A Mike King Publication

BUILDING BRIDGES OF TRUST

THE D SAN IGITA L D L In E EADIN BOX G d
ucat I iona DEAS l Re form

December 2011

Issue Number Three

The Digital Sandbox

Building Bridges of Trust

SCHOOL PUBLIC RELATIONS
Unfavorable public perception of public education is not a new concern. Unfortunately, much of the good news about the progress of education is not shared among community members. In fact, the media have taken on a new style of provocative reporting about educational events.
Continued on Page 2

In this article, author Mike King will suggest how to create new voices that will build a broad support for initiatives to regain public trust

REENGAGING THE COMMUNITY

The word community evokes an image of a neighborhood, bound together by caring and concern. Realistically, looking at what is actually going on in our towns, cities, and rural districts, this kind of community does not exist.
Continued on Page 4

Maecenas pulvinar sagittis enim.

COMMUNICATING WITH THE PUBLIC

A school is a communications network made up of teachers and students who each day send messages, both positive and negative, to various members of the public.
Continued on Page 5

Rhoncus tempor placerat.

Rhoncus tempor placerat.

DEVELOPING A COMMUNITY RELATIONS PLAN

A formal school community relations plan is a carefully planned strategy for how the school will communicate with its public.
Continued on Page 6

AN ARTICLE BY MIKE KING

The Digital Sandbox, A Mike King Publication | digitalsandbox1@gmail.com | http://digitalsandbox.weebly.com/

BUILDING BRIDGES OF TRUST!

PAGE

Unfavorable Public Perception of Public Education

Unfavorable public perception of public education is not a new concern. Unfortunately, much of the good news about the progress of education is not shared among community members. In fact, the media have taken on a new style of provocative reporting about educational events. This provocative style seems to have emerged over the past 20 years, as public education has been under constant re from various mass movements that are generally p o l i t i c a l l y m o t i vat e d . T h e s e m a s s movements seem to have certain common characteristics, mainly a tendency to target the general purpose and effectiveness of public education. I believe that one of the causes of many of the misconceptions and the real problems of public education is that schools have failed to stay in touch with their communities. Schools must reconnect the public to public schools. Thankfully, there are now some grassroots efforts by public schools to forge ahead with public relations initiatives designed to reestablish public trust. Educators must implement practices and strategies that can meaningfully and constructively engage the public in the reform of education.
A PLACE CALLED SCHOOL

he made this alar ming statement: American schools are in trouble. In fact, the problems of schooling are of such crippling proportions that many schools may not survive. It is possible that our entire public education system is near collapse. We will continue to have schools, no doubt, but the basis of their support and their relationship to families, communities, and states could be quite different from what we have known.1 JOHN GOODLAD When one begins to analyze and hypothesize as to the causes of this public education dilemma, an array of speculations emerges as to why we are in trouble. These speculations have grown out of the perception that schools are declining at an alarming rate, a perception that has been fostered in many cases by those who have experienced difculties communicating with school administrators and teachers regarding their personal concerns. Media hype and hearsay have also contributed to this perception, so it is small wonder that many Americans have come to believe that education is in a deplorable state. In this article, I will discuss the cause and effect of the decline of public trust in public education and will make concrete suggestions how to create new voices that will build a broad support for initiatives to regain public trust and to formulate new directions for school and community

American schools are in trouble. In fact, the problems of schooling are of such crippling proportions that many schools may not survive.

Over a decade ago, John I. Goodlad made his rst report about public education in a landmark book entitled A Place Called School. In it, he gave his predictions concerning the future of education. In the very rst paragraph on the very rst page,

The Digital Sandbox, A Mike King Publication | digitalsandbox1@gmail.com | http://digitalsandbox.weebly.com/

BUILDING BRIDGES OF TRUST!

