Download NSPRA`s - West Des Moines Community Schools

NSPRA’s
Communication Audit Report
Prepared for
West Des Moines Community Schools
West Des Moines, Iowa
June 2013
National School Public Relations Association
15948 Derwood Road
Rockville, MD 20855
(301) 519-0496
www.nspra.org
Table of Contents

Introduction
Page
3

Processes and Procedures
4

Key Findings & Observations
7

Guiding Principles for the Communication Program
17

Recommendations
21

Focus Group Summaries
55

Appendix
89
Copyright © 2013 by the National School Public Relations Association. All rights reserved. With the exception
of West Des Moines Community School District, no part of this publication may be reproduced or transmitted in any
form or by any means without permission from the National School Public Relations Association, 15948 Derwood
Road, Rockville, MD 20855; www.nspra.org.
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Introduction
Goal of the communication audit
The West Des Moines Community Schools Board of Education and administrative
leaders share a commitment to improving communication between the school district and its
many internal and external audiences. Their interest in increasing communication with
constituents reflects the school district’s long-standing tradition of providing quality programs
and services, as well as setting high standards. This communication audit clearly demonstrates a
willingness to risk change, respond to communication needs, and take action to enhance and
improve the district’s communication efforts.
The challenges of maintaining public confidence and communicating effectively with all
stakeholders are not new to the district or community. The school district has reflected a longterm commitment to effective communication. Throughout the process, it was evident to the
auditor that staff, parents and other community members take great pride in West Des Moines
Community Schools (WDMCS) and are hopeful about the district’s future.
•
•
•
This communication audit was designed to:
Assess the effectiveness of the district’s current communication efforts.
Solicit and evaluate key facts, opinions, concerns and perceptions of representatives from
various internal and external audiences important to the success of district
communication.
Recommend strategies and tactics for enhancing communication with key audiences in
order to improve the management of public relations, marketing, communications and
engagement activities for WDMCS.
While evaluating public relations is difficult, individual elements can be assessed —
district leaders can determine if specific program goals and objectives are being met. In addition,
the real measure of success for any program, including communication/public relations, is the
determination that the program is helping the district work toward its stated mission.
Accordingly, in developing the recommendations, the auditor reviewed the perceptions of the
focus groups and assessed materials in reference to WDMCS leaders’ desire to meet their
obligation to communicate strategically and transparently with stakeholders.
Opinion research as a foundation
A communication audit of WDMCS provides an important foundation for developing a
strategic communication plan. The audit informs district leaders about community/staff attitudes,
the effectiveness of current communication efforts, and provides a framework for
recommendations to expand or enhance the communication program. The audit also provides a
benchmark for measuring progress in the future.
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West Des Moines Community Schools
Processes and Procedures
Auditor
A communication audit conducted by the National School Public Relations Association
(NSPRA) enables a school district to view its communication from an “outside” perspective. The
audit was performed by NSPRA consultant Nancy Kracke. Her vita is included in the Appendix
of this report.
Review of Materials
The first step in an NSPRA communication audit occurs when the district submits
samples of materials used to communicate (for example, newsletters, brochures, reports, etc.)
with various audiences. The auditor also reviews the district and school websites. These
materials and websites are examined for effectiveness of message delivery, readability, visual
appeal and ease of use. In addition, the auditor reviews strategic plans, policies, marketing
materials, news clippings, etc.
Focus Group Interviews
The core of the audit is the on-site focus group component designed to listen to and
gather perceptions from the school system’s internal and external audiences. Each of the nine
focus groups was guided through a similar set of discussion questions.
The focus groups conducted for this audit represented the following audiences in the
order scheduled:
 Board of Education
 Community Citizens
 Support Staff
 Students
 Parents (Tuesday p.m.)
 Parents (Wednesday a.m.)
 Administration
 Community Leaders
 Teachers
Participants in the NSPRA communication audit focus groups were invited by school
district officials. The sessions were approximately one hour in length and held at Valley
Junction’s Historic City Hall. The auditor also met informally with the superintendent and
associate superintendents as well as members of the WDMCS communications team. The focus
groups took place Tuesday and Wednesday, April 23-24, 2013. One focus group for ELL parents
fell through when numerous cancellations occurred.
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The auditor took notes in every focus group session, but assured participants that their
comments would be anonymous and would not be directly attributed to them. Consequently, the
focus group summaries are a synopsis of what people said in each session. Some comments are
direct quotes from participants, while others are paraphrased for clarity. Any direct quotes appear
inside quotation marks, without personal attribution.
Guiding Definition
Since 1935, NSPRA has worked with school districts, state and national education
organizations and agencies to advance the cause of education through responsible public
relations, information and communication practices. In doing so, NSPRA uses the following
definition as a foundation for all educational public relations programs:
Educational public relations is a planned, systematic management function,
designed to help improve the programs and services of an educational
organization. It relies on a comprehensive, two-way communication process
involving both internal and external publics with the goal of stimulating better
understanding of the role, objectives, accomplishments and needs of the
organization.
Educational public relations programs assist in interpreting public attitudes,
identify and help shape policies and procedures in the public interest, and carry
on involvement and information activities which earn public understanding and
support.
Assumptions
NSPRA assumes that school districts undertake communication audits because they are
committed to improving their public relations/communication programs. NSPRA also assumes
that they wish to view the district and its work through the perceptions of others, and that they
would not enter into an audit unless they were comfortable in doing so.
However, some caution should be observed regarding the nature of such a review.
Whenever opinions are solicited about an institution and its work, there is a tendency to dwell on
perceived problem areas. This is natural and, indeed, is one of the objectives of an audit.
Improvement is impossible unless there is information on what may need to be changed.
It is important to note that perceptions are just that. Whether or not they are accurate, they
reflect beliefs held by focus group participants and provide strong indicators of the
communication needs that may exist. Our recommendations are designed to address these needs
and assist the WDMCS in its efforts to communicate consistently and effectively.
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Recommendations
Following the review of materials and focus group perceptions, the auditor prepared the
recommendations presented in this report. The recommendations focus on strategies the district
can use to organize and prioritize key communication resources and activities to deliver key
messages as effectively as possible and improve its overall communication practices. The final
report was carefully reviewed by NSPRA Executive Director Richard D. Bagin, APR, and
NSPRA Associate Director Karen H. Kleinz, APR.
Copies to Participants
Focus group participants were extremely interested in sharing their thoughts and ideas in
the focus group sessions. They were also interested in finding out the results of the
communications audit. Because of their high level of interest and involvement, along with the
importance of closing the communication loop in order to build trust and credibility, we
recommend that each focus group participant receive a copy of this report for review and
feedback.
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Key Findings
The following observations are based on: the focus group discussions; conversations with
the superintendent; surveys of principals and district administrators; and on a review of
publications, policies, and other materials submitted by WDMCS as part of the communication
audit process. The auditor identified common themes focusing on communication, as well as
noteworthy communication activities.
School District Strengths
 Education Programs
The WDMCS enjoys widespread support for the quality of the education programs
provided students. Its reputation for excellence crosses many constituencies, including parents,
the community, civic leaders, local businesses, staff, and students. People are proud of the
district and are able to articulate multiple strengths and successes to illustrate their viewpoints.
They believe the education programs attract people to Iowa and the West Des Moines area,
noting that “people move here for the schools.”
One of the hallmarks of WMDCS’ reputation is the variety of high quality opportunities
available to students. In fact, the quantity and quality of student options and opportunities were
mentioned in every focus group as district strength or something they would tell someone new to
their neighborhood. In addition to strong academic classes, participants cited the arts and sports
as examples of strong programming. Teachers received high marks from parents and community
members who described them as “strong,” “talented,” and “approachable.” In turn, teachers
appreciate the support they receive from parents. Many participants pointed to the Walnut Creek
Alternative School, newly strengthened gifted curriculum, and a strong special education
program as examples of the depth of the academic offerings available in WDMCS. Focus groups
saw this as an indicator of the district’s commitment to serving the multiple learning needs of all
students.
The 9th grade program earned praise as a positive way to begin high school. In addition, a
number of participants noted that WDMCS’ high quality facilities create a strong, safe learning
environment for students.
 Strong Teachers and Administrators
Focus groups praised the quality of the WDMCS staff and their commitment to students.
Parents described teachers as “fabulous” and “compassionate.” Administrators earned praise, as
well. Parents said administrators “set the tone” for communication and are accessible to parents.
Community participants described the superintendent as “dedicated” and noted situations in
which he proactively sought input on issues. Administrators noted that the reputation of the staff
for creating programs of excellence enables the district to choose teachers from a talented pool of
candidates for each position. WDMCS’ ability to maintain excellence rests in the selection of
outstanding teachers.
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 Community
Community members served by WDMSC feel pride in the schools they support. They
appreciate their public schools and believe that many in Iowa would point to WDMCS as one of
the best districts in the state. They believe it is possible for every student to “find a niche” in
which personal needs and interests provide a foundation to be engaged. They believe the district
is particularly adept in preparing students for college. One parent noted that in making the
college tour circuit with a senior last year, every college they visited knew and admired the
college prep program at Valley High. Many participants said they felt fortunate to reside in the
district.
School District Challenges
 Perceived Wealth and Status Disconnects Stakeholders from Changing
Demographics and Budget Realities
Responses in every stakeholder group indicated that the broader community views
WDMCS as wealthy and elite. The image of wealth may blind stakeholders to the realities of an
average 30% poverty rate, with a range within schools from as low as 10% to as high as 60%.
Focus group participants seemed more aware of a rising population of non-English-speaking
families and most groups indicated that increasing diversity will be a communication challenge
for the district. Yet, only one focus group connected the changing demographics to the
challenges of test scores, student achievement and resources. One person in this group
volunteered at a school with a higher poverty rate and expressed concern that not enough
resources – both human and financial – are directed to the children in that building. The
implications of growing economic and cultural diversity simply may not be clear to many
stakeholder groups. Administrators noted that due to the relatively slow pace of change over the
years (approximately 2% per year) even staff members may not understand fully the emerging
challenges posed by the change.
At the same time, few in the groups fully understood the changes in the district’s
financial situation. One group noted that many in the community are “shocked” that WDMCS
had to cut teachers “when we have so much money.” Many participants were unaware of the
financial problems that led to Board action to reduce reading teachers and other staff. They were
surprised to learn about the budget cuts and indicated they came in on the end of the decisionmaking process. One teacher expressed it this way: “The community has a flawed image. They
think we are growing and have tons of money. I tell them, ‘That district doesn’t exist anymore.’”
Yet, the district that does exist is amazingly successful. It has many positives in spite of
looming budget cuts. As WDMCS faces the fiscal future, it’s imperative that both community
and staff have a clear view of the budget challenges ahead. The challenge for the district will be
to engage stakeholders in developing systems that thrive even in light of changing demographics
and a shrinking bottom line.
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 Community, Parents, Staff Call for More Consistency Within WDMCS
One word seemed to come up in nearly every focus group: consistency. Staff, parents and
community are hungry for consistency in a variety of areas.
Teachers want consistency in vertical articulation of curriculum. They’d like consistency
across grade levels and schools. Why, they ask, would every elementary school but one have 6th
grade departmentalized? Why is it inconsistent? They would welcome consistent expectations
for everyone in the area of staff accountability and the use of systems already in place to achieve
that consistency. They note that teachers create goals following different goal development
structures. They worry that no consistent training is in place across the district for new teachers
to learn the WDMCS approach to instruction.
Parents want to see consistent communication expectations for teachers across schools
and grade levels. They question why one teacher communicates with parents monthly while
another communicates weekly. Parents are surprised when one year their teacher seems to be
sending information all the time and then the next year, they receive hardly anything. Parents
with multiple children in one school may have very different experiences in their information
and involvement grade to grade. Some teachers update websites or Infinite Campus more
frequently than others. Parents are frustrated when student assignments are not posted in a timely
way. One parent asked that the district pick a communication standard for teachers and let
parents know what it is so that everyone operates with the same expectations.
Community and parents would like a consistent place to locate information about the
district. Parents note that by the middle of the year they are referring to as many as four
calendars – the district; the schools; and the individual calendars created by activity groups like
the music program. Community members would like better consistency in response to questions,
noting that one person says one thing, while another may say something else.
Underlying the need for consistency is a wish for more simplicity. District and school
messages compete with messages from multiple other agencies and organizations that touch the
lives of parents, staff and community members. Focus group participants indicated they would
welcome a consistent, simplified, prioritized path to the information they need and want as a
school district stakeholder.
 Increasing Engagement of All Stakeholders in Decision-Making Processes
People with a stake in the success of WDMCS would like more involvement in the
decision-making process. At the very least, they would like to understand the decision-making
process used to move the system forward.
Many groups expressed dissatisfaction with last year’s process for reducing staff and
cutting budgets. The sentiment most prevalent among focus group participants was that decisions
were made and then staff members, parents and other residents were asked for input after-thefact. They believe their input was perfunctory and cosmetic. This perception stands as a barrier
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to trust. Some participants call for more transparency; some say the broken trust will be difficult
to rebuild. Support staff members note that changes to their jobs occurred without their input.
Some parents were dissatisfied with the public meetings the Board held to listen to input
on the budget/staff proposals. The Board’s practice of not responding to questions and comments
during public meetings served as a wedge that led some parents and staff to conclude that Board
members didn’t care or didn’t value the comments. Some people left the meeting believing the
Board to be unresponsive to community concerns.
Obviously, difficult decisions that impact a person’s job or programs near to a parent’s
heart pack an emotional wallop. While an open, well communicated decision-making process
will not eliminate all hard feelings, it could at the least empower stakeholders to contribute ideas
before the decision sets in stone. It will be WDMCS’ challenge to create a process stakeholders
can embrace and then use it consistently to build trust and transparency among staff and
residents.
Communications Strengths and Needs
 Strong Foundation for Successful Communication
A strong foundation for successful communication already exists in WDMCS. Both staff
and parents recognize efforts by the district to connect with them and keep them involved and
informed.
The Board of Education creates the foundation for success in its policies. A number of
policies address the Board’s desire for open communication with stakeholders. One policy
establishes guiding principles for communication and assigns the responsibility within district
administration to lead communication. The Board recognizes that the communication function
requires adequate funding and regular evaluation. The Board seeks to be proactive in involving
the community in the school district and recognizes that all staff members have a public relations
role in the community. From topics on crisis communication to volunteers, the WDMCS Board
of Education has one of the most thorough sets of communication policies the auditor has seen.
NSPRA commends the Board of Education for this strong commitment to communication
policy.
 eMail: Primary Tool to Reach Stakeholders…with a Caveat
Focus group participants were quick to identify ways in which they receive information
from the school district. Staff, parents and community groups all pointed to email as the primary
tool used to connect with them. And, most identified email as their preferred way to receive
information. Parents and others identified Informaline as an email newsletter received regularly.
Staff mentioned receiving Board meeting summaries via email as well as numerous emails daily
from other district office departments or leaders.
While email serves as a great way to communicate to both internal and external
stakeholders, many participants see it as too much of a good thing. This quote from a staff
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member sums up many comments concerning the amount of email received. “I am inundated
with email. I scan what I get and if something pops out at me, I read it. I don’t read everything. If
the subject doesn’t mean anything to me, I delete.”
Many participants suggested that WDMCS evaluate the emails sent and develop a way to
better organize and prioritize information for stakeholders. Among their ideas: improve subject
lines to better communicate content; reduce information and offer links to those who want more
information; set a schedule (i.e., two to three times a month) and communicate when
stakeholders should expect information.
Informaline, the e-newsletter sent to parents and staff, is recognized as containing
information from the school district, but it is not universally valued. While some found the
information important, many saw it as “fluff.” Some participants expressed dislike of having to
read so much copy to find nuggets of interest or items that pertained to them personally.
Most groups commented on the fact that not all parents, community members or even
staff members have access to a computer. They were concerned that some constituents are not
receiving important information.
 Online Information Sources Gaining Traction
The district website was cited frequently as the best source of information on WDMCS.
Most focus group participants were aware of the new design. Employees were generally positive
about the new website. Many parents and community members also like the new look. All
groups shared feedback for improvement. For example, the photographs change too quickly for
some users. Others wish new photographs would be used to keep the front page interesting.
Some have found links that go to old pages; others wonder why some school websites have
changed and others have not. Some parents expressed frustration about out-of-date information
on school sites. But in general, participants say the site has improved their ability to find
information about WDMCS. As with any change, some find it easier to navigate than others.
And, some noted they just don’t like change. But all believe it provides a wealth of information
for the taking once they become used to the site new navigation. A mobile version of the website
is in the works and may increase access and favorability in the months ahead.
Most focus group participants were aware of the district’s presence on Facebook and
Twitter, even if they do not consider these options as personal sources of information. They
understand the need for WDMCS to have a presence on social media. Several noted that Twitter
allows them to self-select topics of interest. Students said they would be more likely to follow
the district on Twitter than via any other current social media platform and suggested the district
develop a campaign to encourage students to follow WDMCS by offering a prize of some kind to
those who sign-up.
Some participants question the time and other resources used to create and monitor social
media sites. Parents mentioned class Facebook pages that provided a source for photos and
updates of class activities. If participants did not personally use the sites, they were more likely
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to be negative about the impact of social media. At this point, Facebook and Twitter cannot be
considered key sources of information for those who participated in the focus groups.
Parents particularly like Infinite Campus and the connections they can make to their
child’s assignments and grades. They also welcome the “robo” calls sent to all families in case of
emergencies or school closings due to weather. Several parents noted that they feel ill-equipped
to use all of the features of Infinite Campus or Moodle and indicated they would like some
training. Parents also pointed to some inconsistency in how frequently teachers update the
information available on Infinite Campus. Some elementary parents would like the system to be
offered at the grade school level.
Parents and staff praised the district’s Virtual Backpack as a way to cut down on paper,
organize information and save time. Those participants with direct links to the programs
advertised by the Virtual Backpack were less complimentary. They have seen losses in
participation and say the cause is the change from paper flyers to the Virtual Backpack.
 Little Communication Focus for Residents Without Children in School
Parents and staff members appear to be the focus of nearly all of the time and money
WDMCS directs to communication. Both of those groups indicate they receive numerous
contacts daily from schools and/or the district office. So much, in fact, that they are at times
overwhelmed with information and simply ignore or delete items in their inbox. The opposite
appears to be the case for district residents who do not have children in the schools. Focus group
participants could not identify even one direct contact from the school district within the last
year.
This was not always true. WDMCS at one time produced an annual report and sent
newsletters to the community. Budget concerns prompted the elimination of these tools, leaving
community members to rely on the newspaper and the local “grapevine” for their information.
Focus group participants representing residents without children reflected a positive bias
for WDMCS and, more passionately, for the community’s children. Discussion reflected solid
agreement about the importance of school for student success. Participants were interested in
doing their part to support children – attending concerts or plays, or even volunteering in
schools. They’d like to know more about how children are learning in school. When the district
is featured on a radio program, they wonder why it always seems to be a coach being
interviewed. “Why not a principal or a music teacher?” The group offered suggestions on how
best to reach them – flyers on concerts and plays or perhaps an insert in the West Des Moines
Magazine, which they say they read.
School districts ignore this large stakeholder group at their peril. While it appears that
WDMCS enjoys a fairly deep reservoir of goodwill from residents, it might not take much to
drain it. If a tax notice is the only information they receive regularly, the focus of the group can
change quickly. WDMCS needs these residents as it goes to voters to request financial support.
And, more importantly, it needs the goodwill of all residents to achieve its vision for excellence
for all students. This obvious gap in communication effort requires attention.
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 Mixed Satisfaction with Existing Input Opportunities
Multiple opportunities exist in WDMCS for providing feedback or input to district
leaders: surveys; speaking at a Board meeting; phone calls; emails; social media; personal visits;
letters; informal conversations. Some focus group participants acknowledged that these avenues
are open to them; others focused on their belief that feedback was not really welcomed. Among
the examples of input opportunities, face-to-face opportunities trumped all other examples.
People value the opportunity to talk to district leaders in meetings and one-on-one. For example,
a parent from Hillside Elementary said she was impressed by the superintendent’s attendance at
the parent meetings on the mold issue.
Community leaders welcomed district administrators’ involvement on their boards and
committees. People appreciated direct contact and the informal opportunity to ask questions or
offer an opinion. The more formal the feedback opportunity, the less enthusiasm it generated.
Speaking to the Board during open public comment time felt daunting to some; several wished
Board practice allowed for Board members to respond to those who speak. Staff surveys were
characterized as ineffective because staff members felt they could be identified and their
responses possibly used against them. But staff enjoyed talking to administrators or Board
members who visited with them at events, at their school, or in their classrooms.
No one in the focus groups identified Idea Share as an opportunity to provide input. The
new service has limited participation, but could be effective if more people participate. It can be
accessed as needed by staff, parents and community, offering a convenient opportunity to share
an idea. However, it may suffer from the fact that it is a mechanism without a personal touch and
face. Participants wonder who is monitoring the conversation. Like any new idea, however, it
needs more time and advertising before the service can be judged a success or failure.
Board members who participated in the focus group acknowledged that while people can
speak to the Board at meetings, few do. They noted that they are willing to listen and believe this
is an area where the Board and district can improve.
Community leaders and some parents seemed perplexed by what they see as limited
involvement of Board members in the life of the schools and community. Community groups
noted that while Board members are invited to functions and meetings, typically no one attends.
The result, they say, is that the views of the district’s policy-makers are unknown in a time when
there is interest in creating a shared vision for the community. They would like to know the
Board members more personally. “I couldn’t identify Board members,” said one participant.
“We need a closer relationship with Board members.” One parent noted that Board members
