Developing Communication and Stakeholder Engagement Strategies March 6, 2012

1. Developing Communication and Stakeholder Engagement Strategies March 6, 2012 Chad Colby, Director, Strategic Communications and Outreach Will Pinkston, Consultant, Achieve’s State Leadership Team

2. Overview Messages That Resonate Where to Start? Who Needs to Know What When? Opportunities for Outreach Next Steps

3. Strong Support, Low Awareness: Public Perception of the Common Core State Standards Seen/Read/Heard About Common Core State Standards 60% Nothing 46% A Lot 13% Nothing Not Much/ Nothing Not Much/ Nothing A Lot/Some A Lot/Some http://www.achieve.org/PublicPerceptionCCSS

4. Strong Support, Low Awareness: Public Perception of the Common Core State Standards Among Voters Among Teachers 47% Strongly 43% Strongly Favor Oppose Favor Oppose http://www.achieve.org/PublicPerceptionCCSS 4

5. Why Core Messages Matter • Should be the anchor for virtually every discussion • State officials, legislators and policymakers can use to delve into more focused topics • Should be shared with partners • Build into communications documents • Use to help everyone remain consistently “on message” • 3 is the magic number (2 is too few, 4 is too many)

6. Common Core Message Cards front back

7. New Assessments for the CCSS Overview of Messages Tested Participants were provided with description of the new tests for CCSS and asked whether they think the assessments are a good idea or a bad idea. 7

8. General Assessment of Assessments Overall, do you think these assessments are a good idea or a bad idea, and do you feel that way strongly, or not so strongly? • Mixed reactions to idea of new tests. • Upon reading description, mostly positive. • BUT, note the lack of intensity. Only about one-third of 57 respondents who say tests are a good idea, feel this way “strongly.” *Note: In Ohio, respondents read a summary of the four assessments and did not see the individual components. ^ Two teachers in MA groups did not mark an initial reaction.

9. What They Liked • Early and mid-year tests for diagnostic purposes and to assess growth. Assessments that are viewed as student-centered (provide student support, usable for teachers – good data/alter instruction). • Four tests throughout the year; no longer an (unfair) one-day snapshot of student’s ability/performance. (Note this can be viewed as a positive or negative feature.) • Tests will be returned quickly, even for year-end assessments; results can be used to inform instruction. • Used for placement (but not admissions) in colleges/universities. • Tests will measure what matters -- applied knowledge and analytical skills (more innovative, open responses, showing work etc.). • Comparison across states/country. • Teachers involved in developing tests. (Note they assume teachers are current/active and teaching in the subject.)

10. What They Didn’t/Concerns • More of the same? Current tests disconnected (state and district tests don’t align; not student-centered; some see little difference from current tests.) • Need to see it to believe it; hard to imagine what tests look like and how students show work on a computer. • Already too much testing, this just means even more (four tests vs. one). • Will not eliminate “teaching to the test;” just require a new way. • Computer administration (access issues; skills required; how to show work; how can a computer grade subjective long-answer responses). • Confusion over “optional” tests (who decides if students take the test? Some want all four tests to be mandatory—especially if it means eliminating unaligned district tests). • What happens to schools/states that cannot keep up with new common standards/tests? (Tied to funding?) • Implementation/resources (Will students get the extra help they need? Will teachers get the training they need?) 10

11. Teacher Specific Concerns • Some other issues are raised only or mostly by teachers: • Will this mean more mandatory lesson pacing? • Some lament the lack of creativity and the human element in the system. • How is the test being developed and by whom? (Businesses/testing companies not in the classroom?) • How will it be used to measure teacher performance?

12. Messages • Messages that acknowledge reservations/limitations of current tests rise to the top. Tests alone cannot tell you everything you need to know about whether a student has all of the knowledge and skills they need to be successful. But these new assessments can be an important tool for parents, teachers and students to ensure students are on track. Tests are given early enough in the year so parents and teachers know where a student needs help. The tests are designed to assess learning and whether students can apply knowledge, not simple memorization or a students’ ability to take a test. • Pivot to how new tests are different and focus on diagnostic and mid-year assessment benefits. The current testing system is not working.Instead of being able to focus on real learning in the classroom, students and teachers often spend more time and effort on how to take and pass standardized tests. And, while testing is always going to be part of measuring student progress, these new tests are designed to place more emphasis on real learning. They will evaluate student progress periodically throughout the year and assess real understanding of material, not just rote memorization and test-taking skills. 12

13. Messages • The need for students to compete in a global economy resonates. These new assessments are based on the Common Core State Standards which are aligned with the standards of the highest performing countries in the world so our students can graduate with the knowledge and skills that equip them in a demanding global economy.Life after high school or college is no longer about competing with people in the same town. Today, American students need to be able to compete with peers from all around the world. • The need for students to have applied skills is also compelling. To be ready for college and careers, studentsneed to master basic content like English and mathematics, but also need to be able to apply that knowledge and skills as colleges and employers expect in areas such as communications, teamwork, critical thinking, analytical writing and problem solving.These new assessments are designed to measure knowledge as well as the applied skills students will need upon graduation. 13