PAGE

A Model for Reengaging the Community

involvement. Many of the topics discussed here are drawn from leadership principles based on the following strategies of change: informing the community, providing community involvement programs, and communicating effectively. Each of these principles will play a vital role in the public relations model presented in this article. Building Bridges of Trust is meant as a guide for the educators who want to promote and enlist both the schools internal and external communities in the revitalization of educational practices and school reform. To facilitate this effort, I have designed a model for reengaging the community. Each of the elements of the model represented in Figure 11 will be discussed separately in the course of this article. Figure 1-1

COMMUNITY ENGAGEMENT Inclusiveness: Actively involved citizens from all segments of the community Consensus: Capacity to tackle tough issues/build support foundation Focus on Change: Build capacity for change

SCHOOL ISSUES

Involving the Community Advisory Council Developing and Implementing Community Engagement Programs Open House Parent Academies School Orientations

Communicating Effectively Practices Elements of Effective Communications Communicate to Solve Problems Communicating to Share Information Parent Academies School Orientations

The Digital Sandbox, A Mike King Publication | digitalsandbox1@gmail.com | http://digitalsandbox.weebly.com/

Two Way Communications

Keeping the Public Informed Community Relations Planning Developing Sources of Communications

BUILDING BRIDGES OF TRUST!

PAGE

Reengaging the Community: Where do We Start?

The answer to that question is simple: We start with the community. The word community evokes an image of a neighborhood, bound together by caring and concern. Realistically, looking at what is actually going on in our towns, cities, and rural districts, this kind of community does not exist. The geographical community of the neighborhood school, where long-term residents know each other and share common experiences and beliefs, is, for the most part, gone. The community of today usually involves a group of people who share a common interest concerning work, church, social activities, or a special issue or concern. These special interest communities are not heterogeneous in nature but instead are dened by the sameness of the members. Most neighborhoods are now created and dened by a certain lifestyle, ethnicity, race, age, and/or profession. With our communities becoming so fragmented, people are nding it harder and harder to bridge the gaps and get together to solve problems. Nevertheless, many educators see community involvement as an answer to many of the problems plaguing the schools. Community involvement implies that everybody works together without conict, and has the same active participation of local citizens has solved problems and brought about needed change. We, as educators, have to build the necessary bridges of trust in our own communities so that we can come together in an effort to make the schools better for everyone. These bridges of trust will bring us a sense of ownership in our schools, and from that will come a renewed sense of community.

beliefs and goals. Fundamental to community involvement is nding in the public schools the means for the school program to enrich the life of the community, to serve the community, and to enlist the community in service to the school. The major goal for the schools involvement in community relations is to develop support for efforts aimed at the improvement and enhancement of local education. This goal is accomplished when parents and the community take part in school life by contributing time, talent, and materials to the school. School staff members can positively contribute to the publics understanding of education when they interact with members of the community on matters concerning the schools educational program. What we must never forget is that time and again in this country the

The Digital Sandbox, A Mike King Publication | digitalsandbox1@gmail.com | http://digitalsandbox.weebly.com/

BUILDING BRIDGES OF TRUST!

PAGE

COMMUNICATING WITH THE PUBLIC

Communicating with the Public

A school is a communications network made up of teachers and students who each day send messages, both positive and negative, to various members of the public. Using communication strategies, school leaders must effectively manage these highways of communication. To help school leaders establish a positive and mutually supportive relationship with the public, the author have outlined some important practices that principals can use to market a positive image of their schools. These practices include a method for designing a public relations plan, guidelines for working with the media, and methods for managing exter nal communications, such as a school newsletter, website and Social Networks likeTwitter.
DEVELOPING AN INFORMAL COMMUNITY RELATIONS PLAN

criterion to be used in evaluating each communication technique is this: Is it a planned interaction or does it occur haphazardly? If the answer is usually the latter, the school and its community could benet from a community relations plan. School leaders can begin by holding a communications workshop for the school staff and involving them in developing a public relations plan for the entire school year. School leaders and staff start by brainstor ming ideas for improving communication with the schools external community. The plan should also address methods the school will use to communicate with its internal community. In Exhibit 11, some guidelines for developing an effective informal public relations plan have been provided. At brieng , should make their staff aware of these guidelines to ensure that all the points are included in the public relations plan.
Continued on Page 6

A school is a communications network made up of teachers and students who each day send messages, both positive and negative, to various members of the public.

One way to develop a community relations plan is to outline all the informal ways in which the school communicates with the public. An important assessment

The Digital Sandbox, A Mike King Publication | digitalsandbox1@gmail.com | http://digitalsandbox.weebly.com/

BUILDING BRIDGES OF TRUST!