came to an archery event at a school but left immediately without interacting with parents and
parents were disappointed they didn’t stay.
 Stepped-up Internal Communication Efforts Will Better Serve Employees
WDMCS routinely sends information to staff members through a variety of emails. Staff
members receive a summary of Board meeting action and updates on upcoming events. The staff
area in the district’s website offers lots of important information and is also the entry to Infinite
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Campus and other staff-specific programs. In addition, staff members say they are invited to
participate in surveys sent by various district office departments. Departments can communicate
on their own to staff. One example is the IT Department and its extensive internal website to help
staff understand and make the most of technology available.
Two issues emerged from the focus groups. The first is the current “shotgun” approach to
communicating with staff, which creates confusion about what is important information from the
district and what is just “nice to know.” Employees in the focus groups noted that they feel
overwhelmed with email and will delete it rather than taking the time to read everything. Email
is crucial to communication in WDMCS; some evaluation is warranted to ensure that all
employees receive the information the district believes to be really important.
The second issue is trust between the employees and school leaders. Some participants
said they don’t complete surveys because they believe they can be identified and will experience
some form of retaliation if they are critical. Many believed the staff reduction plan that
eliminated reading teachers and others was finalized before they knew about it or were asked for
feedback. Multiple employee participants were cynical about the decision-making process
overall.
If staff members are aware of the Board policy expectation that they serve as crucial
ambassadors for the schools in the community, no one expressed it. Yet, that Board expectation
is fundamental for continued public support for WDMCS.
As WDMCS contemplates a strategic communication plan, attention must be paid to
improving connections with employees. District leaders should consider more personal
interaction, face-to-face conversations, and more informal school visits by Board members and
administrators that are designed to get to know employees and listen to their stories. Sending
information is a good communication strategy, but building trust requires a commitment to
listening and empathizing with those working on the front lines for the district. Employees want
to know that their efforts and ideas make a difference and are valued by district leaders.
Community Education Evaluation
WDMCS requested that some of the focus group questions target the district’s
Community Education program. While every group was asked for feedback on the general
program, not everyone was asked for specific feedback on communication for the Kids West
program or Facilities Use. The following impressions are based on limited questions/responses;
more follow-up is needed to draw conclusions.
 Positive Perceptions among Staff and Community
Community Education enjoys a very positive reputation among staff and community. The
majority complimented the program for its breadth of class and program options. Participants in
the community group thought other community programs offered better options and were willing
to “get in the car” to participate elsewhere. That was clearly a minority opinion when compared
to responses in other groups. Participants appreciated receiving a print copy of the brochure in
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the mail. Board and staff members expressed concern that residents may be linking Community
Education to other organizations like the City of West Des Moines. Board members would like
the school district to get full credit for the programs enjoyed by its residents.
 Class/Program Brochure/Flyers Highly Recognized
When asked where people found information about the Community Education program,
participants quickly pointed to the print brochure mailed to homes. Parents also indicated they
receive flyers from the program. Most everyone said they used the website to register for
programs, but enthusiasm was marred by frustration with the registration process and payment. It
seemed to be particularly aggravating for parents with children in Kids West. “There is nothing
easy about paying online.” Participants did acknowledge that when called about registration
issues, the Community Education staff was gracious.
 Appreciate Assistance with Challenges of a Diverse Population
Several participants identified Community Education as a valuable ally in meeting the
challenges presented by an increasingly diverse population. They pointed to English classes for
non-English-speaking parents as extremely valuable. Administrators noted that Community
Education was a leader in the district on the issues created by new non-English-speaking
families.
 Kids West Meets Family Needs
The parents commenting on the Kids West child care program were enthusiastic and
grateful for this care option. Several noted how much their child enjoyed the program. Parents
indicated satisfaction with the communication they receive from the site coordinators. Multiple
parents were unhappy with the online payment process.
 Facilities Use Appreciated in Community
Community members expressed appreciation for the district’s program to allow facilities
to be used by the public outside of the school day. The participants felt that more could be done
to publicize the opportunity to use the buildings.
Observations
WDMCS has the foundation in place for a high quality, strategic communications
program. The fact that every focus group identified the district’s outstanding academic program
as one of its strengths indicates that it has been successful in building public support for its
educational initiatives. There was a shared sense of pride about the opportunities available for
students and an expectation that the quality would continue into the future. People believe in the
talent of the WDMCS staff to meet the needs of the community’s children. Many school districts
around the country long for this kind of pride and confidence among their stakeholders.
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The communication audit also reveals targets for concern. A staff/budget reduction
process last year raised serious questions about the district’s transparency and decision-making
process. And it appears that stakeholders may not recognize the change in resources now
available to support the high quality programs they expect. The district also lacks an internal
communication focus beyond email, missing the opportunity to help its employees become
ambassadors for the schools.
These are challenging times for public education. Competition for students and the
politicization of education raise the stakes for every public school district communication effort.
WDMCS is just beginning to see competition for students from other solid, growing districts in
the area. A new emphasis on personalizing the way parents and community receive information
will challenge WDMCS to review and revise its current communication tools as it works to
maintain public support. The audit provides research and assessment from which to build a
stronger, more strategic communication program.
NSPRA believes that WDMCS is poised to move forward with a strong Board,
committed administrators, and a supportive community. District leaders see the need for a strong
communications program to complement its strong academic program. Keeping this vision a
reality in today’s education market will require a commitment of time and energy and an
investment of resources in the years ahead.
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Guiding Principles for the Communication Program
Successful school districts in today’s rapidly changing world use effective
communication as a management tool to help them achieve their goals and lay a foundation that
supports success for all students. Strategic, planned communication is achieved through the
commitment of district leaders, adequate resources and personnel, careful research and planning,
creative implementation, and evaluation of results. This is especially important with the district’s
internal audiences. Everyone in a school system is a communicator and must accept a portion of
responsibility for that role. Staff members who are informed and involved take greater pride in
their performance and they perform more effectively.
It is important to recognize that quality education and effective communication go hand
in hand. Positive reputations are not developed solely through effective communication.
Similarly, a district with a quality educational program will not garner the support it deserves
without an effective communication program that keeps its staff and community informed and
allows for two-way dialogue and interaction.
 Communication must be planned and tied to WDMCS’ strategic goals.
To be effective, communication efforts must be driven by WDMCS’ mission and goals,
and be designed to support teaching and learning. The communication effort should focus on
engaging all stakeholders – internal and external – in a shared vision for education.
Communication strategies should incorporate vehicles that make information easily accessible
and deliver it in a timely way. A strategic communication plan is essential for building
understanding and support for the district’s mission and goals. A strategic communication
program will enable WDMCS to prioritize resources and provide a road map to keep
communication targeted and on track to maximize effectiveness and the value of the
communication effort.
 Strategic communication and public relations are management functions and
must be incorporated into the district budget.
An effective communication and public relations program must be a planned, systematic
effort based on two-way communication with stakeholders. The position responsible for
directing the school district’s communication efforts should be a leadership role, able to advise
other leaders on the public relations implications of any district initiative or policy, play a key
role in making decisions about all communication strategies, and serve as an advisor or
consultant on the development of any public relations/communication activity. Effective school
communication requires financial resources and must be part of budget planning.
 Strategic communication requires research and evaluation to be woven
throughout the communication effort.
No communication plan will be successful without research and evaluation components.
While this communication audit provides a starting point, additional ongoing research such as
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user surveys for websites, readership surveys, public opinion polls, etc., should be used to track
and evaluate communication tactics. In addition, major areas of a strategic communication plan,
such as internal communication, should be evaluated yearly. Baseline data serves as a foundation
for planning communication, enabling schools to monitor progress. Communication is a strategic
leadership responsibility and should be a component of administrators’ evaluations.
 Internal communication must be a priority.
No communication effort will be successful if employees do not become ambassadors for
teaching, learning, student achievement, their schools, departments, and WDMCS. Everyone in
the school district is a communicator, and staff members have the ability to make or break the
image of their schools and the system. Staff members who are uninformed, non-responsive or
unable to provide timely and appropriate answers to parent and community requests will quickly
undermine any communication effort. Staff should be provided with the information, tools and
training needed to support them in their roles as ambassadors, to engage the public and promote
an open dialogue on educational issues and goals.
 People programs beat paper and mass media when it comes to building
relationships and engaging audiences to action.
A school district cannot depend on publications or the news media alone to deliver key
messages to its many audiences. Publications and news media stories tend only to reinforce
already held opinions and beliefs. People are persuaded to form or change opinions by others
whom they respect or perceive as knowledgeable. When interpersonal connections are made by
credible opinion leaders and spokespersons, people are more likely to be persuaded to action.
WDMCS school administrators already reach out to parent and community leaders.
Interpersonal, face-to-face communication builds understanding and moves people to action.
Influential peers, such as respected staff members and parent leaders, also can be effective
advocates for education and serve as “image builders” for the district. In addition, the
communication effort should demonstrate that WDMCS is customer-friendly and committed to
responding to parent and citizen concerns in a timely manner.
 Two-way communication about issues builds trust among constituents.
To garner public support and develop staff ambassadorship, a school system must build
relationships and establish trust with constituents. A planned, comprehensive communication
program is vital – one that targets information to specific audiences, provides opportunities for
two-way dialogue with audiences, and provides people with information about issues and the
rationale behind for decisions. A communication program without a strong listening component
is incomplete.
 A combination of school-level and district-level communication constitutes
the most effective public relations effort.
Research in school communication shows that the local school is usually seen as the
public opinion barometer of how well schools or school systems are doing. It’s a natural hub for
communication with parents and should be a focus of any communication plan developed by
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WDMCS. However, providing constituents with easily accessible and user-friendly information
about district-wide initiatives, issues and achievements must not be forgotten. The most effective
public relations programs are built on strategies and activities that include key messages at both
building-level and district-level. In the flood of information that is today’s news cycle, clear,
consistent key messages repeated over time enable a school district to cut through the noise with
important ideas.
 Technology is a key to an efficient, timely and effective system of
communication.
WDMCS already uses technology tools to communicate with parents. Infinite Campus’
parent portal, Campus Messenger, email, voicemail, websites, and e-newsletters resonate with
parents and staff who value these methods of communication. It is important to remember that
some families and some staff members do not have immediate access to computers and therefore
may not have immediate access to important school information. Effective use of technology in
communication requires constant vigilance. The responsibility to monitor and update information
is challenging in a district with as much going on as WDMCS. Yet it is essential if the district
wants to build confidence and trust in its communication efforts.
 Every WDMCS staff member is a communicator and must accept a portion of
responsibility for that role.
Employees of a public-funded institution/organization, such as a public school district,
need to be aware of news and information about the system as well as the rationale behind
decisions. They also must understand that they have a responsibility to read employee
newsletters as a standard and condition of employment. WDMCS already acknowledges this
imperative through Board policy. Some school districts cover such standards in their new
employee orientation. Staff also should be made aware of how increased communication will
help them. On the global front, when staff members are informed and effectively communicate,
finance elections have a better chance of being successful. Individually, good communication
often leads to increased or steady enrollments as parents do not switch to other options.
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Recommendations
The recommendations in this communication audit report cover a broad spectrum of
communication needs and constitute what might be considered an “ideal” public relations
program. Most recommendations focus on moving the current communication program to the
next level by using current best practices designed to enable the program to become even more
effective.
WDMCS leadership and stakeholders should interpret these recommendations as a road
map, or guide, to implementing a more strategic communication program that maximizes
resources and fully supports the district’s mission and goals. The recommendations are not
intended to point out deficiencies in WDMCS’ current communication efforts, but rather, they
comprise a compendium of best practices designed to help the district become more strategic and
effective in delivering key messages and meeting the communication needs of key audiences.
This report contains many more recommendations than can be accomplished in a single
year. We advise the Board of Education and administration to carefully consider and prioritize
which recommendations can be implemented immediately, and which should be included in
long-range plans. The most important step is making a commitment to moving the district’s
current communication program to the next level. Such a commitment may include consideration
of personnel and budgetary resources available to support program expansion.
Recommendation 1: Reframe WDMCS’ approach to communications
to ensure more strategic communication.
WDMCS’ investment in school communication has served it well. Focus group feedback
expressed appreciation of the district’s efforts to connect with staff and parents through email,
the website and Infinite Campus. However, a review of communication materials, plans and
practices revealed weaknesses in the area of strategic communications. The auditor did not find a
comprehensive strategic communication plan, key district messages, or evaluation strategies to
assess communication efforts. Board of Education guiding principles and policies set the
expectation that WDMCS will engage staff and community members through open, transparent
communication.
An effective communication program requires a planned, ongoing, system-wide effort,
recorded and adopted in a formal plan and grounded in the Board’s vision. Without a
comprehensive plan, strategic communication may be lost in the reactive, day-to-day
communication that can easily overwhelm school systems. While time-consuming, attention to
planning usually takes much less time than dealing with controversies that arise due to poor
communication.
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 Renew and reinvigorate the Board’s vision for communications and public relations
with WDMCS stakeholders. The Board of Education has invested in communication with
stakeholders by establishing an Office of School/Community Relations and staffing the
office with a full-time director and communications specialist. NSPRA applauds the Board
for this long-standing commitment.
To lend even more credibility to the program already in place and to lay the foundation for
strengthening current communication efforts, we recommend the Board, administration and
representatives of employee groups engage in a conversation to examine and reaffirm the
Board’s commitment to formal and informal communication. Ultimately, the exercise should
create a shared vision for a strategic communication program for 21st Century schools.
The vision should reaffirm:
 Communication as the foundation of a strong relationship between the school system
and the community.
 The responsibility of the Board and all employees to actively build positive, longterm relationships with parents and community members in order to better position
WDMCS to achieve its mission.
 The Office of School/Community Relations as responsible to oversee communication
efforts.
 Ways in which the WDMCS will engage the community in its mission. This could
include specific items such as:
 Providing accurate, timely information;
 Requesting feedback on important issues;
 Involving affected stakeholder groups in the problem-solving/decision-making
process whenever possible;
 Listening to the ideas and viewpoints of citizens; and
 Adhering to a practice of open, honest communication with citizens and news
media.
The goal of this visioning conversation is to refocus district leaders and staff members on the
role of effective, strategic communication as outlined in policy and to demonstrate that the
district’s elected officials expect WDMCS employees to engage citizens and respond
appropriately. For WDMCS, such a vision will reignite commitment to the communication
efforts formalized years ago through Board policy.
In addition, NSPRA recommends that the administration develop annual communication
goals to guide the work of the Office of School/Community Relations. The communication
goals should be based on the district’s goals and objectives and include an evaluation
component. The goals should be developed in concert with the community relations director
and her assistant and approved by the Board.
 Develop a strategic, comprehensive communications plan. Good internal and external
communication does not occur unless efforts are strategically planned. Truly effective
communication and public relations requires a planned, ongoing, system-wide effort,
recorded and adopted in a formal plan. Without a comprehensive, strategic communication
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plan that reflects the district’s priorities and delivers key messages to target audiences, there
is no way of to determine what messages staff and community may be receiving.
The development of a formal, strategic communication plan is needed to align the
communication effort with the district’s annual and long-range goals. This is particularly
important as the Board responds to changes in demographics, budgets and state expectations
that impact programs and resources. The goal is to ensure that the vision and direction of the
Board and superintendent is communicated clearly and consistently. The communications
planning process starts with the Board and superintendent viewing communication as an
integral part of overall district operations and setting communication goals for the year.
A comprehensive communication plan should include the four-step public relations process
of research, planning, communication/execution and evaluation and address the
following questions for every action or activity WDMCS undertakes:
 Who needs to know?
 Why do they need to know?
 When do they need to know?
 How are we going to tell them?
 What do we want them to know?
 What do we want them to do with the information they receive?
 How will we track and measure the outcomes of our communication efforts?
A communication plan can then be developed that identifies action steps to meet identified
goals. Responsibility must be assigned to someone for each step. When completed, the plan
should be presented to the Board for acceptance and approval, as would any strategic plan.
The auditor did not find a current strategic plan in place in WDMCS. However, the district
uses a vision, mission and goals statement as its planning foundation. It appears that district
administrators create their own professional goals from this document as a way to move the
district goals forward. At this time, strategic communication goals could be developed from
this document.
First, align the communication plan goals directly with the objectives and strategies to fulfill
district goals. List the specific strategic plan strategy, then define the communication goals
and action steps that will be used to help WDMCS implement that strategy. These tasks are
typically the work of the district’s communication professional. All employees must assume
some responsibility for a school district’s communication effort, and a communication
component should be embedded into all district objectives, initiatives and programs so that
employees understand their roles as communicators. However, the communication
professional should serve as the point person to ensure that communication goals and
objectives are addressed and completed.
The second step is to create a comprehensive plan that not only addresses specific
communication goals and action steps for the year but also encompasses ongoing
communication efforts, such as the management of media relations, production of regular
publications, management of website content, school system notifications, issues
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management, and crisis communication, etc. Incorporating all ongoing communication
activities into the plan, along with priority goals for the year, will create a more accurate
picture of how communication is integrated into district and school operations. It will also
provide a realistic look at the scope of responsibilities and tasks that would fall under the
auspices of the Office of School/Community Relations. Examples of complete school district
communication plans can be provided by NSPRA upon request.
Components of a public relations plan
There is not one “correct” way to develop a communications/public relations plan, but a good
plan should include:
 Research and assessment of activities already in place, as well as needs.
 Audiences, or publics, to be addressed by the plan’s activities.
 Key messages and information to be presented to those publics.
 Desired outcomes or changes in behavior that can be measured.
 Estimated timeline of when the outcomes are to be achieved.
 Current activities to be continued and new strategies to be implemented that will
accomplish those outcomes.
 Person(s) responsible for each step.
 Resources required.
 Evaluation of the activities and outcomes.
Research and Assessment – Determining what communication/public relations/engagement
activities are currently being conducted and determining their effectiveness – the research
and assessment – began with the communication audit in April. NSPRA recommends
implementing ongoing communication evaluation efforts to get the most from the time and
financial resources devoted to communication.
Audiences/publics – Among the audiences/publics would be those already identified for
focus groups, but may be even more specific, or “targeted,” to also include:
 Involved parents, non-involved parents, and minority and non-English-speaking
parents.
 Secondary students, student leaders, elementary students, recent graduates, and
alumni.
 Teaching staff, clerical support, instructional support, maintenance, food service,
transportation, etc.
 Business leaders, business partners (vendors, boosters, scholarship providers, etc.),
civic leaders, and Realtors (an important audience who can be invaluable allies or
damaging detractors).
 Local government officials, county officials, and state legislators.
 Local newspaper editor and reporter, regional newspaper contacts, cable TV partners,
radio news directors, TV news reporters, and local bloggers.
Key messages – Key messages are the core ideas about WDMCS that you want your
stakeholders to hear and remember. Key messages play an important role in strategic
communication. They should be clear…no education jargon. They should be short and
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concise. And they need to reflect the mission and goals of the organization. They shape and
focus communication. Once a key message is crafted, it needs to be repeated frequently and
in multiple ways. Stakeholders are bombarded with messages from other organizations and
businesses. Sharing a key message once and expecting it to “stick” in the minds of
stakeholders is folly. Stakeholders need to hear a message over and over to be sure it gets
through the clutter and planted in their minds. A key message, then, becomes the basis for
news stories, email updates, Facebook copy, Twitter feeds, annual report headlines, and
reports to the Board of Education. Key messages can be created as an element in a year-long
communication plan and developed as needed for smaller issues as they pop up during a
school year. They are essential, for example, as preparation for an interview with a reporter.
A first “general” key message could be that WDMCS is taking steps to strengthen
communication. Then repeat that message with information on different subjects including:
 Board, administration, employee vision for open communication.
 The communication audit.
 Development of a strategic communication plan.
Other topics to consider for key messages might include school safety, college/career
preparation, or technology use.
Desired outcomes – Among desired outcomes should be measurable objectives, such as:
 The number of people who agree to serve on a Key Communicator Network (see
Recommendation 4) annually.
 An increase in positive statements about “being well-informed” by employees, as
measured via comments in staff meetings, meet-and-discuss sessions, surveys, focus
groups, and evaluations.
 Recognition by parents, measured via survey at parents’ nights.
 Increased attendance at school events by senior citizens and community members.
 Recognition of school success stories by non-parents, measured by a survey.
Timeline – A strategic communication plan should include timelines for the effective and
efficient delivery of information to key audiences and include a schedule with starting dates
for actions to be taken, dates for objectives to be reached, and dates for evaluation.
Activities/strategies – The recommendations included in this report will certainly give
WDMCS leaders a head start towards identifying communication activities to accomplish the
desired outcomes. Other ideas may come from brainstorming sessions by district leaders or
members of a Communication Advisory Committee (see Recommendation 2).
Resources – Areas to be considered for expenditures could include:
 Equipment, materials and supplies;
 Printing and duplicating;
 Advertising;
 Professional development;
 Travel;
 Subscriptions;
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

