent Publications Special Topic Publications Happy-Grams Suggestion Forms Annual Reports School Calendar Student Publications

Role of Student Publications More read than most other publications 45 to 75% of parents read these Make sure an advisor that knows journalism/printing/the power of the press/can write well is in charge Prevents unnecessary public relation nightmares Students must learn the value of professional journalism Made aware of libel, privacy issues, contempt, obscenity, and copyright (plagiarism) Should be accurate and honest

Chapter 15 CONDUCTING SPECIAL ISSUE CAMPAIGNS

Important Components Face to face Communication Capitalize on Media (to present info to public) Opportunities for public to field concerns Newsletter to inform the community (benefits) Administrators to be knowledgeable Campaign numerous times Small meetings (so individuals can be heard)

Guidelines for Introducing a NEW Idea, Innovation, or Change 5 Steps/stages Awareness Information Evaluation Trial Decision (Adoption/Rejection)

Rogers and Shoemaker Model of the Innovation/Decision Process Knowledge (Media) Innovations Existence Persuasion (Community) – Attitude toward idea Decision (Community)- Adopt/Reject Confirmation (Community)- Reinforcement

Change Agent Confidence, Listen, and Access Typically the superintendent Spokesperson that is believable and creditable.

Rogers & Shoemakers Seven Rules 1. Develops need for change 2. Establishes a change relationship 3. Diagnoses the problem 4. Creates intent to change in the client 5. Translates intent into action 6. Stabilizes change and prevents discontinuances 7. Achieves a terminal relationship

Accepting Change Innovators- 2. 5% Early Adopters 13. 5% Early Majority 34% Late Majority 34% Laggards 16% 2% 14% 16% 34% Innovators 34% Early Adopters Early Majority Late Majority Laggards

Chapter 16 COMMUNICATING SCHOOL FINANCE ISSUES

Voter Consent/Approval Annual Operating Budgets Bond Issues Construction/Capital Improvements Increases Taxes/Millage Rates

Factors that lead to a favorable vote Support of the Municipal Government Demonstrated need for Additional Classroom Space Promise of Additional Curriculum Increasing Student Population Disseminates of Information through Media A large Percentage of Parents in Population Citizen Advisory Participation

Factors that lead to a favorable vote Opposition from any organized Group Controversial Placement of Buildings Large % of Parents-Non. Public School Students Lack of Public use of School Facilities Large % of People on Fixed Income

Planning The Campaign Data Assembled prior to public announcement Proposal Check with state authorities for procedures Establishing a Philosophy Naming Campaign Director Planning/Timing Finances of the Campaign Citizen Advisory Committee Registration of Voters

Additional Participants Board of Education School Administration Teachers Students Parent-Teacher Associations

Capturing the Publics’ Attention in a Campaign Theme or Slogan Personalization of the Campaign Keeping it Simple Working with the Media Publications/Brochures Speakers Bureau Endorsements Small-Group Meetings House-to-House Canvassing Absentee Ballots

Timeline for Campaigning 1 yr. – 6 mo. 4 – 6 mo. 3 – 1 mo. Determine needs by analyzing enrollment 4 – 3 wk. Window displays/Billboards Distribute posters, bumper stickers, & letters Study past campaigns Set a date for election Survey communities Select a theme Develop a proposal Speakers’ bureau 3 – 2 wk. Mail brochures, schedule information programs, obtain feedback – continue until election day Final 2 wk. Mail letters, media adds, postcards, Hotline, favorable media Organize house/house, small group meetings, & workers for election day ELECTION DAY Telephone committees, check polls, offer transportation/child care services, Remind Students/Teachers

Chapter 17 MARKETING AND SCHOOL CHOICE

Marketing William J. Banach five step Process Step One : Analyzing the Environment Step Two: Developing a Strategy Step Three: Writing a Marketing Plan Step Four: Execute the Plan Step Five: Evaluate the Results