PAGE

Developing A Formal Community Relations Plan

Exhibit 1-1

A for mal school community relations plan is a carefully planned strategy for how the school will communicate with its public. It involves identifying and analyzing the issues that concern the public, identifying specic audiences, and specifying a timeline and a method for communicating with those audiences. The plan is outlined in terms of long-range goals and applies various communication techniques. One of the most signicant techniques is two-way c o m m u n i c a t i o n s . Tw o - w a y communications is the beginning of public engagement. (see Figure 12 page 8, Public Engagement Through Two-Way Communications). T h e re a re t h re e i m p o r t a n t elements to a formal public relations plan. The rst element is identifying the issues and setting goals to address them. Program goals should be formulated in terms of expected results, such as what the school wants the public to know or do. Examples of goal statements generated from a community that was concerned about school safety are provided in Appendix.

Guidelines for Developing an Informal Public Relations Plan

1.

The school staff itself is the most important part of the public relations plan. They are the key to good public relations. Teachers need more opportunities to' speak up for education. 2. Parents are also of critical importance. New methods for communicating with parents need to be added, such as parent nights, parent advisories, and information hotlines. 3. The principal must be an ambassador for the school and must use every opportunity to connect with the public. The principal must also be very visible and accessible within the school community. 4. The school must provide all necessary written communications, such as school handbooks, newsletters, school calendars, and informational brochures. 5. Parents and the community should be regularly invited into the school, both during and after school hours. The key here is to provide several different types of invitations, not just the traditional ones, such as open houses or parent/teacher conferences. 6. The school should provide opportunities for volunteers to work in the school setting. 7. The school should identify key people in the community and engage them in school projects and activities. They can be instrumental in carrying the school's message back to their organizations. 8. A Citizens Advisory Council composed of parents, business leaders, civic leaders, staff, and students can provide input regarding the school's communication needs. This advisory group can address both the internal and external issues of the school and provide an excellent opportunity for the school to communicate "the big picture" to its constituents. 9. Methods should be devised to communicate with the students themselves. Students need accessible avenues of communication with the principal, their teachers, the community, and each other. These communication methods should include recognition of their efforts in the classroom, in extracurricular activities, and in community service. 10. The school should support the needs of parents with regard to their children, for example, with after-school tutoring and enrichment programs and counseling and support groups for families with special needs or problems.

The Digital Sandbox, A Mike King Publication | digitalsandbox1@gmail.com | http://digitalsandbox.weebly.com/

BUILDING BRIDGES OF TRUST!

PAGE

Three Important Elements to a Formal Public Relations Plan

SETTING GOALS, KNOWLEDGE OF COMMUNITY, COMMUNICATION MEDIUMS
T h e re a re t h re e i m p o r t a n t elements to a formal public relations plan. The rst element is identifying the issues and setting goals to address them. Program goals should be formulated in terms of expected results, such as what the school wants the public to know or do. The second element of the plan is analyzing the causes and effects of those issues. Since any kind of strategic planning requires a knowledge of the people who make up the community, t h e b e s t w ay t o a s c e r t a i n t h e communitys concerns about the school is to survey the public. Therefore, the school should conduct some type of community inventory in order to gather essential information. The value of this type of inventory is the development of an awareness of the structure of the community, its agencies, and its traditions. Although a majority of this information cannot be measured in terms of analytical data, the information gained from the overall structure of the community can be valuable for future planning. Identifying the key components of the community will help to set the boundaries for implementation of the community engagement plan by current community structures. This type of information will identify special populations, trends, and target audiences that the school can link to when it begins the engagement process. (See Appendix for Exhibit 11A Community Inventory Sample). Once the analysis of the data g a t h e r e d f ro m t h e c o m mu n i t y inventory is complete, the data can be used to enhance or revise the goal statements of the plan. The school should also provide examples of information obtained from school discipline reports, public opinion surveys, and the Parent Advisory Council. The third element of the plan is a list of the specic target audiences, along with the strategyor communication mediumthat will be used to reach each one. All three elements of the public relations plan should be outlined on a grid or chart that also includes a timeline for their completion School Newsletters By far the most effective method for communicating information is the school newsletter. In addition to providing needed information to the school community, it is also a good public relations tool, as it builds trust and condence in the schools ability to make itself accessible. Research shows that of all the printed material the school sends home, the school newsletter is most often read by parents. In most cases, it is the only regular source of contact that parents have with the school; therefore, they consider it to be an important resource. The newsletter also communicates to the parents that the principal and staff value their interest and believe they are entitled to know what is happening at school.