Professional dues/fees; and
Outside assistance (consultants; design services, etc.).
WDMCS currently staffs a department designed to address communication issues. The
Office of School/Community Relations comprises a full-time director, whose responsibilities
also include serving as school board secretary, and a full-time communications specialist.
Community Education’s communications coordinator also works with the district team on
issues and projects that impact both the district and community education. We congratulate
the district for including the school/community relations director on the group acting as the
joint superintendency, or cabinet. That perspective is crucial for strategic communication.
The communication challenges facing WDMCS in an era of waning support for public
education are substantial. We recommend an evaluation of the current staffing of the Office
of School/Community Relations related to the recommendations in this communication audit
to determine whether some realignment of the director’s responsibilities is warranted. The
director currently serves as the Board’s secretary, an important and time-sensitive position
that requires a skill set very different than the communications function. And, while the
talents of the current director make these split duties work, we believe that strategically
addressing the communication needs of internal and external stakeholders requires full-time
leadership. Shifting board secretary duties to another administrator, or adding a half-time
secretary, would allow the community relations director and communications specialist to
implement the recommendations in this audit more swiftly and thoroughly than the current
structure will allow.
The current budget for communications (not including department salaries and benefits) is
$5,000. Viewed within a total district General Fund budget of $93 million and an enrollment
of approximately 9,000 students, the resources devoted to informing and engaging district
staff and residents for the purpose of creating public support are minimal. Currently, the
Office of School/Community Relations relies on budget support from other department
managers to move projects forward. The community relations staff members deserve
recognition for doing as much as they do to connect with staff and residents. However, the
choices available to them are extremely limited due to budget constraints. As WDMCS
creates a strategic communication plan, we strongly encourage district leaders to consider
allocating more resources toward communication, knowing that such an investment can be
evaluated as part of the communication plan itself.
Evaluation – Finally, at the end of a determined period of time, evaluation of all activities
should take place in order to refine the plan and consider the addition of new activities and
strategies.
 Continue research to investigate the communication needs of internal and
external stakeholders. Strategic public relations/communications and marketing
programs are based on a solid foundation of research. Communication research helps
to identify what stakeholders know or don’t know, the information they want to
receive, key audiences for specific messages, and how those audiences prefer to
receive their information. Allowing stakeholders to define their information needs is
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an important step; as educators we should not assume we know their information
preferences unless we ask. Research-based communication will support WDMCS’
efforts to deliver quality education and build solid relationships with key stakeholder
groups. This communication audit is a significant start that will guide the district in
developing a strategic communication plan. However, on-going research will be
needed to ensure that WDMCS’ communication remains relevant and effective.
Research does not have to be expensive or require a professional researcher. There are a
number of effective strategies that WDMCS can implement with a minimal amount of effort.
Some suggestions include:

Readership surveys of newsletters and websites – The district and the schools
should conduct regular readership surveys of newsletters and websites. The primary
focus of communication vehicles should be to deliver news and information about the
local schools and the district based on what stakeholders say they want to know. We
suggest surveys be conducted early in the year to determine reader interests and then
again at the end of the school year to evaluate the effectiveness of changes. Surveys
can be conducted online, by including an insert or tear-off page in print publications,
or, at the school-level, by distribution to parents at parent-teacher conferences or open
houses.

Focus groups – Focus groups with parents, staff and community members can be
used to gage information needs, explore perceptions and core values, and identify
issues and concerns. They can be informal (by taking advantage of the opportunity to
ask two or three questions of a group already meeting on another topic) or by formal
invitation to share input on a specific issue or initiative the district is considering.

Exit/entrance surveys – Short surveys administered to parents when withdrawing or
enrolling students in schools can provide valuable information for marketing and
communication planning. Similar surveys can also be administered to staff. These
surveys should be designed to find out why they are leaving or what brought them to
the district, what their expectations were or are, how best to communicate with them,
etc. This information can also help identify specific schools or departments where
communication efforts need improvement.

Satisfaction/climate surveys – Community satisfaction surveys are useful in
gathering feedback from parents, students and staff. In addition to asking respondents
to rate school performance and general satisfaction with communication, additional
questions can be included that are more specific as to the information parents want
and the best format and vehicle to deliver it to them. Valley High School
administrators in particular should consider a survey of students to evaluate current
methods of school-to-student communication.

Measurable objectives – In order to maximize research data, a strategic
communication plan must include measurable objectives and results for each goal.
Goals that are results-oriented will allow WDMCS to determine whether a
communication strategy is successful, in need of additional resources, or should be
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eliminated. An example of a measurable objective is: “By [date], 80% of
administrators will feel prepared to deal with media interviews about activities or
issues at their school.” If the objective states only to, “Hold media relations training
sessions for administrators,” it can only be evaluated in terms of whether training was
held as opposed to whether it was effective in delivering the training needed.
 Consider a district-wide survey to assess the effectiveness of communication tactics and
vehicles. Statistically valid research is a solid foundation from which to create a strategic
communication program. The communications audit is an important first step in evaluating
current communication efforts. Audits offer qualitative feedback; they provide a snapshot of
opinion based on feedback from small groups of stakeholders. They provide important
insight and serve a valuable purpose as districts begin to assess the quality of their
communication programs. A professionally conducted survey takes the effort a step further
by providing quantitative data. Quantitative data can be projected to represent the broader
community. Many school systems conduct a statistically valid survey of the community
every two-three years that addresses climate, programs and services, and communication
needs. The information provides a baseline on which to evaluate progress toward increasing
or maintaining community support. WDMCS may want to consider this in the future when
the budget allows.
Recommendation 2: Develop a culture of communication.
As WDMCS moves forward with enhancing the communication program, it will be
important to establish a culture where all staff recognize and understand their roles as
communicators and ambassadors for the schools. Everyone should be encouraged to think about
how communication can be improved and be given the tools to make it happen. At the
administrative level, we recommend two basic strategies to help leaders consider how and what
to communicate when making decisions:
 Use “communication protocol” questions to guide thinking when decisions are being
made. Communication – how, when and what to share with others – is often an afterthought
in the decision-making process of many organizations, school districts included. By
incorporating several protocol questions into discussions of major decisions, communication
is integrated into the process and not overlooked or added on at the end. These questions help
raise awareness about important communication issues, highlight the importance of “closing
the communication loop,” and are also helpful in shaping decisions. This process can be used
as a regular component of the superintendent’s cabinet or administrator meetings and adapted
for department or school-level meetings as well. Protocol questions include the following:


What is the issue or problem? Discuss and clearly identify the core issue or
problem. Identify the specifics that stakeholders need to know about the issue.
How will the issue be framed? Consider how the district will outline the issue or
problem, and how it will be presented to stakeholders.
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





How does this issue/problem affect stakeholders or impact other concerns?
Consider how a particular issue or problem will affect various stakeholder groups or
impact other issues or concerns facing the district and community.
Which stakeholder groups need to know about this issue? Identify the stakeholder
groups that are the primary audiences for the issue.
What are the key messages that must be communicated about the issue? Identify
the key points that stakeholders need to know about the issue, including the rationale
behind decisions to date. Focus on three to five key statements or “talking points.”
How will this issue be communicated? Identify the methods and strategies that will
be used to communicate with identified stakeholders, as well as who is responsible
for communicating with each stakeholder group.
What is the timeline for responding to and communicating about this issue?
Develop a timeline for response and communication efforts.
Who is the main spokesperson on this issue? Identify who will serve as the main
spokesperson on the issue with the news media, staff and other stakeholder groups.
In the early stages of using these questions, it is helpful to distribute printed copies for use in
the discussion. Over time, these questions will become routine and an integrated part of the
district’s communication process.
 Add a “how this will be communicated” section to agendas for Board, administrative,
principal and advisory committee meetings. This suggestion is simple, but can help to
create a culture where more people are thinking about communication. Such a reminder on
agendas will stimulate discussions about decisions and issues, and will lead to better and
more timely communication with constituents. Like the communication protocol, this
addition will help individuals to better integrate communication as decisions and issues are
unfolding.
 Focus on an “inside out” method of communication. In order to be most effective, all
communication of issues in WDMCS must start with staff members. Information should be
shared first with staff members before it is disseminated to parents and residents. This
strategy is critical because parents and community members often come to staff with
questions about the district. By providing staff with information first, WDMCS will broaden
the network of people who are aware of an issue and understand the facts. The “inside out”
approach is more of a switch in attitude than a formal strategy, but it can have a tremendous
impact on the district’s communication program. It is critical to a culture of communication.
 Consider creating a communications advisory committee or an ad hoc issues team to
help frame messages. Educators often frame issues very differently from the public, and in
order to connect with and engage stakeholders, WDMCS needs to understand the public’s
perspective and present messages in a way that is clearly defined and that resonates with
target audiences. A communications advisory committee or issues team composed of parent,
community and staff representatives could provide assistance in assessing and framing
messages around specific district issues (i.e., curriculum/program changes, budgets and
funding, Common Core State Standards, etc.) as well as issues that impact the greater
community, such as changing population demographics in West Des Moines. We
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recommend, however, that the “wordsmithing” of messages be the responsibility of the
director of school/community relations if the district decides to implement this strategy. The
superintendent and a member of the Board should also meet with this group, along with the
director of school/community relations.
 Establish consistent communication expectations from building to building. Parents in
the focus groups questioned current communication inconsistencies from teacher to teacher
and school to school. They wonder why they receive information weekly from one teacher
and monthly from another. They wonder why one school communicates daily and others
much less frequently. Schools today are in the crosshairs of new parent expectations for
communication. Principals and teachers once communicated monthly with parents and that
was considered a best practice for bringing them up-to-date on school/classroom news. Those
days are gone. Today’s parents expect more frequent contact with their child’s school and
teachers. And, at the very least, they want to know what to expect in the area of school
communication.
Establishing basic communication standards and procedures and setting expectations for
teachers and principals related to home-school communication will help to address
inconsistencies. It will also reduce confusion for parents who have children at different grade
levels and schools, as well as for staff who have responsibilities at multiple campuses.
Consider involving teachers, principals, appropriate district office administrators, and parents
(as customers) in evaluating current communication patterns and vehicles to determine which
are most effective and user-friendly. This group can also assist in developing guidelines for
keeping email, voice mail and Infinite Campus communications reasonable and manageable
(see Recommendation 7).
Once guidelines and expectations have been developed, communicate them to parents; they
should know how frequently to expect contact from teachers and their schools, no matter
what school their child attends.
We also recommend that each school conduct a parent survey for feedback on current
communication vehicles (i.e., newsletters, email, Infinite Campus, etc.). Do parents read
information sent daily or would they be more likely to read weekly updates? Does the content
of current communications meet their needs or would they like more information on specific
academic programs or activities? All principals completing the survey sent to them as part of
this audit reported that they do regularly communicate with parents. Now is the time to
evaluate whether current communication efforts could be improved or enhanced to better
meet parent needs and interests. We suggest developing a survey with the assistance of the
director of school/community relations.
 Train staff members to fulfill their responsibilities as district ambassadors. When staff
members are comfortable and confident in their role as communicators, overall
communication is more effective and far-reaching and helps to build trust and credibility with
stakeholders. We understand that professional development training time is limited given the
busy schedules of district and school staff. However, an important component of a strategic
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communication plan is ensuring that staff members have the skills necessary to communicate
effectively. We recommend that WDMCS consider offering the following communication
training opportunities:

Add a communication component to staff orientation/inservice. One excellent
way to create employee “ambassadors” is to include a communication component as
part of the orientation and inservice program for staff. This provides an opportunity to
stress the importance of relating accurate information and facts to the public as well
as an opportunity to do some “myth busting” of employee and community
perceptions of the district. The orientation program should acquaint new employees
(support staff as well as teachers) with district culture and procedures and strive to
help them feel part of the team. A refresher inservice on communication should be
offered to all staff annually.

Provide new employees with an orientation packet that includes:
 General information about the district;
 An explanation of the vision and direction set by district leaders;
 A history of the school system;
 A list of all district publications, their purpose and when they are published;
 An overview of what resources are available to staff on the district intranet and
website;
 Expectations for managing online grade books and classroom web pages;
 An employee handbook;
 Any required forms;
 Where to go for accurate information when they hear a rumor; and
 Tips on being a positive “ambassador” for the schools.
It is important to include support staff because they are also key communicators who
are viewed as credible sources of information by the community. We suggest that any
existing staff orientation materials be reviewed and revised to include a
communication component.

Provide staff training and support for customer service efforts. Good customer
service plays a very important role in schools. In today’s competitive school
environment, where families can take advantage of alternatives such as charter and
private/parochial school options, first impressions are extremely critical and can make
or break a district’s image. A friendly voice on the phone, a warm and solicitous tone,
and a welcoming environment are all important to creating positive connections and
productive interactions with families.
It is not enough to simply emphasize the importance of good customer service. In
order to institutionalize a culture of communication and service excellence, staff must
be provided with adequate training to support them in that role. Annual inservice
workshops on providing exemplary service, dealing with difficult people, telephone
etiquette, and general communication with the public will provide staff with the tools
and skills to support their efforts.
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Employee “customers” are just as important. Each staff member at the district office
and at each school has other employees who depend on them for information or
assistance to help them do their jobs in a timely and efficient manner. Each school,
department, and employee is a component of a system that should be working
together to support each other in educating children. It should be stressed that
customer service practices apply to how all staff (not solely office personnel) interact
with the public and each other.
With an increased emphasis on effective communications, consider distributing
“WDMCS Ambassador” packets to all district employees, not just administrative
assistants and new hires, at the beginning of the school year. We have found that
employees who feel overlooked and left out of the communication loop will
appreciate receiving a “tool kit” of district information that they can use in their daily
interactions with the public. WDMCS leaders should stress the role of all employees
as communicators and ambassadors for education, and support them in this effort by
providing timely information, a clear and consistent message, and continued training.
A majority of WDMCS principals surveyed indicated an interest in the district
offering communication and customer service training for their staffs. Recognizing
that it is difficult to pull staff away for lengthy in-service sessions, WDMCS may
want to consider breaking customer service training into smaller time units. NSPRA’s
Unlocking Sensational Service CD offers a variety of options – from meeting starters
to hour- or day-long workshops – for delivering this type of training.
Recommendation 3: Incorporate marketing/branding strategies to
build WDMCS’ reputation as a leading school district.
In an era of increased competition for students from charter, private and parochial
schools, marketing and branding is an important component of the overall communication
program and a strategic investment in retaining and attracting students and staff. Now is the time
to develop a marketing strategy to ensure that WDMCS remains the district of choice for current
and future residents. Consider the following suggestions for developing branding and marketing
efforts:
 Create a marketing plan. Marketing focuses on satisfying customer needs, wants and
demands. It focuses on a product’s benefits, not its features. To market WDMCS schools,
several questions must first be answered:
 How does the product meet the customer’s needs?
 Does the customer know about the product? Does the customer have enough
information to make a decision about it?
 What’s the value of the product to the customer? What are the benefits? What is the
cost?
 How easy is it to get access to the product?
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Answering these questions requires research. To this end, we recommend that WDMCS
develop a marketing plan, which could include the following strategies:

Survey parents to determine the reasons that families are choosing WDMCS
schools and why some families are choosing other districts or schools. Good plans
begin with research. There can be a variety of reasons why parents may decide to
enroll their children in another school district or a private, parochial or home school
option. Understanding why some parents are choosing to enroll elsewhere and some
are choosing to stay in the district will give the district important insight to
developing a successful marketing plan. For example, if a large number of incoming
families are attracted to the district because of the variety of options and opportunities
it offers students, it would be wise to use this as a marketing message to attract
additional families and to reaffirm families who already attend district schools.
Surveys or interviews of these families will provide information for a marketing
effort and will help the district target its marketing messages. This question could be
part of routine parent surveys or the community survey suggested in
Recommendation 1.

Develop an exit survey for families leaving the district. An exit survey and
procedure should be developed to administer to all parents who take their children out
of WDMCS. This should be a short survey, designed to determine why they are
leaving, where they are going, and what they expect from their new school. Parents
could be asked to fill it out at the time they withdraw their child, or it may be sent to
exiting parents from their school principal.
An additional survey should be developed to administer to parents who re-enroll their
children in WDMCS after exiting to attend a private or parochial school or alternative
program such as a charter or home-schooling. These surveys will provide information
on the perceptions that lead parents to leave WDMCS and what realities they
experience in other programs that brings them back. With this information, WDMCS
can build messages into its ongoing communication program that will combat
misperceptions and create positive comparisons for the schools. This survey data is
essential for creating an effective marketing program for the district.

Create targeted audience information materials. The district should create
information packets and/or a section of the website that is targeted to new residents.
These can be used for a variety of audiences such as real estate agents, new families,
business leaders, and community development representatives. Materials should be
developed with information specific to the audience or purpose. The business
community, for example, could use a one-page overview of WDMCS’ successes to
share with prospective employees. These materials can also be posted on the website
or emailed to interested individuals.

Include real estate agents in the marketing effort. Real estate agents are often the
first contact new families have when moving into a community. As local business
people, they are often opinion leaders and key communicators. We recommend that
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these important stakeholders be included in district marketing activities. WDMCS
could offer a yearly training session for agents in which they learn about everything
from taxes to technology. Ask several agents to help plan the learning session to
ensure you are prepared to answer the “most frequently asked questions” from agents.

Continue to evaluate “first impressions” at all schools. The old saying “You never
get a second chance to create a first impression,” applies to schools as well as
individuals. Even residents who never step foot in a school form an opinion as they
drive-by just observing the basic upkeep of the property. Is the lawn mowed? Is the
signage in good condition? Is the building in need of new trim or a little paint? Does
it look like a place where our children and grandchildren would be happy? Several
focus group participants identified “great facilities” as a strength of the district. We
recommend that WDMCS continue its stewardship of facilities and create a yearly
evaluation of each building’s “curb appeal.” Let there be no doubt about the pride the
community can have in its buildings and school system.

Develop guidelines for offering school tours. Research indicates that people who
have recently been inside a school building have a better impression of schools than
those who have not. We recommend that the district develop guidelines for offering
school tours to community members, and particularly parents of preschool students.
A school tour is a tremendous opportunity to connect with neighborhood residents
and prospective families to promote the benefits of the schools. This activity will be
more successful if schools think creatively about groups to invite in for a tour. For
example, media specialists could invite local book clubs to meet in the school media
center, providing some information about how students use the facility and a tour of
the building before the club begins its discussion. Along with developing guidelines,
training should be provided to key staff and also student leaders to serve as tour
guides.
 Review and refine WDMCS’ branding efforts. We recommend that WDMCS begin more
aggressively “branding” and marketing itself and its schools. More than a name, logo or
tagline, strong brands are known for something unique – a promise of value that no other
product or organization can claim in quite the same way with as much credibility. The goal
of branding is to develop and maintain customer loyalty. People make decisions based on
how they feel about an organization, not by logical or intellectual considerations.
A strong brand creates trust and an emotional attachment for the district. Focus group
participants expressed pride in the outstanding opportunities available to students at every
level. The basis for the brand is in place. The work now becomes highlighting and
showcasing it more deliberately. The following suggestions can help develop the WDMCS
brand:

Tell parents about your teachers. Think of your schools in terms of product. Your
product is the strength and skill of your teaching staff and how that translates into
success for students. People want to know about the teachers working with their
children. Schools should introduce teachers to parents at the beginning of each year.
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Teachers may send introductory letters about the learning experience planned in the
year ahead. But people are also interested in their teacher’s degrees, awards, and
interests. Ask teachers to put something about themselves on their class webpage, too.
Reinforce efforts to build relationships between teachers and parents.