14. Messages • Two messages not as effective, but concepts have traction. • A logical next step; diagnostic tests used to provide support. Creating common assessments grounded in common standards is the logical next step in making sure that students get the knowledge and skills they need so they are ready for college and careers.The tests will help identify students who are not on track so that those students can get the additional support they need. It’s important to set the bar higher, even if it’s tougher, so we are providing an honest picture of what students know and are able to do. This approach will help make sure students are ready for their future and likely to succeed after high school. These new assessments are designed to prepare students for college and careers by the end of high school. Current testing typically takes place too late in the year to do teachers or students any good. These new tests would be given throughout the year so teachers know where a student is struggling and they can provide intervention and support when it is needed. 14

15. The Net Effect • After learning more about the tests there is some modest positive movement. • The final results show that 60 out of 75 respondents rate the tests a “good idea” with an even split between those who feel that way “strongly” and “not-so-strongly.” • BUT, many are reluctant to offer full support until they see the tests. • Judgment will be heavily dependent on whether tests are perceived as student-centered. • Remember: • Respondents did not hear from the opposition. • Few participants came to this discussion with a favorable view of testing.

16. T The Bottom Line • Do not (over-) sell these tests.It is unlikely that teachers and parents are going to reach a point where they have strongly positive feelings towards any new tests. • Focus on early diagnostic and mid-year tests, the opportunity to make adjustments and measure growth/progress. Early/mid-point assessments and their well-intentioned purposes are by far the most appealing elements of the new tests. • Create a coherent system around the new tests. Any new tests that are viewed as simply an “add on” to already overburdened classroom teachers will be met with resistance. Must have real discussion about what can be eliminated.

17. The Bottom Line • Communicate the human element: these tests are being designed with students in mind.The new tests are different in that progress is measured over time and there is room for personal adjustment that meets students’ needs. • Note the active teacher involvement in test development. Importantly, these teachers must be active educators, currently practicing in the relevant subject area. • Keep the end goal front and center: students prepared for life after high school.This over-riding aspirational goal helps maintain a broad philosophical approach in trying to improve the current system, thereby opening the door to the potential of new standards and tests.

18. PARCC Message Cards front back

19. How well has your state handled the communications related to the implementation of the Common Core and the transition to PARCC?

20. Few States Have Figured This Out EngageNY.org is a great public-facing resource RI has a strong communications plan CA has an app to enable teachers to search through the standards Chiefs around the country are tweeting, using Facebook and other social media tools to communicate AR Governor and Commissioner video on the CCSS: arkansased.org The Hunt Institute has created instructional videos: http://www.youtube.com/user/TheHuntInstitute#p/a Student Achievement Partners has posted resources: Achievethecore.org PTA Common Core Parent Guides: http://www.pta.org/4446.htm

21. All States Need a Communications Strategy Common Core implementation is coming The transition to PARCC is also coming Focus has been on educator evaluation, school accountability, closing achievement gaps… Important to link all into a broader discussion about preparing all students for success in college and careers

22. There Are a Lot of Audiences to Consider Parents Agency staff Legislature Media K12 Educators Associations Business community Unions Higher Ed Faculty Students School Committees ??

23. Some Audiences Need Attention NOW Immediate Agency staff Yesterday K12 Educators Associations Unions Legislature School Committees Media Summer Higher Ed Faculty Business community Advocacy groups Late Fall Parents and Students Later

24. Consider What Your Audiences Need Some Details Details Just the facts Media Internal staff Parents K12 Educators District leaders Students Business community Higher Ed faculty Associations Unions Legislature Advocacy groups

25. Other Opportunities to Create and Leverage • Philanthropy • Inform, use to help relay message • Host meetings • Resources • Provide messaging kit with talking points and details • Advocacy • Inform, use to help relay message • Civil Rights • Host meetings • Work with legislators • Provide messaging kit with talking points and details • Agency Staff • Achieve training • Follow up to connect to everyone’s work • All staff meetings • Roundtable meetings • Cheat sheet • Cultural change • New messaging from leadership “what it means.” tying core work together • Educators • Professional development • Educator surveys • SEA will reach teachers directly • Reach out by email directly to teachers? principals? (with advance notice to supts) • Partner with unions • Webinars • Skype meetings • videos • Policymakers • Frequent briefings • Staff briefings • Put together district-specific package of materials to go to every legislator • Working with new legislators • Work with School Committees • Mass Municipal Association • General Public • Website • Future Ready • PSA (local cable, public television) • Post webinars • Tagging for digital resources • Videos (think of who should deliver the message?) • Insert info in Parent/Guardian report cards • Media • Briefings • Press releases • Off-the-record • Examples within schools • Educator interviews • Business • Speak at Chamber rotary meetings, etc. • State Business Roundtable

26. Next Steps • Decide who is going to own this work • Finalize and refine key messages • Share with a select group of outside partners for feedback • Work together: Form communications leadership and advisory groups • Identify additional opportunities for outreach • Utilize new and existing communications vehicles • Engage supportive partners • Leverage the launch of the other projects