The Digital Sandbox, A Mike King Publication | digitalsandbox1@gmail.com | http://digitalsandbox.weebly.com/

BUILDING BRIDGES OF TRUST!

Figure 1-2

PAGE

Communications

To

Engagement
deliberate with community conversation talk with share information around seeking and nding common ground responsibility sharing understanding those not like minded bottom up building a network of stakeholders values/vision process public engagement

Communicate to Public hearing to Talk to tell to Information out to Seeking to establish and protect turf to Authority to Inuencing the liked minded to Top down to Establishing a hierarchy for decision making to Goals/strategic plan to Products to Public relations to

The School Newsletter

IDENTIFYING NEWS ARTICLES

Schools are busy places, and nding enough material to ll a newsletter is not a difcult task. Stories can include school and classroom activities, parent involvement opportunities and projects, faculty and staff information, special recognition and awards, reminders of upcoming events or deadlines, changes in policies or curriculum, and available student services. School leaders should establish a form that teachers and staff members can use to submit announcements and articles to the person responsible for developing the newsletter. These forms can be distributed to the school staff, parent-teacher-student association members, and any other persons who might write for the newsletter.

Deadlines should be set up in advance, and writers should be cautioned to communicate in simple, clear language, avoiding the educational jargon and academic language that can be intimidating to parents. For a sample school news form, see Exhibit 1 3C in the Appendix.
NEWSLETTER FORMAT

T he school newsletter needs an established format for communication, one that will be used consistently. Regular features, such as a school calendar of events and the principals letter to the parents, should appear in the same general area each time.
Continued Page 9

Deadlines should be set up in advance, and writers should be cautioned to communicate in simple, clear language, avoiding the educational jargon.

The Digital Sandbox, A Mike King Publication | digitalsandbox1@gmail.com | http://digitalsandbox.weebly.com/

BUILDING BRIDGES OF TRUST!

PAGE

Working with the Media

PLANNING AND DISTRIBUTION OF A NEWSLETTER

The featured topics for each issue of the newsletter should correlate with current school activities and events. Choosing the topics to communicate to parents and community members can be difcult, but over time a workable format will evolve. Most school leaders who have experience with a school newsletter keep a le of each years newsletters that provides monthly topics. A major consideration when planning a school newsletter is the frequency of publication. This decision will depend on how frequently information needs to be disseminated, how long the newsletter will be, and what nancial resources are available to cover the cost of printing and materials. Parents should know when to expect the newsletter. We suggest that the distribution date be around the rst of the month, in order to provide timely information about the entire months activities. Sending the newsletter home with students is an effective method of distribution in the elementary school but not at the middle or high school levels. At the secondary level, it is much more effective to mail the newsletter to the students homes. Newsletters qualify for bulk mailing, which is cost-effective.

The funding and distribution of a school newsletter frequently are undertaken by the parent/teacher association. Volunteers can handle copying, stapling, folding, and labeling.

as obstructing the publics right to know. School ofcials should remember that the reporters job is not to be a public relations agent for the school; the reporters job is to report the news, whether or not it is favorable to the school. T he media have the responsibility of providing the public with the good, the bad, and the ugly concerning any institution supported by public funds. Therefore, principals need to establish guidelines for working with the media. In Exhibit 1-2, the I have provided the reader with 10 guidelines for school leaders to consider when working with the press.