Consider the district’s tag line as its “promise.” The WDMCS logo includes the
tagline: Preparing Learners for Life. The phrase is derived from the district’s Shared
Vision and could be used as the district’s positioning statement or brand promise. One
caution would be that this phrase is used very frequently in public schools so it may
not distinguish WDMCS enough from other districts. As WDMCS considers
branding, it may want to consider a brand promise more specific to its strengths and
its intentions. A strategic communication plan should look for every possible
opportunity to communicate ways in which the district fulfills that promise. Once a
brand promise is selected, all departments and schools should be asked to reinforce it
as often as possible as it becomes a key message for the entire school system.

Reinforce your brand through student testimonials. Ask graduates to talk about
the impact their education in WDMCS has made on their lives. Current students can
talk about the wonderful opportunities they have at the high school. Testimonials are
a direct line between your current brand promise of preparation for life and concrete
examples. A campaign featuring teachers and their enthusiasm for their students
would connect your community to the brand promise. Another option is to create a
campaign in which students and alumni talk about a teacher or other staff member
that made a difference in their lives.

Partner with Community Education to ensure its brand reflects the connection
to WDMCS. Community Education has completed a branding effort and has
implemented fresh logos for its program. The letters WDMCS clearly appear along
with the new graphic logo. This is important to ensure the program is identified as a
district program. The various programs all have their own logos, each derived from
the overall Community Education logo. And, the logos are reminiscent of the current
WDMCS logo. So, clearly, Community Education is working to connect with the
district through its graphics. We encourage Community Education and the Office of
School/Community Relations to continue the collaboration already in place. The
connection between WDMCS and Community Education can be underscored further
by considering linking in other ways, such as including an insert of information on
the school district within catalogs sent to the community.

Evaluate the graphic appeal of the communication products created to advance
the brand. Nowhere is the limited communications budget more clearly illustrated
than in the district’s brochures. The majority of items submitted for review in the
audit were printed in black and white or, occasionally, two colors. Only the district
brochure used four color photos. Comparing WDMCS publications with those
produced by Community Education shows the stark contrast in visual appeal.
Community Education uses four-color photos and multiple ink colors in their
publications. The color communicates energy and leaves an impression of up-to-date,
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creative programming. It feels professional and worthy of using some of a reader’s
precious time to look at it.
We understand that school districts don’t want to spend limited resources on high
end, glossy brochures or newsletters. Yet, in the 21st Century school marketplace,
school materials arrive at the homes and businesses of people who are visually
sophisticated. Schools compete with professionally produced and well-developed
marketing materials from other organizations for the attention of readers. In order to
ensure important district publications are read, we encourage WDMCS to consider
increasing its investment in publications such as a district brochure, the kindergarten
brochure, a folder for real estate agents or the business community, or an annual
report, that are designed as strategic communication pieces.
Publications should reflect the energy and creativity surrounding 9,000 students and
the staff serving them. Some districts have been able to partner with advertising or
graphics firms to develop key publications that receive broad distribution at a reduced
rate or pro bono. Others develop a relationship with a designer who helps to create a
consistent brand identity across all publications. While most for-profit businesses do
not cover complete costs of these ventures, many will discount their help as a public
service or in trade for advertising space or sponsorship acknowledgement. We
encourage WDMCS to explore options to add some energy to its design choices.
Recommendation 4: Expand Outreach to Community Stakeholders
Most community focus group participants cited the local newspaper and the website as
their major sources of information about WDMCS. Beyond articles sent to the paper
periodically, few district-level communication tools are in place to ensure WDMCS’ key
messages are delivered regularly to community residents. While the district’s website provides a
wealth of information, parents and community must come to the site on their own. Good external
communication practices are based on an understanding that organizations have to meet their
stakeholders where they are, rather than expecting stakeholders to come to the organization. To
that end, we recommend that WDMCS use multiple tactics to communicate to its external
audiences.
 Establish an electronic outreach system for external audiences. Currently,
Informaline, an electronic newsletter, is sent to parents and staff members. Email and
electronic communication are two of the fastest and least costly ways for a school
system to provide timely information to constituents. Establishing an electronic link to
the community will enable WDMCS to push out messages that land in the inboxes of
its supporters. E-communication brings the ability to communicate quickly on items
that are important. We recommend that WDMCS evaluate Informaline for strategic
content that may be tweaked for a non-parent audience. Other content made need to be
created to satisfy community needs.
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Community members could be solicited to join this electronic information network through
ongoing communication efforts with organizations like the Chamber of Commerce, the
ministerial association, etc., and through building-level newsletters that ask parents to
encourage aunts, uncles, grandparents and neighbors to subscribe. We suggest offering a
subscription link on your website. Information needs to be communicated frequently enough
via subscription to maintain the recipients’ interest. Something should be sent at least every
two weeks and whenever a major issue impacts the WDMCS. This outreach will promote
transparency and provide information directly to residents rather than leaving WDMCS’ key
messages in the hands of the local newspaper.
Information to be shared could include the following:
 Reports on Board meeting actions.
 News of student, staff and school district accomplishments.
 Reports of campus incidents to ensure accurate information is delivered quickly to
head off rumors.
 Information on “big picture” issues and program or policy changes.
In creating a community-focused e-newsletter, remember that electronic communication is
most effective when it is brief and includes links to more information. Readers scan
headlines to decide what to read; make headlines tell the story in a way that will nudge
readers to click through to more information.
 Identify opinion leaders and communicate regularly through a Key Communicator
Network. The communications audit did not identify any existing avenues for consistent
communication between the school district and the opinion leaders in the staff and
community. Opinion leaders are a source of great influence among staff and community. A
relatively small number of community stakeholders are immediately for or against school
initiatives. Most are predisposed to lean one way or another, but may not really be paying
attention to the details of a school issue. When school issues do come to their attention, they
are most likely to look to others they trust and respect in the stakeholder group for
information and guidance. These influencers are called opinion leaders. Identifying the
opinion leaders within WDMCS stakeholder groups is a strategic way to ensure that those
who influence others have the information they need to form their own opinion and to share
with others.
Some opinion leaders are easy to identify: leaders of local government; business groups;
service clubs; PTA leaders; employee group leaders. Yet, a list of opinion leaders is not
complete without seeking out those people who do not have positional power, but who are
nonetheless influential among stakeholder groups. It could be a sports coach, a store owner, a
firefighter, or a minister. When creating the list of opinion leaders, think about people others
turn to for information. Add those names to the list.
Once the list of opinion leaders is complete, invite them to become members of the WDMCS
Key Communicator Network. The great thing about a Key Communicator Network is that
members don’t have to sign up for additional meetings in an already busy schedule. They
simply commit to receiving regular, monthly emails from the superintendent and/or
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school/community relations office. The emails will provide background on upcoming issues
and district decisions as well as rumor control and points of pride. Put accurate information
into their inbox and ask that they read and share it as these topics come up in various
community discussions. WDMCS may also want to connect with Key Communicators
quickly when a crisis or critical issue arises. The e-update should invite members to ask
questions and get back to the superintendent or school/community relations director with any
rumors or problems they identify in the community between meetings. Some districts invite
Key Communicators to an annual meeting to discuss upcoming issues and ask for feedback.
NSPRA recommends WDMCS evaluate the entire program annually. It’s important to
ascertain whether the Key Communicator Network is functioning effectively and meeting
WDMCS’ needs as well as those of the key communicators. Each year participants should be
asked:
 How satisfied are you with the operation of the Key Communicator Network?
 Is the information WDMCS provides you accurate and timely?
 How frequently should we meet?
 Is the electronic message serving your needs?
 Who else should be invited to become a key communicator?
 How can we improve the Key Communicator Network?
 Reinstate a printed district newsletter or annual report distributed to all district
households. Many of WDMCS’ residents won’t be reached consistently through
electronic communication. Yet, they need to receive information and updates about
their public schools. And, they need to hear the district’s key messages. We
recommend that WDMCS consider mailing a print newsletter from the district at least
twice a year. Extra copies can be repurposed as marketing material for information
packets and made available in school offices, at school events and programs, and at
community sites such as banks, libraries, restaurants and coffee shops, medical offices
and real estate offices. An alternative is to consider sending out an annual report to
every WDMCS home each year.
Today’s newsletters also need the lighter touch used in e-communication. Shorter articles,
more photos, news briefs, etc., make it more likely that the information will actually be read.
When creating a communication tool, return on investment is key. Many districts design
newsletters on 8 x 11inch card stock to ensure a quick read. Multi-page newsletters are
expensive and depending on the audience, they may not be as effective. A smaller size, use
of color, photos, charts and graphics, etc., will deliver the WDMCS message to the
community in a digestible, effective manner.
The content of a print newsletter must balance the content of the more immediate
e-newsletter. The content in a printed piece needs a longer “shelf-life” to justify the expense.
If distributed twice a year, possible content might include the following:

Fall issue: Focus the fall issue on providing pertinent back-to-school information
for families, volunteer information for interested community members, key
calendar dates for the year, etc. List the concerts and theatrical events scheduled
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at Valley High and invite residents to attend. This issue should also outline major
goals and initiatives for the coming year and inform stakeholders of how they can
take an active role in supporting student success. Consider stories that
demonstrate how budget dollars are spent to enhance student learning and
provide concrete examples of how students are succeeding as a direct result.
Overruns or copies of these pages can be used in new family information
packets, provided to real estate offices to share with potential home buyers, and
shared with key communicators, business leaders, etc. Copies can be used as
handouts at presentations to community and civic groups, shared with elected
officials and budget “watchdog” groups, and used in teacher/administrator
recruitment packets.

Spring issue: This issue can become WDMCS’ “annual report,” providing endof-year updates on progress toward district goals, budget updates and projections,
information about new policies, programs and initiatives that have been
implemented and/or are being considered (including rationale behind decisions
impacting the schools), student assessment and school performance rankings, etc.
The focus should be on demonstrating accountability to the community. Extra
copies of this issue also can be used as marketing material throughout the year: in
information packets for real estate agents and new families; in recruiting
materials for teachers; for use in developing business partnerships; and for
keeping elected officials informed about school performance.
An annual report offers the district a way to connect with the community to share
the district’s goals and its efforts to achieve those goals. With test scores, budget
information, and a summary of important Board action, an annual report helps
make the case for transparent communication. It can also feature student
successes and an invitation to subscribe to an e-newsletter for those interested in
more frequent contact with WDMCS. Post the report on the website, too. Some
school districts are using their website to host an annual report that not only
includes goals, achievements and highlights for the year, but includes video
reports from district leaders on areas of particular note. These reports are
impressive and full of good information. However, since the most important
thing for WDMCS now is to connect with households who don’t have children in
school, a printed piece at the beginning of that venture is the best way to
establish a connection.
 Provide news inserts for business/community publications. Many organizations
that publish newsletters for their clients or members will include interesting
information from other groups as “filler.” WDMCS can offer to prepare short news
updates about the schools that businesses and civic groups can use in their employee
and member newsletters.
 Implement a “speakers’ bureau” that community organizations and businesses
can tap for meetings and conferences. A speakers’ bureau would provide WDMCS
with an opportunity to directly communicate information about programs, initiatives
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and issues to key civic and community groups. Administrators and other staff who
have received recognition or who are using innovative approaches to learning could be
invited to participate as speakers. Prepared PowerPoint presentations will make this
effort professional. The service could be offered on an ongoing basis and advertised on
the website and in district publications along with direct marketing to groups like the
Chamber of Commerce or Rotary Club. We recommend that WDMCS keep a log of
speaking engagements, noting speaker, topics and audience. Topics could include
instructional technology, 10 Things You Need To Know about WDMCS, etc., and
should reinforce WDMCS’ key messages.
 Reconnect with senior citizens and retired residents. The community focus group
included several retired citizens who made it clear that they are very interested in
WDMCS and the education their grandchildren are receiving. Yet, the newspaper and
the local “grapevine” remain their best sources of information about the district.
Seniors are a positive resource for schools. Not only can they provide a variety of
services as volunteers, tutors, and mentors, as voters they have a great impact as well.
We suggest additional conversations with WDMCS’ senior citizens to determine the
most effective avenues to connect with them. The focus group suggested inserts in the
West Des Moines Magazine as one example of a way to reach them. The participants
indicated an eagerness to attend band and choir concerts or plays at Valley High. If
Valley High does not already have a Silver Tiger Pass allowing retirees to attend
concerts and play for free, it should institute one next fall. The retirees attending the
focus group were unaware of this kind of opportunity. If such a program is in place,
we encourage additional marketing.
 Create a “See for Yourself” program. One of the most effective ways to
demonstrate the quality of educational programs is to let people see WDMCS staff in
action. “See for Yourself” opportunities enable business leaders and community
members to spend a couple of hours or even a day following a principal, teacher or
student. This first-hand experience is especially enlightening for those who may not
have been in school for a long time. We suggest that if appropriate comments from
participants are obtained during a “debriefing” session, they could be used in
marketing messages about the WDMCS.
 Develop an outreach campaign for real estate agents. Many school districts make a
concerted effort to nurture strong relationships with real estate agents, which enables
them to share specific merits of the district and respond more accurately to questions
about the schools. Often, real estate agents are among the first points of contact a
family or individual has in a community, so it is important for them to present accurate
information about WDMCS in their discussions with prospective buyers. For example,
one important message to communicate to agents is the class size cap at the
elementary level that may cause the district to move a student outside of the regular
attendance area.
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We recommend that WDMCS consider developing and distributing packets of
materials or a page on the website that local real estate agents can use when selling
homes in the area. It would also be beneficial to host an annual tour of school facilities
for real estate agents. This provides an opportunity to hear the questions they are most
often asked about the district and schools. Knowing the questions of prospective home
buyers can be helpful as WDMCS produces fact sheets on the district and “frequently
asked questions” content for the website.
Another strategy to consider is conducting a seminar for real estate agents. By working
with the area Realtors’ Association, it may be possible to obtain continuing education
credit for the seminar, which provides further incentive for agents to attend. In some
districts, real estate groups and mortgage companies sponsor and fund these seminars.
Recommendation 5: Update crisis planning to include current
communication techniques.
The WDMCS’ crisis management document was under review by district leadership at
the time of the communication audit. The current plan is directed toward individual school
buildings. The crisis response team identified in the plan consists of building staff members. The
role of the district office is presented as more consultative than leading, with the
school/community relations director providing guidance to the school’s crisis team
communication coordinator. There is no doubt that a crisis communication team in each building
is a must for building-specific responses. However, due to the nature of crises, NSPRA
recommends a higher profile for the superintendent and school/community relations staff in
handling school crises and, in particular, in leading the effort during crises that impact the entire
district.
A district plan should ensure adequate attention is paid to the communication needs of the
district during a crisis. The current plan notes that “in most cases, the building-level crisis team’s
communication coordinator will be assisted during and after a crisis by the WDMCS director of
school/community relations.” It is difficult to imagine a circumstance in which the director
would not be in charge of communication. In fact, the director must be the leader in crisis
communication, not an assistant. The first priority for building-level administrators is the safety
and well-being of students and staff rather than responding to news media or coordinating the
distribution of key messages and updates.
A crisis is a reputation-defining moment for a school district. It can be a traumatic event
like a shooting or a fire, or it can be a problem situation such as bus drivers walking off the job, a
student protest, or a discovery of wrong-doing by an employee. Communication missteps are
costly. And, the speed of today’s communication adds another layer of challenge. The ability of
students and staff to call or text immediately when a crisis occurs could put WDMCS behind the
communication eight-ball without proper preparation. Consider the following suggestions to
enhance communication preparedness in the face of a crisis.
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■ Create a revised crisis communication plan to ensure all communication bases are
covered when a crisis hits. The goal of a crisis communication plan is to establish
credibility and trust with stakeholders by creating a process through which the district can
provide information in a calm, professional way, eliminating mixed messages and conflicting
information. A crisis communication plan is an agreement in advance of how communication
will work in a crisis.
Communication strategies should reflect openness and accessibility, transparency,
truthfulness, engagement, and responsiveness. Strategies should focus on resolving the crisis,
employee communication, external stakeholder communication, and the news media.
The plan should:
 Identify a district level communication response team charged with convening
during a crisis to manage the communication function of the crisis leadership team.
While the director is in charge of communication, too much needs to happen within a
brief period of time for one person to do everything alone.
 Identify key audiences/stakeholders and the best way to communicate with them.
By including a list of audiences and the most effective channels to reach them, the
response team can move forward without having to brainstorm the list as the crisis
response begins.
 Identify the WDMCS spokesperson. In the case of a significant event, the
superintendent or the highest ranking WDMCS official available should take the lead.
Stakeholders want to be assured that district leaders are informed and in charge. In
most instances, the primary media contact remains the school/community relations
director. In some instances, the position most knowledgeable about the issues
surrounding the incident should be prepared for interviews.
 Include a strategy to manage the “Golden Hour.” The first hour of a crisis
contains the “judgment of confidence.” Public perception regarding WDMCS’ ability
to respond effectively in a crisis is created very early. Include a first response
checklist and a template for an initial public statement. The first response checklist
includes collecting the basic facts of the situation: who-what-when-where-why;
determining communication priorities identifying who you get to first; and
developing a beginning of the response strategy.
 Include a template for an initial public statement. This one-page template should
be included within the plan. The initial statement shares what you can confirm
accurately, outlines what the district is doing to respond to the situation, provides a
schedule of when updates are expected to occur, and offers messages of concern and
sympathy for anyone directly impacted by the crisis.
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 Clearly delineate the communication responsibilities of the district and local law
enforcement if the situation involves police or fire. Talk to local officials before a
crisis occurs to understand parameters around the appropriate release of information.
 Prepare a statement to be used by receptionists and secretaries at every building
as the crisis unfolds. Parents will be concerned about their own children, even if the
crisis occurs in another school.
 Prepare for news media coverage. With today’s instant communication, the news
media may hear of any trouble faster than you do. If reporters sense at first contact
that you are unprepared, they will report that perception. Establish news media
protocols. When will interviews be available? Where will they be held? Are
photographers allowed? Who will accompany them? Can students be photographed?
WDMCS calls the shots with news media in a crisis. But recognize reporters have a
legitimate role in communicating during a crisis. They can be an ally for broad
distribution of important information. And, if you don’t talk to them, they will find
someone who will.
 Prepare responses using social media. Who will update the district’s website,
Facebook page or Twitter accounts? Assign this responsibility to ensure immediate
attention to these important information sources.
 Determine when the district’s Campus Messenger calling system will be used.
Who will write and record the message? Who will be responsible for email
monitoring? Who is translating in order to reach non-English-speaking families?
 Require preparation of internal messages. Employees need to be updated and, if
possible, they should hear what is happening before the message is sent to parents
and/or community. Employees will be information ambassadors during a crisis.
People will expect that they know what is happening. Talking to uninformed
employees will eat away at the community’s confidence and trust in WDMCS’
response.
 Prepare a “dark” webpage for use when a crisis hits. Develop webpages to launch
when a crisis occurs. These pages remain dormant until the need arises. The webpages
should include items such as: contact information; links to the initial public statement;
background information and district facts including current enrollment, number and
names of schools, etc.; protocols for picking up students; news media guidelines and
location of news briefings; and other pertinent information. As the crisis response
evolves, all related WDMCS messages should be posted on the site for access by all
stakeholders.
 Communicate with parents before a crisis occurs. The best time to let students,
staff and family know what to do in an emergency is before it happens. Create a brief
brochure or flyer telling these stakeholder groups what they can expect if a crisis
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situation occurs in WDMCS. Include the most likely communication vehicles you’ll
use, i.e., Campus Messenger calls, email, website, Facebook, Twitter, etc. Post the
brochure on the website. Let parents know that you will tell them when and if students
need to be picked up or will be delivered through regular bus transportation.
Communicate the fact that WDMCS has a crisis management and communication
plan. Stress that student safety/welfare will always be the primary concern in any
crisis. If stakeholders know what to expect, it will help defuse the worry that naturally
accompanies an announcement of a crisis in a school. This should be communicated at
the beginning of each school year.
Recommendation 6: Grow WDMCS’ use of social media as a
communication tool.
Focus group reaction to social media was mixed. Attitudes toward this communication
approach varied within each focus group. But nearly every group acknowledged the growing
need for e-communication as well as the challenge it presents in keeping up with new tools.
Participants acknowledged that younger parents expect more engagement through social media
and see keeping up with personalized communication preferences as something WDMCS should
investigate.
Social media is an emerging area of e-communication and should be monitored and
investigated in terms of how it is currently used and how it could be used in WDMCS. The term
“social media” describes a wide array of web-based communication channels designed to
promote direct person-to-person communication – blogs, podcasts, wikis, social networking,
YouTube, video and photo-sharing websites, etc.
 Resources and tips for implementing a social media plan. The Office of
School/Community Relations has established WDMCS’ presence on Facebook and
Twitter. With more than 2,000 likes on Facebook, it’s clear that the effort is paying off
for the district. Social media offers challenges and opportunities. The first challenge is
to learn more about how it can be used most effectively to achieve WDMCS’
communication goals. “ePR” planning should be part of every school district’s
communication tool kit.
We recommend that social media be a significant part of WDMCS’ strategic
communication strategy. For the parents of the district’s youngest students, mobile
apps and social media are their communication standard, and WDMCS must stay
current in this area to communicate and connect with them. We also recommend that
someone monitor major social media channels regularly (for example, local media
blogs, YouTube, Facebook, etc.) to identify and analyze any conversations taking
place about WDMCS or its schools. Social media expectations should be consistent
among all WDMCS schools. We commend the WDMCS Board of Education for
having a social media policy that includes guidelines for staff use of social media.
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Following is a checklist of some tips for “ePR” planning that NSPRA member Nora Carr,
APR, chief of staff for Guilford County Schools, Greensboro, N.C., found helpful as her
district developed its strategies for a comprehensive electronic communication initiative:

Do your homework. Smart strategy begins with good research. Internet access,
mobile use and information sources vary greatly by socioeconomic status, educational
level, age, gender and ethnic background. Cheap, web-based tools like
SurveyMonkey or Zoomerang are great for “soft-soundings,” and serve as two-way
communication channels, as well.
To monitor what others are writing about your district, consider Google Alerts,
available to anyone with a free Google account. The service will scan virtually the
entire Internet and send email alerts about web pages, newspaper articles or blogs
based on search terms set up by the user. The frequency of alerts can be managed to
arrive as the event happens, or on a daily or weekly basis. HootSuite also offers free
and inexpensive monitoring tools for social media.