Working with the Media The local press, a primary source of information, can play an important role in getting out the good news about schools. However, it is important that principals understand the relationship between the school and the press and not underestimate its power. Working with the media is a constant learning ex p e r i e n c e. S i n c e m o s t s ch o o l principals are not trained for the job of public relations, they may be suspicious of the medias motives, fearing that the press is looking for a way to portray the school negatively. When the news is bad with regard to public schools, school ofcials may accuse reporters of one-sided, negative reporting. They may refuse to provide information to the media, which the media will view

School ofcials should remember that the reporters job is not to be a public relations agent for the school; the reporters job is to report the news, whether or not it is favorable to the school.

The Digital Sandbox, A Mike King Publication | digitalsandbox1@gmail.com | http://digitalsandbox.weebly.com/

BUILDING BRIDGES OF TRUST!

PAGE

10

Ten Guidelines for Working with the Press

Exhibit 1-2
1. Understand the meaning of "news." Do not assume that something is newsworthy just because it is of interest to the school. Learn how a newspaper operates and how it gauges whether a story is newsworthy. 2. Report the news in a timely fashion. Releasing news several days after its occurrence will jeopardize its chance of being printed. Know the deadlines of all area newspapers and submit information on time. 3. Release school information simultaneously to all media. Don't play favorites. Plan around the media's slow days, usually Saturdays, Sundays, and Mondays. 4. Be aware that all reports and surveys are public property. Do not withhold such materials when they are requested. It is not necessary to release personal notes, working papers, or rough drafts. 5. Always respond promptly to the media. Respect reporters' deadlines. Return calls in a timely manner. 6. Always answer questions honestly. Attempting to dodge a question will only prompt suspicion. Don't be afraid to say, "I don't know." 7. Avoid jargon. Explain educational terms when you use them, or substitute more familiar words. Choose language that communicates easily. 8. Never make an "off the record" comment. This can be extremely risky and can cause all sorts of problems. Remember that reporters are always reporters. 9. Be available when negative news occurs. Be accessible not only, for the positive but also when something negative happens. Acknowledge problems. Do not attempt to cover up. 10. Notify immediate superiors. Inform the superintendent if the topic has district wide implications. Maecenas pulvinar Inform others to avoid contradictory statements. sagittis enim. Rhoncus tempor placerat.

The Digital Sandbox, A Mike King Publication | digitalsandbox1@gmail.com | http://digitalsandbox.weebly.com/

BUILDING BRIDGES OF TRUST!

PAGE

11

Preparing News Releases

PREPARING NEWS RELEASES

The news release is a communication device that provides school districts with an easy way to reach the media and, consequently, parents. It is the kind of public service item that most media gladly accept as a service to the community. (See Appendix 1-2A) In composing a news release, remember the ve Ws: WHO, WHAT, WHEN, WHERE, and WHY. If you have answered these ve questions, you have usually provided all the necessary facts and details.
COMMUNICATING IN A CRISIS

In a crisis, the school needs to take the offensive position and strive not to be put in the defensive position. This will require school ofcials to either contact the media or make themselves immediately available to the media. The key to communicating in a crisis is not to

clam up but to provide prompt and accurate information. This may be contrary to the traditional viewpoint in most districts: to wait and see. The waitand-see response often actually causes bad press, because it forces reporters to seek out different sources of information, sources that may not be directly connected to the incident. The three s i m p l e r u l e s t o re m e m b e r wh e n communicating in a crisis are (1) be prepared, (2) be available, and (3) be credible. In Exhibit 14, the I have included a checklist for school leaders to review when involved in this crucial kind of communication.
Continued Page 12

Deadlines should be set up in advance, and writers should be cautioned to communicate in simple, clear language, avoiding the educational jargon.

Exhibit 1-3
1. 2. 3. 4. 5. 6. 7. 8. At the upper left hand corner of the release form, ll in the name, address, and business phone number of the person issuing the release, so the editors will know whom to contact if they have questions. Clearly indicate the release date in large letters near the top of the page. When your news is FOR IMMEDIATE RELEASE, add the date it was issued below the release instructions. Leave wide margins on both sides of the copy. The editor needs the extra space to write instructions for printing the story. Write a one-line headline for the story to let the editor know at a glance what the release is about. (However, the newspaper will probably not use the same headline.) Type and double-space the release. Use only one side of the paper. If a second page is needed, end the rst page at the end of a paragraph, type the word MORE at the bottom of the page, and begin a new sheet of paper. Keep it short. Two typewritten, double-spaced pages are the limit. Center the symbol ### beneath the last paragraph to indicate the end of the press release.

The Digital Sandbox, A Mike King Publication | digitalsandbox1@gmail.com | http://digitalsandbox.weebly.com/

BUILDING BRIDGES OF TRUST!

PAGE

12

A Checklist for Communicating in a Crisis

Exhibit 1-3 Speak rst and often. Don't speculate. Don't speak off the record. Stay with the facts and don't embellish them. Be open and concerned, not defensive. Repeatedly state the school's point of view. Don't engage in an argument with the press. Establish the school as the most authoritative source. Stay calm and cooperative. Never lie.

The three simple rules to remember when communicating in a crisis are (1) be prepared, (2) be available, and (3) be credible

References Figure 1-2 Public Engagement through Two-Way Communications. Source: Public domain-Reasons for Hope, Voices for Change: A Report of the Annenberg institute on Public Engagement for Public Education, p. 8, 1993.

The Digital Sandbox, A Mike King Publication | digitalsandbox1@gmail.com | http://digitalsandbox.weebly.com/

APPENDIX: Exhibit 11A Community Inventory Sample

The following community structures should be identied because they are all very useful in strategic planning: customs and traditions, population characteristics, communication channels, community groups, leadership, economic conditions, political structure, social tensions, and previous community efforts. Once the analysis of the data gathered from the community inventory is complete, the data can be used to enhance or revise the goal statements of the plan. CUSTOMS AND TRADITIONS: The common ideas, attitudes, and habits of the people. (This type of information is important to the school in guiding its relations with students, parents, and others. Nothing produces a quicker reaction from parents and citizens than the adoption of school policies and practices that run contrary to the community's attitudes, beliefs, and habits.) 1. Has there been any recent or established occurrence that impacts the community's political, religious, or social structures? 2. Are there any differences in lifestyles that can be identied? POPULATION CHARACTERISTICS: The education attainment, age, sex, occupation, creed, and nationality of the citizens of the community. (These types of cultural data can give an overall understanding of the community and the possible sources of social tension and conict.) 1. What is the demographic make-up of the community? 2. What are the present shifts and trends in the ethnic populations? 3. Is the number of single parent families increasing? 4. What percentage of the high school graduates go on to some level of higher education? 5. What percentage of the community does not have a high school education? COMMUNICATION CHANNELS: The methods by which ideas and information are exchanged and which methods are used most extensively. (These channels can range from mass media such as television, radio, and newspapers to other communication vehicles such as church pulpits, labor union headquarters, and area newsletters and bulletins.) 1. What source of information do the community members rely on the most? COMMUNITY GROUPS: The groups and organizations that exist because of some common belief or cause. (These groups, such as Rotary, Kiwanis, and Lions, show concern for public education and cooperate with school ofcials. However, other special interest groups can bring pressure upon the school to alter educational programs.) 1. What community groups presently exist within the community? LEADERSHIP: The inuential people who are the leaders of various community groups. (Involving the community's leaders in school activities is necessary since these leaders act as communication channels through which the school is interpreted by the community.) 1. Who are the leaders of the community's government, of the community's largest businesses and corporations, of the community's professional organizations, and of the community's religious organizations? (Who are the key communicators?) ECONOMIC CONDITIONS: The generalized information regarding the agricultural, commercial, industrial, and transportation activities along with the employment and wage conditions of the community. (The economic conditions of the community determine the level of nancial support available for public education.) 1. In what areas of the economy are most members of the community actively employed? 2. What is the composition of the work force? 3. What is the average annual salary? 4. Are there any obvious inequities among the salary ranges? 5. Is there any future potential in the community for economic growth?