Get there first. If you can’t reach the people who matter most to your district’s
success within minutes, you don’t have the right infrastructure in place to support an
effective ePR program. A mass notification system and a relational database that can
pull information from a variety of sources and allow for highly targeted messaging to
occur quickly are essential elements of any effective communication program today.

Use the right tool. Understand the unique capabilities and limits of each
communication tool or context. Twitter is great for quick, short, and constant bursts
of information. Knowing what to use when and with who represent key strategic
decisions.

Use the right tool, well. Electronic newsletters, for example, pack more punch when
the content serves as the email message, links to other web content, and uses an html
format that allows readers to click through different layers of detail. Emailing a
separate document, no matter how well-designed or informative, just isn’t the same.

Start a conversation. Use the interactive power of digital communications,
particularly social media, to encourage dialogue and participation by parents and
other key publics. Ask questions and encourage people to share different
perspectives. The goal is to start a conversation, not just convey information.

Pull vs. push. The information age is about empowerment. Employees, parents and
other publics want to access information when it’s convenient for them and in the
formats they choose. You can increase readership and ownership by providing online
subscriptions, “RSS feeds” and other opt-in tools that let individuals select what
content to receive based on their needs and interests. The idea is to pull people in, not
push information out.
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 Expand the use of video as a communication tool. Visitors to the Newcomers
section of the district’s website will see a video designed to give those moving to
WDMCS an overview of the schools from the viewpoint of students, staff and parents.
The professional-looking video has good production values and communicates well. It
is, however, the only video the auditor could find on the site serving the community.
We recommend WDMCS consider ways to expand the use of video to communicate with an
increasingly visual audience. WDMCS does have a presence on YouTube with its own
channel. The videos represent a variety of topics, lengths, and production qualities. A more
consistent group of videos will better-communicate to stakeholders.
Video enhances strategic communication by giving viewers visual insight into the issue at
hand. Whether focusing on instruction, new technology use, the quality of teachers,
preparation for college success, or outstanding curriculum units, video puts viewers into the
story in ways the printed page cannot. Videos do not need to be long. Many media
consultants advise that videos be no longer than three minutes.
Once a video is created, it can be distributed not only through a YouTube channel, but also
on the district’s website. In addition to a link to the YouTube channel, we suggest creating an
area featuring video directly on the WDMCS website to enable visitors to choose from a list
of videos available to view. The list can hook back into YouTube as the host for the videos.
In addition, consider a brief welcome to the website from the superintendent. Record the
superintendent in buildings with a learning environment as a backdrop; stay away from the
rigid-looking behind-the-desk scene that eliminates the opportunity to feature the sights and
sounds of learning.
Districts across the country find YouTube to be a valuable social media tool. Among those
using YouTube effectively are the Guilford County (N.C.) Schools, with their GCSchoolsNC
channel and Dublin California Public Schools. Dublin’s YouTube channel was created by
OneDublin, an independent, parent-run organization. Its “I Am Dublin” is noteworthy as it
includes a segment on graduating seniors who individually name the college or university
they’ll be attending, and proudly point out that “I Am Dublin” – a simple, but effective way
to promote the district’s brand of preparing students for success. A number of paid and free
third-party applications also can help districts add a YouTube tab to a Facebook fan page,
where a real-time library of videos posted to YouTube can appear. Many of these apps,
including Tabsite and Pagemodo, automatically refresh the YouTube video library.
 Continue to expand use of Facebook and Twitter as communication tools. More
than 2,100 follow WDMCS on Facebook; 1,000+ currently follow on Twitter.
WDMCS updates Facebook regularly and posts photos of events highlighted on the
site. The school/community relations office staff are on the site daily to make updates,
and that’s smart. Facebook moves frequent updates to followers’ news feeds; random
updates don’t always make the cut. The office also oversees individual school
Facebook pages.
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Twitter is a source of instant updates during live meetings of the Board of Education.
Twitter is linked to the Facebook page so anything posted to Facebook is
automatically posted to Twitter. It’s used for announcements, staff and student
recognition. Some staff and parents tag the district to allow it to easily re-tweet their
information. Clearly, WDMCS sees the value of using social media as one of its many
communication tools.
Visitors are allowed to post questions and comments on the WDMCS Facebook page
and the school/community relations office monitors it in order to respond in a timely
way. This is a good two-way communication tool. Twitter also allows interaction and
comment.
Guidelines should be visibly posted on the Facebook site as they set the tone and the
rules for the page. Clearly indicate under what circumstances comments will be
deleted. Unlike WDMCS, many school districts do not allow visitor postings, but do
allow responses to the district’s own posts. In either event, there may be times when
something offensive appears on the page; set the stage through the use of guidelines to
remove inappropriate messages.
In an aligned, strategic communication program, the Facebook/Twitter pages can be used to
reinforce the brand promise. Continue to add updates that highlight student success and the
strength of the WDMCS curriculum.
 Implement updates to a smart website redesign. Kudos to the WDMCS staff
members responsible for last fall’s redesign of the district’s website. The site is
dynamic and clearly steers visitors into the area most likely to hold the information
they seek. A sense of energy within the site reflects the great things happening for
students across the district.
The focus groups pointed to the website as one of the best sources of information
available. Many participants acknowledged that it took a little time to get used to the
new format, but following completion of that learning curve, they credit the redesign
in making it generally easier to find things. Not everyone agreed; some still long for
the old site. However, most had positive reviews.
Consider surveying staff and parents to determine any areas on the site that could be
tweaked to better meet user needs. After reviewing the website for this report, the
auditor offers the following suggestions:

Move the translation button. Non-English-speaking visitors may have a difficult
time finding the translation buttons. Located at the very bottom of the home page, the
link is not visible without scrolling. To welcome those who need the site translated,
consider moving the translation area to the top of the page, or at least within the
screen as it appears when the site opens.
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
Expand the use of video on the site. Great things are happening in WDMCS! The
website is the perfect environment to communicate visually. Brief videos give site
visitors the flavor of the district. The superintendent can welcome visitors to the
district. The choir can perform a song. High school seniors can say where they are
attending college. An art teacher can demonstrate a technique currently being taught
in art class. The videos don’t have to be long to carry one of the key messages
devised for the year.

Consider a Frequently Asked Question section for newcomers. Conduct a focus
group with families new to the district this year. Ask about the information they wish
they’d had as they were making a decision to enroll their children in WDMCS. Then
create a FAQ section for the website.

Add a feedback instrument to the front page. Currently, website visitors can ask
questions or make comments through the “Contact” button at the top of the home
page. The organization of the Contact page is excellent, and provides visitors with
links to district leaders and staff members. We recommend adding an area on the
home page for listening to constituents. Ask for specific feedback on a particular
issue or just offer an open-ended opportunity for input or questions. Visitors to your
Facebook page have the ability to seek information informally. Since so many
consider the website as a better information source, a feedback section would give
website visitors the same opportunity Facebook followers enjoy. Comments collected
from these links can offer valuable insights into the information needs of users. It’s
important to acknowledge the feedback electronically with an immediate message to
the writer. It would be essential that the comments go to a designated email for
follow-up.

Use the website strategically to communicate key messages. Visitors have access
to a wealth of information about the district via this website. As key messages are
developed and strategic communication strategies are adopted in WDMCS, review
the website in light of those messages and strategies.

Create an opportunity for interested residents to subscribe to newsletters or
website updates. Consider an easy-to-find “WDMCS Your Way” area with a way to
subscribe via email to the newsletters created by the district or any of its schools.
Also include an RSS feed for those who would like updates when they occur.
Recommendation 7: Re-evaluate current communication tools to
effectively reach internal and external stakeholders.
WDMCS provides district information to its citizens and staff through three main
vehicles: its website, an e-newsletter, Informaline, and the activity calendar. These
communication tools are recognized and appreciated in varying degrees by parents, community
and staff. The calendar was not evaluated in the communication audit focus groups.
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In addition, WDMCS supports a Facebook page and Tweets Board of Education action
during Board meetings. The district supports a YouTube channel and creates copy for a news
feature used on the website that is also provided to the daily newspaper. Emergency information
can be quickly sent to parents through the Campus Messenger calling system.
As the district moves forward with a more strategic communications approach to its
public relations program, now is a good time to update, refine and improve the tools used to
communicate with stakeholders.
 Evaluate the use of email as the primary communication tool. WDMCS staff and
parents have a love/hate relationship with email. They quickly identified email as the
best way to communicate with them. However, both groups are frustrated by the
quantity of emails received and their inability to discern the most important messages
for their particular needs.
We recommend WDMCS evaluate current use patterns and systems for email in the
schools and district office. As end users, staff and parents should be involved in
developing guidelines for keeping email manageable. Guidelines should address such
issues as:
 Reasonable response times for returning calls and emails from parents and other
district departments (i.e., within 24-28 hours).
 Frequency of classroom and student performance information updates on Infinite
Campus (i.e., weekly, bi-monthly, etc.).
 Using subject lines effectively to better communicate content and to indicate
priorities.
 Establishing schedules for dissemination of particular information.
 Providing a list of information contained within an email attachment and then
offering links to the information, allowing staff and parents to more easily choose the
items that most directly affect them.
 Names and emails/phone numbers of people to call with questions on any particular
topic.
 Guidelines for managing internal email, such as limiting “all-user” messages and nonessential information, multiple copies, and the use of numerous attachments.
Consider having district office administrators consolidate non-urgent memos, updates and
information sent to principals into a single email communication to reduce multiple emails.
In some school systems, the superintendent’s office or another designated administrator
collects the various department memos and announcements to create a brief management
email weekly or twice monthly.
 Create a staff newsletter to better inform employees of issues facing the district.
Currently, WDMCS staff members receive the Informaline newsletter sent to parents.
While this certainly contains relevant information, it is not structured to meet the
information needs of employees. We recommend that the school/community relations
office strive to deliver an e-news update to staff every other week at a minimum to
ensure information is fresh and timely. The format should be short, concise and easy
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for the reader to scan for those news items most pertinent. Most staff members today
have a limited amount of time to spend reading news materials, so keeping
information focused on topics of high importance to staff is key.
Information should be presented in a tightly written format that drives employees to
the website for more extensive or detailed information. This keeps the e-news updates
short and reader-friendly while it builds use of the website as an information resource.
Special alerts could be published as needed for time-sensitive or crisis topics. The
information in an internal e-newsletter or update should be directly related to
employee issues and concerns. Focus on delivering key messages to staff so that they
feel informed and in the loop on the latest developments across the district. It can be as
simple as compiling “Week in Review” highlights or headlines. Emphasize content
over graphics to streamline preparation and delivery and eliminate technical issues
with opening documents.
Information should be included on important district issues and other things that spring
up during a school year. Regular information that might be included on a rotating basis
includes:
 Explanation of district vision and direction;
 Reports on Board actions and discussions;
 Rationale behind decisions;
 Updates on the district’s outreach and communication to external audiences;
 Progress on strategic goals and student achievement;
 Testing and grading program changes and updates;
 Updates on changes to policy, projects or programs that impact staff;
 Updates on facility renovations and campus incidents;
 Staffing projections and HR matters;
 Legislative and budget updates;
 Professional development opportunities;
 Customer service suggestions;
 Brief update on superintendent/Board visits and attendance at events;
 School highlights;
 Staff recognitions;
 Answers to the most frequently asked questions by parents and the public; and
 Communication tips on sharing key messages with parents and the public.
A readership survey should be conducted at least once a year to ensure the employee e-news
update is delivering the information staff members want and need. This can easily be
conducted online via a link in the publication or by a follow-up email.
For examples of award-winning internal newsletters, visit NSPRA’s awards page at
www.nspra.org/awards/pubs_media#podcasts-internal.
 Strengthen the commitment to visible leadership in the schools and community.
The superintendent, associate superintendents and members of the Board of Education
should strive to visit schools on a regular basis to build face-to-face communication
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and personal connections with staff and parents. We encourage Board members to
commit to visiting schools other than just those their children attend. While this is
time-consuming, employees and parents appreciate any efforts by district leaders to
spend time in lunchrooms, classrooms, at school events or at staff/parent meetings.
These visits should be scheduled independently of “business” meetings with the
principal. The superintendent or Board members may want to consider establishing
“office hours” in the school lounge to be available for conversations and face-to-face
encounters.
District administrators should continue to be active in community groups like the
Chamber of Commerce or Rotary Club. Principals should be visible in the community
as well, attending regularly scheduled meetings to update organizations on the good
news from the school. And, we recommend that Board members become more active
in community groups. Community leaders are interested in knowing Board members
on a more personal level as a foundation for shared planning and decision-making.
When concerns arise, it is always easier to reach a conclusion with someone we
recognize and respect.
All these visits should be reported on in some fashion as a follow-up. For example,
administrators can report on visits or attendance at special events as a regular part of
administrative meetings. Board members can report on their visits during regular
meetings. Not only does this raise the visibility of school leaders, it also gives them
“bragging rights” about the school system, which builds community pride and staff
morale.
 Gather staff input on decisions that affect their jobs. When district leaders are
considering decisions that directly impact staff members and the schools, it is
important to ask for staff input in advance whenever possible. This is particularly
important for WDMCS administrators who must make decisions that affect the jobs of
hundreds of people in school facilities throughout the district. A common theme that
emerged across the employee focus groups was the belief that staff members have
fairly limited opportunities to provide input, yet they feel strongly that they have
valuable insight and contributions to make.
Although gathering staff input will require extending decision-making timelines, it can
pay big dividends in building morale and pride in job performance. The involvement
will help all employees feel they are valued members of the WDMCS team. It will
also help to surface possible problems or concerns from a grassroots perspective of
those charged with implementing decisions (i.e., new software programs, registration
schedules, etc.). Whether this is done via survey, advisory group meetings or focus
groups, we believe WDMCS can improve its decision-making process by purposefully
engaging staff in the spirit of its desire to be collaborative.
 Express appreciation for staff efforts. In the current difficult school budget climate,
it is important to recognize that it is not “business as usual” for the school district. It is
more important than ever to acknowledge the daily efforts of all staff members –
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teachers, support staff and administrators – who are shouldering extra tasks and
making do with fewer resources so that the quality of education in WDMCS is not
compromised. We encourage all district leaders to seek out opportunities to thank
employees, highlight successes, and create a team focus on the future. Small day-today acknowledgments of employee efforts can make the difference between a
motivated or stressed-out staff, especially in tough times.
Schools and district office departments should look for ways to celebrate successes on
a regular basis. In an intense work environment, humor and sensitivity to people as
individuals helps keep everyone happy and productive. In addition to any formal
recognition programs, principals, administrators and supervisors should be encouraged
to acknowledge staff members in a more informal way on a regular basis. It may seem
overly simple, but small things can make a big difference in an otherwise stressful day.
Some suggestions include:
 Commending employees for their initiative in a public setting, such as a Board
meeting.
 Recognizing them in district and school newsletters and on the website.
 Sending notes of congratulations for work well done and copying those notes to their
personnel files.
 Taking time to say a personal thank you.
 Update Informaline to better meet reader needs. Participants across focus groups
recognized the district’s e-newsletter, Informaline. Many complimented it as a good
source of information. Most looked for something of interest to pop-out to them and
some admitted they deleted it without really looking at it at all. This reflects the typical
reader experience of most organizations.
Because we know how our stakeholders read a newsletter, the task as school
communicators is to create newsletters that ensure that even the person who looks
once and tosses it comes away with a nugget of information we think is important.
We recommend that WDMCS conduct a reader survey for Informaline. The survey
should ask readers for feedback on the topics they are most interested in and what
changes to the content and format would be most appreciated. A frequent suggestion
from focus group participants was that the format should somehow allow the reader to
select content to read, rather than forcing them to scan through a document. That
would be an important item to test on a survey. Changes should be made based on
feedback.
It also might be time to consider renaming the newsletter. Parents in the focus groups
found Informaline difficult to pronounce. As WDMCS rebrands, an alternative name
may become apparent in the process.
The district website should include a subscription button on the home page for
stakeholders interested in receiving Informaline. The members of the community focus
groups expressed an interest in hearing more regularly from WDMCS. Encouraging
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subscribers would underscore the district’s commitment to strengthening its
communication with all residents.
Recommendation 8: Align the communication goals and strategies of
the district with Community Education’s on-going communications.
WDMCS school/community relations staff members already work closely with
Community Education’s communication coordinator. In sharing the same office space, staff
members have multiple opportunities to discuss communication issues as well as ways to address
needs on the horizon. We applaud the Community Education program for valuing
communication and establishing a coordinator position.
The WDMCS Community Education program defines itself as the district’s “outreach
department.” Research tells us that school district residents who use community education
programs and services are more likely to have positive perceptions of a school district. And, they
are more likely to support a district’s effort to increase financial support through referenda. So,
seeing Community Education as an “outreach” to residents is a notion supported by research.
Community Education’s publications are nicely designed and inviting to readers.
However, with the exception of the letters “WDMCS” in its new logo, Community Education
does not consciously communicate WDMCS key messages. To get the most from the outreach
possibilities presented by a successful Community Education program, a more strategic
collaboration must occur.
 Incorporate WDMCS key messages within Community Education’s publications
and website. Community Education regularly communicates with two stakeholder
groups important to WDMCS: parents and residents without children in school.
Currently, Community Education’s ability to reach residents without children in
school far exceeds WDMCS’ ability. Community focus group participants who said
they did not get any information about the district did, in fact, recognize the contact
they receive from Community Education in the form of course catalogs and flyers.
Parents of preschoolers also receive numerous contacts designed to encourage
involvement in Community Education’s ECFE and preschool programs.
Parents of school-age children also receive information pieces from Community
Education with details on its classes, camps and other programs for students. Whether
it comes from Kids West or a summer class schedule, parents look for and value the
information they receive.
The WDMCS school/community relations staff and Community Education’s
communication coordinator should work together to ensure that Community Education
shares and reinforces the district’s key messages. Key messages could be delivered via
“Did you know…” call-outs within copy. They could be part of a yearly theme used
by both the district and Community Education, and they could be carried within an
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insert from WDMCS in Community Education’s course catalog. Or, they could appear
in all those things.
Likewise, WDMCS should deliver important messages about Community Education’s
programs and services, acknowledging that life-long learning fits perfectly into
WDMCS’ promise to prepare learners for life. Both WDMCS and Community
Education will benefit from aligned messaging, reminding stakeholders of the many
ways in which WDMCS meets the education needs of the community.
 Community Education’s individual program managers should consult with the
communication coordinator to ensure cross-messaging occurs. While Community
Education’s communication coordinator is responsible for its overall communication,
individual programs do work independently to create pieces distributed to their
customers. To ensure WDMCS key messages are included when appropriate in each
program’s communication pieces, the individual program managers and the
communications coordinator must work together.
We recommend that the communications coordinator help program managers to
identify ways in which WDMCS’ key messages can be incorporated while still
maintaining the program’s “voice.” Messaging should be incorporated into the current
effort to develop brand consistency across Community Education programs and also
should include key messages about Community Education as identified by its director
and staff. Consistency is more likely if the communication coordinator reviews
individual program communication pieces before they are distributed.
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Perceptions of the Focus Groups
The following is a summary of perceptions identified by the auditor as a result of the
focus group sessions held during the on-site visit to the West Des Moines Community Schools
on April 23-24, 2013. This section is not a verbatim report of responses to the auditor’s
questions. Rather, it reflects perceptions that appear to identify significant beliefs, concerns and
suggestions of the participants. It is important to note that the comments recorded here are
perceptions and are not necessarily accurate or factual. Some may be helpful to the Board and
administration in addressing staff and community concerns in other areas.
The auditor found the focus group participants to be exceedingly open and honest in their
discussion. All comments, including criticisms, were offered in a respectful and constructive
manner that displayed a sincere desire to support WDMCS’ efforts to improve communication.
Quotation marks in this portion of the report indicate direct quotes.
Summary of Major Themes
In summation, WDMCS’ primary strengths cited by all focus groups are: an outstanding
educational program at all levels; dedicated teachers and administrators; exceptional choice for
students beginning in elementary school and running throughout the K-12 program; unwavering
support for all students as individuals; and a community interested in quality education and
proud of the schools they support.
Major challenges for WDMCS’ communication effort mentioned by a majority of focus
group participants are: keeping up with the demands of new technology; changing demographics
including families who don’t speak English; personalizing communication to meet multiple
demands and expectations; and finding ways to use social media effectively. Nearly every group
identified a need for consistency as important, particularly consistent expectations for
communication across grade levels and schools.
Regarding communication, focus group members recognized that WDMCS and its
schools communicate regularly with stakeholders. Groups encouraged administrators and Board
members to do more face-to-face work, building relationships as they listen to the ideas and
concerns of employees, parents, and the community. Most focus groups could identify ways in
which the school system listened to stakeholders, but many participants were not convinced that
expressing their opinions made a difference in the end.
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Group: Community
Strengths of the School District
• Staff; very strong teaching staff.
• Gifted students do especially well; many opportunities for students who excel.
• Variety of opportunities beyond regular academics: art, dance, debate, sports. Very
proud.
• Safe district.
• Administrators are dedicated to students.
• High school offers courses other schools do not. It’s an incentive to stay here to allow
your kids to take advantage of that.
• Des Moines Register features schools once a week.
One Thing to Improve
• Difference in achievement levels in elementary. Hillside has lower scores and students
struggle. WDMCS needs to concentrate on this to improve.
• Changing demographics. Kids bring more needs than in the past. Schools are pushed to
do more with fewer resources.
• Student activities should be focused on sports. Need more acknowledgements of art,
drama, etc.
• The calendar focuses on sports, not all activities.
Current Image in Community
• Elite high school…stigma that Junction kids are not as good as other kids.
• Wealthy district. People are shocked that teachers have been cut when the district has so
much money.
How Would You Describe the District to a New Neighbor?
• A great district even with the problems.
• “I’d say they are lucky to be here.”
• Open enrollment policy is good.
• “I’d say register immediately because you could be forced out of your own school.”
Communication Strengths
• “I don’t get anything from them, so I don’t know.”
• Public access TV.
Communication Improvement Ideas
• Get more information out; tell them how to find information.
• Print a calendar of events a week at a time and include activities like field trips or
tournaments.
• Send information flyers to the whole community. “I’d like to go to a play.”
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Communication strategy is more pull than push.
Electronic backpack impacted participation.
Too many calendars. District calendar, school calendars, fund raiser selling calendar,
music program calendar. Lots of cross-checking. Confusing to know which is right if
conflicts appear.
On radio and TV, coaches are always featured. Why not principals or the arts?
Best Source of Information
• Newspaper.
• West Des Moines Magazine.
• District employees.
• Emails to parents.
• Many seniors don’t use computers; “need different approach to reach us.”
Email Assessment
• No emails received.
• “Can we opt-in if we want to?”
Website Assessment
• Haven’t been on the website.
• “How would we know it’s been improved?”
• Navigation is fairly intuitive, but still unable to find specific information, e.g., last day of
school.
• Calendar is incomplete and inconsistent; changes to calendar are not publicized.
Social Media Assessment
• “Don’t like it. Don’t understand it.”
• Heard about a Tweet from a Board meeting. Need an agenda to understand the topic.
• “I never use social media.”
• Perhaps new superintendent should blog.
• Need something in hand to read.
Best Way to Communicate With You
• West Des Moines Magazine.
• Put an insert in the magazine.
• Other cities may not have that magazine.
• Flyers.
• Publications from schools directly to us.
• Tell us how to help kids. That’s the bottom line.
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Strengths of Community Education
• Classes are reasonably priced.
• “Loved my cooking class.”
Improvement to Community Education
• Better program in Urbandale and Des Moines. “We get in the car and drive. They offer
lots more for us.”
Information Source on Community Education
• The adult education brochure.
• Information is also on the website if brochure is lost.
District’s Efforts to Listen to Stakeholders/Opportunities You’ve Had
• In seven years, never had occasion to provide input.
• Don’t know where the Board meets.
• Tried to donate an instrument to the band program. “Took forever to get back to me.”
• “We could go to a Board meeting if we had something to say.”
Ideas to Improve Listening
• Principals at Perkins…or the superintendent or Board members.
• More focus groups.
• Promote public meetings more aggressively.
Greatest Communication Challenge
• The fracturing of communication. So many places to communicate. “Used to be just the
newspaper. Now it’s the paper, TV, Twitter, Facebook, multiple calendars, email. It’s
crazy.”
• Is it fact or opinion? How can we know the difference?
• Helping people to know who to call with questions.
• Connecting with those without children in school.
• What does the communication department do?
• Financial information. “When they budget, do they start with needs or what we have in
the bank?”
• Personalizing communication. “We have different needs. It’s challenging.”
Group: Support Staff
Strengths of the School District
• Reputation of strong district; good teachers and curriculum.
• Variety of curriculum is strong. Good pre-college preparation and still OK if students
aren’t going to college.
• Teachers want students to learn.
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Lots of opportunities at all grade levels.
Good communication – emails, texts, phone.
One Thing to Improve
• Employees and parents who don’t have computers are left out.
• They ask our opinions, but they already know what they are going to do.
• Slow down a little. Be grateful for what we have here. Go back to basics.
• Ask us what works before giving it to us. “They give us things we don’t need because no
one asked what we need or what would work.”
• “If something is going to impact my daily work, I’d like some input.” Example: impact of
decision to change delivery time from the print shop.
• Top-down decisions.
Current Image in Community
• Very positive.
• “We’re spoiled.”
• They either love it or hate it…seen as “entitled” and “privileged.”
• “They love to beat us; we’re a target.”
• Big, but unwilling to go to two high schools.
• Parents’ attitude is “why aren’t you doing this for me?” Always expect us to do more.
• High expectations for high achievement.
How Would You Describe the District to a New Neighbor?
• Great district; can’t go wrong.
• Lots of opportunities; you can do anything.
• Lots of competition; you can’t play football unless you are the best. Affluent families can
afford to send their kids to skill camps.
Communication Strengths
• Lots of avenues to get information out to people.
• Website – includes everything but sort of overwhelming.
• Quick response to requests for information.
• Nice job connecting groups, schools, employees, etc., through Informaline.
• More stories about staff and kids.
Communication Improvement Ideas
• Growing chasm between those with computers and those without – access is an issue.
• So much happening; sometimes don’t communicate what has changed and then we have
to scramble.
• Electronic backpack means community groups struggle to get information into parents’
hands.
• Make sure people are on the right lists for information.
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Best Source of Information
• Grapevine.
• Colleagues.
• Email.
• Website.
Informaline Assessment
• “I see it, but I don’t read it.”
• Read only headlines.
• Frequently deleted.
Email Assessment
• So much email. “I get lots of things that don’t pertain to me.”
• Inundated with email – just scan.
• Don’t have time to read everything.
• “If the subject doesn’t mean something to me, I just delete.”
• “If you stop opening everything, you risk being uninformed.”
• Many paragraphs of information described as exhausting. “Give me a link. If I want more
information, I’ll use the link.”
• Daily announcements at my school have no format. Can’t tell where one story ends and
another begins. “Feels like you are drowning.”
Website Assessment
• Still getting used to it. The other was more user-friendly.
• Beautiful and new, but many links connect with the old website. Confusing.
• Some links don’t work.
• Might be too many branches; easy to get lost.
• Why can’t we upload transcripts or registration forms? Should be able to do that.
• Like the fact we can apply for a job online.
• Need to allow families to register online.
Social Media Assessment
• No access to Facebook or Twitter at work. No interest in taking time to look at home.
• Would be nice to be trusted with Facebook or Twitter at work.
• Social media not really useful to them as employees.
• Probably few employees use social media for information.
Best Way to Communicate With You
• Email.
• Email, but only what pertains to me.
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Strengths of Community Education
• Good variety of classes, but don’t have time to take any of them.
• Programs can help people professionally, personally, body, mind and spirit.
Improvement to Community Education
• Nothing. They do a great job.
Information Source on Community Education
• Still get a hard-copy catalog; nice to read it at your leisure.
• Like the catalog.
Kids West Communication and Information
• Nothing.
• No communication.
• No involvement with that.
Facility Use
• Receive the schedule in a monthly email.
• We’re good stewards of facilities.
• Helps to bring public into the buildings.
District’s Efforts to Listen to Stakeholders/Opportunities You’ve Had
• They give the impression they are listening.
• Opportunity to speak at a Board meeting on budget decisions; but decision was already
made. “They are just letting us vent.”
• If they need to make a tough decision, make it and explain it to us. “Don’t give the
impression that you care about my opinion. Stop the illusion that there is meaningful
input.”
• Tell us the decision and be done with it; giving input just frustrates.
• Board and administration seem to want to find solutions to issues. Board meetings allow
people to speak. Better than not being asked at all.
Ideas to Improve Listening
• Talk to me about a decision that impacts my job. “Learn what I do.”
Greatest Communication Challenge
• Getting too big too fast.
• Technology constantly changing. Two-year olds use iPads. “We’re sunk if we don’t get a
handle on this.”
• Balance technology use with developing ability to talk to each other face-to-face.
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Group: Students
Strengths of the School District
• Options; lots of classes.
• Lots of good teachers.
• Many elementary schools and all seem equal.
One Thing to Improve
• Communication to students isn’t good at Valley. Would like daily announcements.
• Hard to know what’s going on.
• Parents get email then ask us and we don’t know.
• Definite difference between Southwoods and Valley.
Current Image in Community
• Pretty high. WDMCS is well-known.
• Big; central; people want to go here.
• Lots of other districts try to be like WDMCS.
How Would You Describe the District to a New Neighbor?
• “I like attending WDMCS schools.”
• Lots of activities in elementary school. Loved elementary school, e.g., field trips,
activities. Elementary schools are good here.
Communication Strengths
• Good job of letting parents know about things. Lots of email.
Communication Improvement Ideas
• High school announcements on TV during passing times; no one pays attention.
• Re-think the ID card to get into school after 8:20 a.m. Forget ID and then have to go
home to get it and then miss class. Should be evaluated.
Ways District Communicates with Students
• TV during passing times.
• Bulletin board in hallway – not effective.
Best Way to Get Information about the District to Students
• Advisory teachers see students twice a week. Kids listen to teachers better than an
announcement on the intercom.
• Teachers can get students to be quiet and listen.
Social Media Assessment
• Twitter is used more than Facebook.
• Give a reward to students who follow the District.