APPENDIX: Exhibit 11A Community Inventory Sample

POLITICAL STRUCTURE: Information regarding the political process within the community. (It includes who makes political decisions, how they are carried out, and what political organizations are available.) 1. What are some of the special interest groups who might promote or oppose a particular action of the schools? SOCIAL TENSIONS: Those tensions arid conicts that are disruptive to the life of the community. (The school must know the causes of tension within the community so as to be careful not to increase them.) 1. Have there been any recent incidents of violence due to discrimination? 2. Has any type of conict occurred due to the differences of beliefs of various community members? PREVIOUS COMMUNITY EFFORTS: Any community efforts undertaken over the last ten years. (It is important to know what kinds of projects were undertaken, who sponsored them, the degree to which they succeeded or failed, and the probable reasons for the outcome. It is important to discover those projects that worked well and avoid those that did not.) 1. Are there any projects which are presently identied as successful by the community? 2. Are there any projects which are presently identied as failures by the community?

APPENDIX: Exhibit 12A Sample News Release

CITY OF VISION MIDDLE SCHOOL
2000 School Avenue Town to Be, KS 12345 http://digitalsandbox.weebly.com/ Telephone - (222) 334- 5678 Fax - (111) 123 - 4567 e-mail address@.net

PRESS RELEASE
FOR IMMEDIATE RELEASE Contact: FIRST N. LAST Cell: 123-456-7899

"A New Kind of Backpack"

This school year, City Vision Middle School students will experience a new kind of Backpack, a Digital Backpack.

APPENDIX: Exhibit 12A Sample News Release

Educators at City Vision Middle school, is starting the new school year with a few digital incentives to get parents and students informed about school events. This year, educators at the school have added to the school website, three new communication tools that they hope will help parents become more involved in school and school activities. The school will continue to do the things they have in the past: Mass e-mails throughout the district with information on school events in the form of an online newsletter and post up to date information in the parent access portal. But this year educators at the school want to do even more with technology and communicating with the community. The rst addition to the website comes in the form of a "Digital Backpack." When members of the community access the school's website the Digital Backpack is not hard to miss. An image of a student's backpack provides a direct link to the site. School ofcials state, that their plans for the digital backpack, "is to make it easy for parents to access and download important forms, notes, and up to date news." The Digital Backpack already contains important back to school and athletic forms in both English and Spanish for parents to download. Anyone who has access to a home/work computer and printer can easily access these forms without having to drive to the school or call the school ofce. Parents simply print out the form they need, sign, and the student delivers it to the school ofce. Also located on the website's Digital Backpack page is "Pod Central." This is where parents, students and community members can have access to digital recordings of upcoming school events or monthly news. "A podcast is like a radio newscast which can easily be uploaded to a mobile device like a cell phone, iPod/ iPad, or just simply played from the Digital Backpack website. It's like an mp3 that students download from their favorite music site. The only differences is that instead of playing music, it plays an audio cast of various school events that demonstrate school pride and general information," states one educator at school. What educators hope will happen is that the students will take an interest in becoming podcasters themselves creating a whole new station of student related news. Pod Central, is audio cast recorded in both English and Spanish with the hopes of outreaching to the Hispanic community. One of the biggest hurdles he will face is getting the information out to the public and making the public aware of new posting or audio cast . To make the public aware of what is new on the digital backpack and pod central he has taken one more additional step, he has opened up a school twitter account. What is Twitter? According to Wikipedia, the free on-line encyclopedia: "Twitter is a free social networking and micro-blogging service that enables its users to send and read messages known as tweets. Tweets are textbased posts of up to 140 characters displayed on the author's prole page and delivered to the author's subscribers who are known as followers. Senders can restrict delivery to those in their circle of friends or, by default, allow open access. Users can send and receive tweets via the Twitter Web site, Short Message Service (SMS) or external applications. While the service costs nothing to use, accessing it through SMS may incur phone service provider fees." Ofcials at the school hope they can provide more outreach to parents and the community with the Twitter site. Educators at the school also plans to "Tweet" (send instant messages) to all subscribers of the Vision School twitter account each time new updates occur to the digital backpack site.

APPENDIX: Exhibit 12A Sample News Release

The instant messaging site is now available for parents or community members who are interested in participating in the instant messaging "Twitter" service. Mike King concluded that, "The best part about all of this new open source software technology is that it is free, there is no additional cost to the community."

City Vision Middle school is a very specialized school that understands the physical, intellectual, ethical, psychological and emotional development of the young adolescent and addresses those needs through a carefully planned school structure. ### Author: Michael King, Public Relations Ofce at City Vision School District