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Many students do follow the district on Twitter, but usually for activities.
District’s Efforts to Listen to Students/Opportunities You’ve Had
• Students express opinions to the Student Council; not much opportunity to talk to district
representatives.
• Could write a letter.
Ideas to Improve Listening
• Some kids might like this, others don’t feel they would have any impact anyway.
• Some kids might like to attend meetings with the superintendent or School Board.
Greatest Communication Challenge
• Keeping up with kids and new technology.
• District has “to communicate with the tools we use…I don’t check email anymore.”
Group: Parents (Tuesday Night)
Strengths of the School District
• Diverse curriculum; offer six languages at Valley.
• Meet a wide range of academic needs, special education through gifted.
• Special needs met at all levels.
• Music, art, very strong – best music program in the state.
• Changes in upper administration.
• Innovation – technology, Infinite Campus.
• Technology for special needs.
• Character counts program; shows up in behavior of students; high school kids incredibly
kind and accepting of each other.
• Addressing bullying and seeing improvement.
• Administrators are approachable.
One Thing to Improve
• Principals should be evaluated annually. How do parents/staff feel about them?
• Too many non-teaching employees; make necessary cuts.
• Honesty. Don’t pretend to want input when the decision is already made.
• Enhance capacity to deal with “twice-exceptional” students; teachers need professional
development on this issue.
• Review ways bullying is addressed in schools.
• Use accommodation plans instead of IEPs when dealing with children with disabilities.
• District office administrators and Board should be in schools more frequently to tour
classrooms, sit-in on programs.
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Concerned about the requirement to plan students’ academic program in 7th grade and
then select courses based on the plan. “My child doesn’t have a clue yet about what she
wants to do. What she puts in that plan will change, I guarantee it.”
Students need more time with counselors; often not available.
Current Image in Community
• Excellent.
• Good.
• Very good schools, but many inflated egos.
• “It’s where the rich kids go.”
• Academically excellent.
How Would You Describe the District to a New Neighbor?
• Excellent schools.
• High parent involvement.
• Great district.
• Kids have lots of opportunities and choices.
• Outstanding district, but current focus is high-end curriculum to compete with Central
Academy in Des Moines. Spent lots of money but still not equivalent.
Communication Strengths
• Love the daily announcements “You can’t send me too much.”
• Love the district’s stuff.
• Valley sends everything via pdf – nice but some don’t like the extra click to get to the
information.
• Love immediate access to grades via Infinite Campus, but would prefer fewer clicks to
find it.
• Send Board meeting summaries.
• Virtual Backpack is nice; saves money on printing.
Communication Improvement Ideas
• District not transparent. Negotiations closed. Actual minutes of Board meetings hard to
find.
• Board seems secretive. “Why do we have to work so hard to find out what they’re up to?”
• Get back to people who volunteer for something.
• Feel uninformed about Infinite Campus; need a packet of information.
• Create a list of what parents should be receiving and send it to them. “I don’t know what
I don’t know.”
• A link to archived information on the website.
• Where do we find information on band, prom?
• RSS feed to eliminate duplication and allow parents to choose what they receive.
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Improve communication about special programs like music. Some teachers do a good job
and some drop the ball. Shouldn’t have to chase after information.
Best Source of Information
• Website.
• Daily announcements.
• Parent associations are a huge resource.
• Parent meetings, but if during the day, many can’t attend.
Informaline Assessment
• Don’t read it anymore.
• Good for an overview.
• Content is not valuable.
• Mostly fluff.
• It provides an overview; some would like more details.
Email Assessment
• Content could improve. “Can we choose what we want to receive?”
• Do emails work for ELL families?
• Overall, email works.
• Would like links within emails to find more information.
• Would be nice to have name and link to a person to talk to about the information, e.g.,
curriculum change article would have link to person overseeing that change.
• Works for emergencies; calls and email very good.
Website Assessment
• Boxes on front move too fast.
• Why isn’t information on Facebook the same as on the website?
• Too many places to find information; lots of clicks.
• Need one central location that tells us where to go for what kind of information; many
sources of information confuse parents; need help getting through the clutter.
• On snow day, closing information was on Facebook but not the website. Why?
• Websites should be accessible to people with disabilities.
Social Media Assessment
• Don’t want to have many sources; want one to count on to include everything important.
• Facebook seems like a place for fun, feel good stories.
• Website should be primary source of information.
• Social media is OK for outreach.
• Still need paper communication for those without computers.
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Best Way to Communicate with You
• Email.
• Inconsistency among schools is an issue. Every school should know and use best
practice.
• Parent groups push lots of information out to us.
• Parent website for sports.
• Occasional open forum to allow parents across the district to be together and learn from
each other.
Strengths of Community Education
• Still communicate with paper.
• Get the brochure but still unsure about access to information like registration and
deadlines.
Improvement to Community Education
• Be more specific about registration.
Information Source on Community Education
• Brochure.
• Website.
Kids West
• Positive experience.
• Well-coordinated.
• Had the information I needed.
Facilities Use
• Hardest part is finding out who to talk to about reserving facilities.
• Make contact information more accessible.
• People change positions and that isn’t communicated.
District’s Efforts to Listen to Stakeholders/Opportunities You’ve Had
• You can talk to the Board but they just sit there. Won’t respond.
• How do we give input on district decisions?
• No one seems to take responsibility for making a decision.
• Spoke with superintendent and felt he followed up on my concern.
• Administrators are approachable and responsible.
• Superintendent listens. “I feel like he listens.”
• Probably most parents would say they haven’t been invited to offer input.
• Board members attended an archery demo, but just left. No opportunity to engage with
them. People wondered why.
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Ideas to Improve Listening
• Board members could attend “welcome back” events before school begins and be
available to chat.
• Listen to feedback from buildings.
• When a music teacher at school was cut, a district office rep came to talk to us about it
but couldn’t answer our questions.
• No one wants to take responsibility for things like budget cuts. Be responsible. Talk to
parents about it and the decision process.
Greatest Communication Challenge
• Confidentiality – saw personal student information out on a desk.
• How does the district reach people who are distracted and so busy?
• Creating a hub for information, one place parents can go to find the information they
want.
• Listening to concerns of parents and students.
• Multi-cultural diversity; lots of people don’t understand the changes underway.
• So many social media platforms; how best to use, navigate, coordinate information.
• Things are changing.
Group: Parents (Wednesday Morning)
Strengths of the School District
• Fabulous teachers.
• Wide range of opportunities for kids – sports, theater, even in elementary school.
• Administration – they set the tone communicated down through teachers.
• Accessible staff.
• Great facilities.
One Thing to Improve
• Lower class size.
• Worry about drugs and wonder if the high school has a problem with them.
Current Image in Community
• Great image. “Heard such great things, I didn’t want my kids to go anywhere else.”
• Reputation varies by school.
• Schools are the reason we moved here.
• “Outside the district we have an elitist reputation.”
How Would You Describe the District to a New Neighbor?
• Great district.
• Excellent schools.
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Rave about Fair Meadows. Wouldn’t think of moving.
Western Hills feels like a family; staff greets us and welcomes us.
Like neighborhood elementary schools; walk to school in summer to use playground.
Schools are a part of our community – we’re involved.
Communication Strengths
• Email is great. Used to contact parents if there is an issue or to send reminders.
• Like the variety of ways district communicates; can follow on Facebook.
• School uses Shutterfly and weekly email. Shutterfly not designed for this, but at least it’s
something.
• Husband follows on Twitter.
• Early phone calls on snow days.
• Informaline and Virtual Backpack.
• Junior high parents get something everyday.
• Infinite Campus and immediate access to grades and due dates.
Communication Improvement Ideas
• More consistency in teacher communication; some teachers communicate weekly, others
very sporadically. What does district expect from teachers? Should be same for everyone.
• Should have a consistent communication strategy across schools and grade levels.
• Create a minimum communication expectation for teachers and let parents know what
that is.
Best Source of Information
• Website.
• Don’t know what’s going on in district. Focused on my school.
• District doesn’t really push out much information.
• Email but “It’s my responsibility to read and I don’t always do that.”
Informaline Assessment
• Good overview of what’s going on in the district.
• Very thorough. I just skim.
• Can use links to other information if you need to.
• Liked it in print format at elementary school.
Email Assessment
• Email is only way to go.
• Won’t work for every parent.
• Ask parents to evaluate; ask directly if this is the best way to communicate.
• Communication should be two-way street; how do we get to people in the district?
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Website Assessment
• Overall, I like the new website.
• Looks better. On the site to pay for lunches or search for a staff member.
• Building sites are not updated enough. Counselor change at my school not reflected in
staff contact info.
• Like the site but my school’s website is outdated.
• “In November, I hated it…because I don’t like change. But now I like it.”
Social Media Assessment
• Wife on Facebook; husband on Twitter.
• Wouldn’t ever think about finding information about the district on Facebook.
• Child’s class has a Facebook page.
• Facebook would be a good way for parents to communicate with each other.
• Linked-in might be a good thing to consider – could help build a stronger alliance
between schools and business community.
Best Way to Communicate with You
• Email (unanimous).
Strengths of Community Education
• Kids West; so convenient.
• Nice variety of programs – flip through the booklet often.
• Breadth of classes is amazing.
• No shortage of summer programs.
Improvement to Community Education
• Improve parent awareness of what’s offered. “Community Education isn’t my first
thought about finding something to do for my kids.”
• Collaborate with Parks and Rec to eliminate all the cross-referencing parents do.
Information Source on Community Education
• The booklet, then sign up on the website.
• “Everyone in our house has a Community Education account.”
• Don’t eliminate the booklet. Need it “to jumpstart our interest.”
• Flyers on clubs and after-school activities.
Kids West
• Complicated pay system.
• Website needs improvement. “Nothing easy about paying online.”
• Some things require payment online and some require a check.
• Office people are really nice, helpful.
• We get information on paper when we sign-in.
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Not really consistent; need one source for all information.
Hyper-communication in summer; during the school year, it could improve.
Letters tell us about activities on no-school days.
Facilities Use
• Staff very willing to work with you.
• They do a great job filling up Valley Stadium with other events.
• Use gyms for Y-sponsored basketball. Good that district and Y cooperate.
District’s Efforts to Listen to Stakeholders/Opportunities You’ve Had
• Fill out several surveys; seem proactive is seeking parent opinion.
• Follow-up on mold situation; superintendent attended numerous parent meetings. “I felt
good about it. They listened. They bent over backwards to make it right.”
• Listened to the people to keep the barn that was on the practice field.
• Can’t believe how much I see the superintendent. Very visible and accessible.
Ideas to Improve Listening
• Stay transparent – they were honest about the mold.
• “I never found them deficient in listening.”
Greatest Communication Challenge
• Demographic changes.
• No more substantial growth – need to keep on top of that.
• Evolving and adapting to changes in families, times, technology.
• “Don’t forget us old fogies.”
• “Never feel I don’t know what’s going on.”
• “I’d rather have too much information than not enough.
Group: Administrators/Principals
Strengths of the School District
• Supportive parents and community.
• High expectations.
• Fine arts.
• Systemic thinking.
• Many opportunities for students and adults.
• Strong community education program.
• Start language, orchestra, band before anyone else.
• Parents choose to move here; strong special ed and foreign language programs.
• Corporate culture; management philosophy and operations are professional, businesslike, and efficient.
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Great facilities.
Focus on learning.
Dedicated employees.
Continuous improvement culture – never done making it better.
Leadership.
Technology integration.
Above and beyond professional development opportunities.
Talented pool of candidates for each job.
Nice community.
One of best places to work in Iowa according to employees.
One Thing to Improve
• Close the achievement gap.
• Need more support academically; more support to teachers on curriculum, data, what to
do differently to reduce achievement gap.
• Continue to strengthen capacity to function as a system.
• Strengthen capacity to better serve high needs, low income students.
• Advocate for those not skilled in advocating for themselves.
• Teachers don’t see demographic changes creating increase in free/reduced lunch.
Changes at only 2% a year are hard to notice; need more support.
• Need to better serve high achieving students – but they have strong advocates.
• A lot to accomplish on finite resources.
Current Image in Community
• Outside the district, we have it all together.
• Positive and negative.
• Elitism.
• Entitled.
• Good at sports.
• Strong academics; high achievers.
• Desirable location and employer.
How Would You Describe the District to a New Neighbor?
• “You are in a good place.”
• High quality schools.
• Get involved – lots of opportunity for involvement.
• People are passionate about their schools across the district.
• Lowest tax rate around.
• Stay in touch to stay on top.
• Need parent advocates to get people connected.
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What are your interests? We can make it happen.
Communication Strengths
• New website – nice look.
• Lots of intentionality about communication.
• Advocates transparency.
• Uses many communication modes.
• Infinite Campus informs parent on student progress, especially at high school level.
• Urgent messages also sent in Spanish.
• Communication is a priority, not an afterthought. “We are as proactive as possible.”
• Way too much, but never enough. How do we fully inform and not overwhelm?
• Intentional.
• Think through best way to communicate with various employee groups.
• Lucky to have a communication department. Would be wasting lots of time doing all this
on our own.
• “Elaine [director of school/community relations] helps us learn; she collaborates. Love
her tagline and voice message when she is away.”
• Speed of communication when school is cancelled or during a crisis.
Communication Improvement Ideas
• Need to give the whole story; don’t sugar coat tough messages.
• Inconsistency among schools; more consistency in communication to eliminate
comparisons.
• People issues; address the issues with the people involved. Seeing an increase in
“gossipy” mode and “gotcha” mode.
• Improve subject lines in emails; should be clearer. Should clearly state who is sending the
email and who it’s for. Parents have no idea where they come from.
• Massive inconsistencies in Infinite Campus between grade books and how they are used.
Some use it as communication tool, some don’t.
• Communication is about “stuff,” not really about learning. Parents get a lot of “stuff.”
• How can parents support learning? Let’s add that component.
• Buildings do have expectations for a weekly email and lots of detail about what’s being
learned and how parents can support it, but it’s inconsistently carried out, even among
teachers at the same school.
• Website and Facebook don’t need a gatekeeper every time. Move from control to enable
schools to make the updates.
• Internal struggle; should messages to staff go through chain of command or be blasted
out to everyone?
• People need to know how to use communication tools we have effectively.
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Lots of information available, but people still say they are uninformed; there is a
disconnect somewhere.
Best Source of Information
• The K drive.
• Colleagues.
• Meetings.
• Feedback from former students – always ask “Do you feel Valley prepared you well?”
and everyone says yes.
• Email.
• Too much time communicating electronically. “Just walk in my office.”
Informaline Assessment
• Don’t really use it.
• Love the format…helps when Board meetings are missed.
Email Assessment
• Subject lines are an issue.
• Not everyone has an email account or time to check email during work hours. Some may
be missing important information.
• Good tool, but has limitations; sometimes better to talk in person.
• Some believe that email is used as a ‘gotcha’ tool; ask for something in writing to
document administrator responses.
Website Assessment
• Love it! So much nicer.
• Easy to navigate.
• Attractive; reflects district in a very positive way.
• Enable schools to update their own sites.
• A work in progress; still needs updates.
• Still learning where info is on the site, but pretty intuitive.
• Need to deal with content; missing some important information.
• Staffing is minimal.
Social Media Assessment
• Doing great to be on social media.
• Could improve communication with students; high school uses social media to connect
with kids.
• Protocols should be developed for all who use social media for district uses.
• Better reach kids through texting.
• Hard to know how many people we reach…is it worth our time?
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Can be distracting.
Can use it to demonstrate instruction happening right now and know how many have seen
it.
Lots to manage on limited time.
Best Way to Communicate with You
• Email.
• Personal interaction; face to face.
• Depends on the topic.
Strengths of Community Education
• What we are doing is impressive.
• Like the new branding; all fits together with beliefs and practices.
• Responsive to community and colleague requests.
• Parenting class for non-English-speaking parents could really grow.
• Sort of jealous about different rules in place for Community Education.
Improvement to Community Education
• Are we meeting the needs of the diverse demographics?
• Endless list of what they could do.
Information Source on Community Education
• “Ask Shawn.”
• Emails.
• Website.
• Call the department directly.
Kids West
• Neighbors are always complimentary about kids.
• Word of mouth is good.
• Haven’t heard a thing about it; not in my realm.
• “They take care of situations that come up and I don’t have to.”
District’s Efforts to Listen to Stakeholders/Opportunities You’ve Had
• Direct call to someone.
• People can speak at Board meetings.
• Open door policy.
• Surveys every year.
• Social media.
• Grapevine.
• Everyone is directly accessible.
• Invited feedback from stakeholders.
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Greatest Communication Challenge
• Collaboration between Board and administration on what is happening in schools.
• Non-English-speaking population.
• Budget-related issues; we “like to add, but can’t subtract.”
• Giving every stakeholder the information pertinent to them.
• Communicating about the whole district – all children.
Group: Community Leaders
Strengths of the School District
• Lots of opportunities.
• Very advanced education focus; college prep.
• Good web presence.
• Diverse.
• Excellent learning environments.
• Possible for everyone to find their niche.
One Thing to Improve
• Construction at schools, so frequent; negatively impacts learning environment. Hard to
concentrate.
• Parent/teacher communication. Inconsistent expectations year to year and across schools.
• Infinite Campus – no training for parents; no training for other technology. Not sure
we’re getting the most out of it.
• Get lots of information; hard to know what to focus on and what’s just general nice-toknow information.
• Amount of email is overwhelming.
• Diverse cultures having trouble with technology but Community Education is working on
this.
• No kids in school now; less engaged than ever before.
• City is less engaged; community leaders are not really engaged. Don’t know who is in the
district anymore and don’t know how to get engaged.
• Human services feel connected, but not sure how to contact some district folks.
• Chamber does a good job connecting with the district.
• Scheduling games/activities on Jewish holidays is an issue. Yom Kippur is on calendar
year to year. District should be able to see a conflict with the holiday and a football game.
Jewish community would appreciate not scheduling important school events on Jewish
holidays. If we don’t schedule something on Christmas Eve, we should not schedule
something on Yom Kippur.
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Current Image in Community
• Very solid – schools are a big selling point for us.
• Marvelous district in contrast to others.
• People make decisions on where to live based on this district.
• If your number one goal is a good education, it’s West Des Moines; schools impact home
values.
• Business perspective…good job of preparing kids for employment.
• Talk to all the districts around here on behalf of Air Force Academy; “Valley has all the
classes I recommend.”
• District has an alternative school; addressing this group and catching them.
• Justice initiative through police department; embracing this, not ignoring or casting away
these kids.
How Would You Describe the District to a New Neighbor?
• Sons graduated last year. In college conversations, everyone knew about Valley and had
a very positive perception. They entered college with 20 credits – “financially huge!”
• 9th grade program is positive.
• I’d have them talk to someone else.
• One of the best districts in Iowa.
• Fairly diverse.
• Registration process is streamlined.
• Emphasize having the tools kids need to succeed.
• Lunch room is the best in the world.
Communication Strengths
• Very good job pushing out information; the challenge is the amount.
• Many emails are overwhelming. Some are important; some generic. Use bullet points.
• Like the “robo” calls during lockdowns or snow days.
• Police enjoy great relationships, have for years. District deals with three police
departments and seems to do it seamlessly. Collaborative.
• No profile from the district in the Des Moines Register.
• We use the facilities; rules are clearer and more objective than before. “They treat us
fairly.”
• Some police communication is not as good at the district level; identify with the
elementary school in Winter Heights.
Communication Improvement Ideas
• Virtual Backpacks led to lower enrollments in community programs; people are not
getting the messages.
• Virtual Backpacks saved lots of paper.
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Improve relationship with the Des Moines Register.
Embrace one form of communication technology; choose a way teachers communicate,
using the same program. Be consistent across buildings.
Making the move to e-communication, the district may miss those who don’t have
computers.
Welcome Center idea; getting registration information out to families who don’t speak
English. Get their needs and questions asked.
City gets inconsistent answers to questions, reducing confidence in what district says.
Reduces credibility.
Best Source of Information
• Website is searchable. Forms are there. Content is easy to find.
• Would like to read more in the newspaper; those without kids in school have no other
reason to go to the website.
• Want to know how taxes are spent; maybe that information is out there, but people don’t
see it.
• Email blast with links to particular information.
Email Assessment
• Like it, but problem is the amount. Can get up to five emails a day. Too much.
• Highlight what is really important; prioritize information.
• Send one email with links to each school’s information and let readers choose what to
read.
• Virtual Backpack is a different approach.
Website Assessment
• Like it, although miss the old one a little bit because knew where everything was.
• How mobile-friendly is it? Can’t find a mobile version.
Social Media Assessment
• Principals use it to find out where the parties are.
• Would read a post on Facebook or Twitter before the website.
• Twitter offers self-selection of information.
• Don’t have much social media contact with schools.
Best Way to Communicate with You
• Email.
Strengths of Community Education
• So many choices.
• Do consistent surveys; ask for input during needs assessment and then groups work on
satisfying identified needs.
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Booklet is good.
Improvement to Community Education
• We are largest city without an indoor rec facility; facilities are in demand. In last five
years, coaches are running their own sports camps; less time available for broader
community use of facilities. Coaches are running a business.
Information Source on Community Education
• The flyers/booklet.
Facilities Use
• District needs more gyms. “We could fill gyms year ‘round.”
District’s Efforts to Listen to Stakeholders/Opportunities You’ve Had
• “Superintendent called and took me to lunch. He talks with people personally.”
• District leadership does a great job; would like to see the Board getting involved with the
Chamber. “We invite them, but they don’t seem interested.”
• City meets with district leaders about issues impacting the community; very
collaborative. Better dialogue now than in past years. “We are on the right path.”
• Superintendent sat down with new human services director right way.
Ideas to Improve Listening
• Focus groups like this one.
• Superintendent does a great job. Keep the mindset that we’re all in this together.
• Don’t know the Board members; couldn’t identify them. Don’t know what their vision is.
Would like closer relationship with policy makers. Board seems disconnected from
community.
• Used to be more informal opportunities to meet Board members. “We are interested in
tying the vision for the future among city, business, and schools.”
• Consider an annual open house; a regular “meet and greet” is a good idea.
• Superintendent is doing a great job; just need to bring policymakers into the mix.
Greatest Communication Challenge
• Growth of the population.
• Languages, diversity.
• Mode of communication. As technology changes, the old communication modes don’t go
away when new options emerge. Choosing the right ones is a challenge. But, choose one
and be consistent.
• Social issues create issues for schools related to measuring student achievement.
• Explaining how to maintain excellence in the face of limited money and increasingly
diverse demographic mix.
• May be providing things beyond education in the future, like food.
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ELL is in every school. How to continue to meet these needs and programs like special
education as well.
They are doing so many good things. “They are a 9 on a 10 point scale.”
Group: Teachers
Strengths of the School District
• People genuinely care for students.
• Staff.
• High expectations.
• Parent involvement and support.
• Financial resources handled well and available.
• Technology.
• Curriculum updated fairly regularly and staff involved.
• Willingness of staff to work with all players on every issue.
• Effective alternative school; staff does an amazing job.
One Thing to Improve
• Consistency among buildings in vertical articulation, grade level consistency.
• Consistent expectations for everyone; staff accountability. Use the systems in place.
• Transitions for students.
• Bolster the alternative school program.
• Set a focus and stay with it. District jumps from thing to thing. Particularly a problem in
professional development; new things thrown at teachers every year.
• What is the district’s long-range vision?
• Budget crisis every year. “We spend energy saving our jobs instead of doing our jobs.”
• More consistency in setting goals; some smart goals, some PLCs – done differently and
prioritized differently.
• Fewer LRC staff now than 10 years ago; don’t know history or why.
• New teachers learning on the job; there are mentors but no new teacher training.
• Consistency in buildings is an issue. Why would one sixth grade not be departmentalized
when the rest are?
• Need a grantwriter; missing out on a lot of money out there.
Current Image in Community
• Declining – used to be noteworthy in curriculum and staff development. Community
aware of stagnation.
• Advisory students don’t see Valley as the best school anymore. Slipping.
• West Des Moines is all about being trend-setters.
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Community has a flawed image. Think this is the WDMCS of 25 years ago. Think
district is growing and has tons of money. “That district doesn’t exist anymore.” They
don’t understand cuts to the budget.
Competing with other districts now.
How Would You Describe the District to a New Neighbor?
• Get involved or get lost in the shuffle. Go to the school and meet the teachers and
principal.
• “I’d tell them to go to Urbandale.” District doesn’t try to include kids in our district who
aren’t from West Des Moines.
• Teachers really know who our kids are and understand kids on a personal level.
• Lots of options here especially for high flyers.
• At elementary level, register immediately or you might get relocated to another school.
• Doesn’t matter what junior high you attend; both are phenomenal. Great staff.
• Learn what is offered and take advantage of the wide selection; try new things.
Communication Strengths
• Appreciate Board meeting summary; can click on links and read items of interest.
• Social media presence has stepped up; Facebook, new website – easier to find
information.
• School/community relations department working to turn things around.
• Infinite Campus is really used; teachers send information out to parents.
• Virtual Backpack. Teachers don’t have to stuff backpacks.
Communication Improvement Ideas
• Elementary parents need to be taught about Infinite Campus so they are in the habit of
using it.
• Some parents don’t want all our messages.
• Improve communication from central office to schools.
• Only get the Board update.
• Improve communication for students with special needs; parents are confused about what
is offered and who is served. Need special education handbook and a standard curriculum
across schools.
• Lack of understanding about Board policies and procedures and impact on teachers.
• WDMCS is a Pre-K-12 district. Five elementary schools have preschool programs.
Preschool teachers don’t understand what’s happening at the high school and the high
school doesn’t understand what happens in preschool or elementary.
• Can’t find student info on kids coming into the class.
• Should communicate across departments; need more time to meet as departments.
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Best Source of Information
• District website.
• Word of mouth.
• Teachers’ association.
• Twitter from some administrators.
• Building-level Facebook pages, not the district page. That information is late.
• Hallway conversations.
Informaline Assessment
• Don’t read it.
• Just delete it.
• Hard copies for elementary schools are a waste; don’t make it home.
Email Assessment
• Use links sent.
• Technology gets in the way of personal communication.
• Don’t need to know everything.
• Create a schedule; send things on the 5th and 20th of the month, for example.
• “I want information about my level. I don’t really care what other levels are doing.”
Website Assessment
• Pictures at the top take up too much room.
• Print is small.
• Would like to see a change in the rotation instead of same five things over and over.
• Functions pretty well.
• Research links are helpful thanks to teacher librarians’ assistance.
• Moodle, modal, easier to find in student section.
Social Media Assessment
• Hate that staff pictures are on a page public can access. “We should have the right to say
if our picture is out there or not.”
• Follow the district on Facebook; not a lot of interest.
• Not personally on Facebook.
• Don’t encourage people to get a Facebook or Twitter account.
• Never see the district’s page.
• I would never comment on anything on Facebook.
Best Way to Communicate with You
• Concise, short email. Blanket email is a low priority.
• Phone calls from Infinite Campus.
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Strengths of Community Education
• Good program; runs Kids West.
• Don’t know anything about it.
• Runs summer programs.
• Wrote grant for the preschool program.
• Like the adult ESL classes.
Improvement to Community Education
• Community Education used to have a different philosophy. Needs to be more effective.
Don’t hear the philosophy that people can use our facilities 24-7.
• New teachers don’t know anything about Community Education.
• As kids register at Valley, they should be told about the ACT review class. It would
really help lots of kids.
• Community Education is an afterthought in the district. Should be advertised as a partner
with the district.
Information Source on Community Education
• Online and email.
• The big book they publish.
Kids West
• Don’t have any information about the program and what it is doing for kids.
• Most believe they are just babysitting.
Facilities Use
• People jump to Parks and Rec instead of Community Education programs.
• Gyms are open but most people don’t know they can rent them.
District’s Efforts to Listen to Stakeholders/Opportunities You’ve Had
• District uses Survey Monkey.
• Some don’t participate in surveys because they think they can be identified.
• Survey results are not communicated back to teachers – don’t know how information will
be used.
• One Board member is in and out of the buildings all the time. He sends copies of the
Board meeting minutes that address topics he gets questions about when he talks to staff.
• Board is more responsive than the administration.
• Some administrators are very responsive.
• Teachers have been told not to complain about anything.
Ideas to Improve Listening
• Don’t ask if administrators have already made up their minds.
• Why create a survey that can identify who is responding? Intimidates teachers.
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Share results of surveys.
Be open to ideas and suggestions because that’s how we all grow.
“They give us feedback, but when we give them feedback, we’re causing a ruckus.”
Would like a newsletter from the special education director for more direct
communication.
Greatest Communication Challenge
• Don’t let technology overwhelm face-to-face and relationships.
• Keeping up is going to be a problem.
• Keep a personal touch. “The people in charge don’t know who I am. I know my students,
but my bosses don’t know me.”
• Disconnect between students and upper administration. Principals should be around in the
building.
• Administrators should know all their teachers, not just their union reps.
• Teacher-to-teacher communication could improve; some discomfort in communicating
with each other.
• Building a partnership and bond among staff, administration, and teachers. Isolation
develops if we don’t put the human factor in our buildings. Sometimes we don’t
communicate well with each other.
• “If you are good at what you do, you get punished with committee assignments and more
responsibility. If you are bad at what you do, you are rewarded by getting fewer classes
and less responsibility.”
• Eliminate favoritism.
Group: Board of Education
Strengths of the School District
• High expectations and high achievement.
• Teaching staff stays for a long time.
• Investment in the arts.
• Parent involvement.
• Long history of striving to meet individual student needs because children learn
differently.
One Thing to Improve
• Communication, always. Can never communicate too much.
• Consistency between buildings.
• Budget determinations done in a timelier manner.
• More transparency from superintendent.
• Keep the Board up-to-date. Don’t want to learn about something on the street.
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Current Image in Community
• Affluent, smart.
• People move here for the schools; excellent reputation.
• A district of “plenty” and maybe too much.
• Still some talk about two high schools; still causing some division.
• Too big.
• Image is very high; people move here for the schools.
How Would You Describe the District to a New Neighbor?
• Excellent schools.
• Good parental support and involvement.
• Good in the arts, K-12.
• Lots of choices.
• Large.
• Good administrators to advise you on what to do with your child.
• Great schools with bonuses like Community Education and activities.
• “You will be more pleased with school than you can know.” Children have a great
smorgasbord of opportunities in academics, arts, and sports.
Communication Strengths
• Recent big improvement in social media; staying current and relevant.
• Teachers using social media, too.
• Good old fashioned flyers communicate, too.
• Website done well.
• Wish there was more effort to use print media; it is still a primary way for many in
learning about schools.
• The Des Moines Register’s Tuesday feature; people like to see their kids’ names and
photos in print. They put it on the refrigerator.
Communication Improvement Ideas
• Not everyone uses social media; have to communicate in several ways.
• Don’t like Virtual Backpack; it has a negative impact on community groups.
• Allow paper back into school.
• Don’t like having to open attachments. Put the information in the body of the email rather
than linking to other places.
• Hard to find address and phone numbers of schools on the website.
• Need means for parents to contact each other.
• Would like to see principals at Board meeting monthly. Gives a sense of who they are.
Build relationships and trust.
• Would like more opportunities to visit schools.
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Best Source of Information
• Infinite Campus message.
• Secondary schools communicate daily.
• Talk to administrators on phone or in person.
• Emails.
• Website has frequent postings.
Informaline Assessment
• It’s a waste.
• Doesn’t open well on my phone. When it was a paper version, I read it.
• Consider a name change so it’s clear where it’s from.
Email Assessment
• Love email as a primary communication tool, but some don’t have access.
• Virtual Backpack and Idea Share and surveys come, but infrequently and not successful.
• Daily communication from schools can be repetitive.
• Sometimes worry about less affluent families not getting our information; don’t want to
exclude anyone.
Website Assessment
• Staff did an outstanding job; sharp and inviting.
• Like the new website much better.
• Just don’t like to be told to go to the website for information.
• 90% of use is the directory.
• Love the design; lots of information but sometimes hard to find.
Social Media Assessment
• Never visit Facebook or Twitter.
• Don’t use either.
• Social media doesn’t reach people well; not a viable way to communicate.
Best Way to Communicate with You
• Email, although phone calls preferred. Like to hear the intonation to get a sense of what
people are really saying.
• Email and phone calls.
Strengths of Community Education
• Fabulous programs; amazed at the offerings; beyond wonderful.
• Unbelievable summer programs.
• Accessible to all.
• Meets a wide-range of needs. Ongoing opportunities for all ages.
• Unbelievable asset.
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Improvement to Community Education
• Website does not work; online sign-up doesn’t work.
• People don’t know it is part of the school district; many see it as part of the city. We need
recognition for this.
• Learnapalooza is not being offered again; they say it has run its course. Very
disappointed it is ending.
Information Source on Community Education
• Brochure/catalogue – can pick it up at library or LRC.
• Website.
• Hard to find the right level for classes; list courses by grade level instead of alphabetical
order on the website.
Facilities Use
• Buildings are public and should be used, but it can’t be a give-away. Costs to use are
cheap.
• Many people don’t know they can use this public space.
District’s Efforts to Listen to Stakeholders/Opportunities You’ve Had
• If people make the effort, we listen; we don’t go out and ask for opinions.
• People can talk at Board meetings, but most of the time no one does.
• Idea Share has been unsuccessful.
• Focus groups like this.
• Don’t think we listen very well.
• In April, listened to people upset about eliminating teaching/reading positions. Process
created distrust.
• People feel comfortable expressing opinions to the Board but not to the superintendent.
Ideas to Improve Listening
• Liked the Idea Share ideas, but we don’t use it well enough. People think no one monitors
or listens.
• Schedule more meetings with Board at schools; people will come.
• We could go to schools to listen.
• Hard to tell how to regain trust lost last year.
Greatest Communication Challenge
• Inform people about district in a timely, transparent manor.
• Be intentional about communication – no 12th hour decisions.
• Bring people along when we are making decisions.
• People don’t always buy into the unknown.
• It seemed easier to communicate before we had all these different ways to communicate.
• How do we get the public’s attention?
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Public’s expectation of immediate response is challenging; people won’t be OK when it
takes a week to return an email.
Keeping up with all the changes in communication.
Communicating with a diverse group.
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Appendix
• Focus Group Discussion Questions
• Principals’ Communication Checklist Survey Results
• What is NSPRA?
• Auditor’s Vita
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Focus Group Discussion Questions
Audit questions directed to parents, community and other groups:
Questions for West Des Moines Community Schools, April 23-24, 2013
1. What are the strengths of the West Des Moines Community Schools? If you could pick
one thing, what would you improve?
2. What’s the current image of the school district in the community? How would you
describe the schools to someone new to your neighborhood?
3. What are the district’s strengths in the area of communication? What does it do well?
What could be improved?
4. What are your best sources of information about the school district?
a. Parents/Staff Only: Evaluate Informaline. Is it helpful/informative? How could it
be improved to better meet your information needs?
b. Evaluate the use of email as a primary communication tool. What works? What
could be improved?
c. Evaluate the district’s newly revised website. What do you like? How could it be
improved?
d. Are you interested in receiving information via social media tools such as
Facebook and Twitter? Are there other mobile messaging tools the district should
consider?
e. What would be the best way to communicate with you?
5. From what you know about Community Education, what would you identify as a strength
of the program? What could be improved? What is your best source of information about
community education?
a. Parents/Staff – Evaluate communication from the Kids West program.
b. Parents/Community – Have you ever used district facilities for community
activities? Were you satisfied with the communication you received?
6. How would you rate the school district in its effort to listen to it stakeholders? Describe
any opportunities you’ve had in the last year to provide input or express you own views
to district leaders.
a. How can the school district improve its efforts to reach out and listen to you?
7. What is the greatest communication challenge facing the school district in the years
ahead?
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West Des Moine Community Schools
Communication Checklist for School Principals
1. Check any of the following that you use to communicate with parents and the community:
Response
Count
12
9
12
E-mail
Voice message notification system
Newsletters (print or electronic)
Memos/Flyers
Website
Voicemail
Cable TV channel
Electronic listserv
Web blog
Social networks (Facebook, Twitter, etc.)
Meetings at school
Meetings in homes
Presentations to civic clubs/groups
Parent Portal
Other (please specify)
Answered question
6
11
5
0
2
2
10
12
5
9
4
0
12
2. My school communicates with parents in multiple languages:
Yes
No
On Limited Topics
Please type specific languages translated below (separate with comma):
• Spanish (4); Bosnian (2); Vietnamese (2)
Answered question
Response
Count
10
1
1
12
3. My school newsletter is:
Response
Count
5
7
0
Electronic
Print
Don’t have a regular newsletter
Answered question
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4. The school newsletter is sent to parents:
Response
Count
1
2
Weekly
Monthly
Bi-weekly
Quarterly
Bi-monthly
Two times a year
Three times a year
Other (please specify)
Answered question
5
1
2
0
1
1
12
5. The principal responds to questions and concerns from parents and the public:
Response
Count
3
Same day
Within 24-48 hrs.
As they can get to it
Answered question
8
1
12
6. School office staff responds to questions and concerns from parents and the public:
Response
Count
5
Same day
Within 24-48 hrs.
As they can get to it
Answered question
7
0
12
7. Teachers respond to questions and concerns from parents:
Response
Count
3
Same day
Within 24-48 hrs.
As they can get to it
Answered question
8
1
12
8. Parents can voice ideas and concerns about the school through:
Response
Count
12
PTO/PTA
Site Council/School Improvement Team
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Individual meetings with principal/staff
Advisory committees
Forums/study circles
Website
E-mail/telephone
Other (please specify)
• iSPIN committee involves parents and staff and works toward
increased student achievement.
12
3
0
8
12
Answered question
12
1
9. Have you conducted a survey or focus group to determine whether the
information/communication parents receive from your school meets their needs?
Response
Count
4
8
Yes
No
If yes please describe below:
•
Survey during our website launch.
•
iSPIN worked with parents and staff last year on how we can better
communicate and get information into parent hands. We have acted on
those requests.
•
Climate survey within the last 5 years – will be doing another one soon.
•
Minimally, a communication audit was done as part of the iSPIN process.
12
Answered question
10. Special programs are offered to help parents help their children learn:
Monthly
2-4 times yearly+
At least once a year
Never
Other (please specify)
• There have been town hall meetings run through our SAPCC group about
drugs and alcohol awareness. I would consider Open Houses a time when
parents can get information about the resources available.
•
Have held parent meetings in the past – poorly attended and not by those
we wanted there even though we invited them personally.
Answered question
NSPRA Communication Audit
Response
Count
4
3
1
2
2
12
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West Des Moines Community Schools
11. Volunteer programs in the school include:
Response
Count
12
5
11
11
5
0
Parents
Senior citizens
Community members
High school students
College students
Other (please specify)
Answered question
12
12. The school has established business/civic partnerships or other community support
programs:
Response
Count
Yes
9
No
3
If you answered "yes" please specify below:
8
•
State Savings Bank helps with our character counts program.
•
Business Partnership
•
First Bank
•
We work with our Bank Partnership
•
City of Clive
•
Optimus, EFR. Pace
•
Hy-Vee is our business partner
•
We have what is believed to be our “official” business partnership with
Bankers Trust and two more unofficial partnerships with the Windsor
Heights Hy-Vee and the Walnut Creek YMCA.
Answered question
12
13. Do you have programs to involve non-parents in school activities?
Response
Count
4
8
Yes
No
If you answered "yes" please specify below:
• Kiwanis
• Weekend functions at the building are always open to the public.
• Office helpers do not have to have a student in the building.
Answered question
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West Des Moines Community Schools
14. Efforts are made to acquaint new families with curriculum/program activities:
Response
Count
7
1
4
1
0
12
As needed
Monthly
At least once a year
Never
Other
Answered question
15. Check any of the following that you use to communicate with teachers:
Response
Count
12
4
9
6
2
3
4
12
2
1
12
E-mail
Daily bulletin/memo
Weekly bulletin/memo
Voicemail
Website
Social networks (Facebook; Twitter, etc.)
Staff Intranet/Portal
Staff meetings
Staff newsletter
Other (please specify)
Answered question
16. Check any of the following that you use to communicate with support staff:
Response
Count
12
5
8
6
2
3
2
9
0
0
8
E-mail
Daily bulletin/memo
Weekly bulletin/memo
Voicemail
Website
Social networks (Facebook; Twitter, etc.)
Staff Intranet/Portal
Staff meetings
Staff newsletter
Other (please specify)
Answered question
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17. My staff newsletter is:
Response
Count
6
2
6
0
Electronic
Print
Don't have a regular staff newsletter
Other (please specify)
Answered question
12
18. Teachers can voice ideas and concerns about the school through:
Response
Count
12
11
12
4
6
1
10
12
0
12
Staff meetings
Site Council/School Improvement Team
Individual meetings with administrators
Advisory committees
PTO/PTA
Suggestion box
Association/Union representatives
E-mail/Intranet
Other (please specify)
Answered question
19. Support staff can voice ideas and concerns about the school through:
Response
Count
8
7
12
4
5
1
7
12
0
12
Staff meetings
Site Council/School Improvement Team
Individual meetings with administrators
Advisory committees
PTO/PTA
Suggestion box
Association/Union representatives
E-mail/Intranet
Other (please specify)
Answered question
20. Teachers receive information from or about the district via:
Response
Count
12
11
E-mail
Website
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Social networks (Facebook; Twitter, etc.)
Memos
Cable TV channel
Voicemail
Voice message notification system
District Intranet
Employee newsletters
Associations/unions
The principal
District publications
Meetings with district administrators
Other
Answered question
9
6
0
6
6
3
4
11
12
10
11
0
12
21. Support staff receives information from or about the district via:
Response
Count
12
11
8
3
1
8
3
2
8
12
9
8
0
12
E-mail
Website
Social networks (Facebook; Twitter, etc.)
Memos
Cable TV channel
Voicemail
District Intranet
Employee newsletters
Associations/unions
The principal
District publications
Meetings with district administrators
Other (please specify)
Answered question
22. How often do you share information and key messages about the district with your school
staff?
Response
Count
11
Regularly
0
Rarely/Never
Occasionally, depending on the issue
Answered question
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12
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West Des Moines Community Schools
23. Inservice training on conducting effective parent/teacher conferences is offered to:
Response
Count
3
5
4
12
All teachers
Never
New teachers only
Answered question
24. Inservice training on conducting effective parent/teacher conferences is scheduled:
Response
Count
7
2
4
Prior to parent/teacher conferences
Yearly
Other (please specify)
•
•
•
•
None currently planned.
Not scheduled
Staff will be given directions as to the format of the conferences. We do
not have an inservice training that I am aware of unless it occurs in the
New Teacher orientation classes.
We conference by teams.
Answered question
12
25. Before open houses and/or curriculum nights, teachers receive inservice training in making
presentations, working with diverse cultures, delivering key messages about education, etc.:
Response
Count
4
0
8
3
0
12
Prior to the events
Yearly
As needed
Never
Other
Answered question
26. Teachers are encouraged to arrange special events and activities that bring parents and
community members into the school.
Yes
Sometimes
No
If you answered "yes" or "sometimes" please specify below:
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Response
Count
8
3
1
West Des Moines Community Schools
•
We have an open door policy for parents. We welcome them into our
building to support teachers work.
•
While these opportunities are supported, it could be encouraged and
discussed as a regular part of what we do.
Answered question
12
27. Do programs involving teachers and support staff emphasize the PR/communication roles
they play as ambassadors for the school system?
Response
Count
8
3
1
12
Yes
No
Unsure
Answered question
28. Do school staff receive inservice training in customer service/ambassadorship?
Response
Count
6
6
0
12
Yes
No
Unsure
Answered question
29. Would you like the district to offer an inservice training program in effective communication
or customer service/ambassadorship for your staff?
Response
Count
7
2
3
12
Yes
No
Maybe
Answered question
30. Would you like assistance in developing a communication plan for your school?
Response
Count
4
3
5
12
Yes
No
Maybe
Answered question
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31. Check any of the following that you consult with district communications/community
relations office staff for assistance with:
Response
Count
6
2
3
1
3
3
4
6
5
3
0
10
2
Newsletters/publications
School website
Social networking sites
Media relations
Marketing materials
Voice notification messaging
Surveys/Focus groups
Parent/Community engagement
Crisis communication
Special event planning
Other (please specify)
Answered question
Skipped question
32. What could your district administration/communications office staff do that would be most
helpful to you in planning and implementing your communication efforts?
Response
Count
•
Will there be a uniform expectation for all buildings in regards to
communication?
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What Is NSPRA?
Since 1935, the National School Public Relations Association (NSPRA) has been providing school
communication training and services to school leaders throughout the United States, Canada, and the U.S. Department of Defense Schools worldwide. NSPRA’s mission is to advance education through responsible
communication. We accomplish that mission by developing and providing a variety of diverse products, services
and professional development activities to our members as well as to other education leaders interested in improving
their communication efforts.
With over 75 years of experience, NSPRA is known for providing proven, practical approaches to solving
school district and education agency communication problems. We offer useful communication products and
workshops as well as an annual national Seminar, maintain best practice resource files, and conduct communication
accountability research. We also sponsor four national awards programs that recognize individuals, districts and
education agencies for excellence in communication.
NSPRA has 33 chapters across the United States that provide local professional development and
networking opportunities for members. We maintain collaborative working relationships with other national
education associations along with a network of contacts and resources among corporate communication
professionals and their companies.
In keeping with our mission, NSPRA provides school public relations/communications counsel and
assistance to school districts, state departments of education, regional service agencies, and state and national
associations. For many of these organizations, we have completed comprehensive communication audits to analyze
the effectiveness of their overall communication programs and recommend strategies for improving and enhancing
their efforts.
The NSPRA National Seminar, the most comprehensive school communication conference in North
America, is held each July. This four-day conference offers over 70 topics and expert speakers on a wide array of
school communication, public relations, marketing, and engagement topics.
NSPRA’s monthly membership newsletter, eNetwork, is a communication resource for all school leaders,
not just our members. Each edition tackles a major communication issue and offers proven strategies educators can
use to address it and other concerns. PRincipal Communicator is our monthly building-level print newsletter for
school principals that provides practical communication tips to help build relationships between the school, the
home and the community.
Our e-updates, NSPRA This Week, The NSPRA Counselor, and NSPRA Alert offer summaries of breaking
national education news, in-depth studies of issues and trends, and updates on Seminars, products and services
available to educators. Communication Matters for Leading Superintendents is an e-newsletter targeting issues and
topics related to communication for school leaders.
The NSPRA website at www.nspra.org offers a multitude of school communication resources on the public
site and more comprehensive, in-depth information in our Members Only section, including discussion forums and
article archives.
The Flag of Learning and Liberty is a national education symbol developed by NSPRA in its 50th
Anniversary Year. On July 4, 1985, the Flag of Learning and Liberty flew over the state houses of all 50 states to
launch the rededication of America’s commitment to education and a democratic, free society.
NSPRA is a member of the Learning First Alliance and the Universal Accreditation Board and works with
all major national organizations to help improve educational opportunities for the nation’s young people.
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Nancy Kracke
Nancy Kracke is an independent communications consultant, recently retired after 40+
years of school public relations experience. Most recently she served as the Director of
Community Relations for the Eastern Carver County Schools, Chaska, Minnesota. She was
responsible for all aspects of the suburban district’s public relations efforts including the design
and implementation of research-based communication strategies, both internally and externally.
She led her district’s communication and marketing planning, aligning each effort to the school
board’s mission and strategic goals. Nancy’s responsibilities also included media relations,
writing and editing district publication, establishing the district’s social media strategy, and
creating processes designed for maximum stakeholder input.
Nancy’s public relations experiences have focused primarily on public education. A
proud Cornhusker, Nancy graduated from the University of Nebraska with a degree in broadcast
journalism. She began her career in Omaha at the Westside Community Schools serving as
communications assistant. She has served as communications coordinator of the St. Louis Park
Schools in the Twin Cities, the director of public relations for the Park Nicollet Medical Center
and enjoyed several years of free-lance writing and editing before going back to serve public
education.
Nancy was the editor of the MSBA Journal, the magazine of the Minnesota School
Boards Association for several years as well as editor of Research/Practice for the College of
Education at the University of Minnesota.
She is a long-time member of the National School Public Relations Association, a
founding member of the Nebraska Chapter of NSPRA, and an active member of MinnSPRA, the
Minnesota Chapter of NSPRA. Nancy has served twice as MinnSPRA’s president and is the
recipient of its Professional Leadership Award and the Dawn Kay McDowell Leadership Award.
She was a co-facilitator of MinnSPRA’s highly effective Leadership Academy, a year-long
professional development seminar. She also served NSPRA as Vice-President of the North
Central Region.
Nancy’s work has earned several awards, including numerous publication and website
awards and the MinnSPRA “Award of Excellence for Outstanding Achievement in School
Public Relations” for successful referendum campaigns. She has guided more than 10 levy and
bond referenda to victory.
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