Communicating NCLB: state strategies and best practices

1. Communicating NCLB:state strategies and best practices KSA-Plus Communications June 2003

2. FindingEducation Remains a Priority Education (55%) Healthcare (51%) Jobs (37%) Social Security (36%) Terrorism (28%) Tax Cuts (16%) *Public Education Network/Education Week (2003) Slide #2

3. FindingSupport for NCLB • Requiring teachers to be licensed in the subjects they teach (96% support) • Offering tutoring for students in low-performing schools (90% support) • Offering “in-district” choice for students in low-performing schools (86% support) • Mandated testing in grades 3-8 (67% support) Source: Phi Delta Kappa/Gallup poll, September 2002 Slide #3

4. Message implicationAYP as opportunity • You have the public’s attention • Lead with solutions targeted to schools on the list • Tone and posture matters: be forthright, honest, concerned • Stick to your plan and message • Provide examples of schools using data to make positive changes (but understand the limitations of anecdotes) Slide #4

5. FindingQualified Support for Tests • 85% parents and 75% teachers say students work harder if graduation tests are in place • 78% say tests are a good way to identify needs early • But, 78% say pressure of one test is not fair *Public Agenda Reality Check 2002 Slide #5

6. Message implicationTesting to identify needs • Testing is a valuable diagnostic and improvement tool, not an end in itself • The right tests bring focus to teaching important core subjects: reading, writing, math • “If you test a child on basic math and reading skills, and you're teaching to the test, you're teaching math and reading. And that's the whole idea.” — Pres. George W. Bush • Discuss benefits for an individual child • Provide examples of schools using data and better teaching to make positive changes Slide #6

7. FindingMost credible voices • 60% choose teachers as most credible voice on education issues • 46% choose parents • 38% choose college admissions officers • 30% choose business leaders *The Business Roundtable, August 2000 Slide #7

8. Finding Teachers want help • Teachers support standards and common- sense testing • Teachers want more information about test development and application • Teachers want more information about how tests can benefit students and educators *Belden, Russonello, Stewart poll for Education Week (2001) Slide #8

9. Message implicationSecuring teacher support • Address teachers’ legitimate concerns about curriculum alignment, classroom resources, targeted training • Enlist teachers and principals from successful schools as key communicators • Partner and/or coordinate with other third parties Slide #9

10. In: Tests to diagnose, target assistance Out: Tests for high stakes In: Here’s what we plan to do Out: It’s the kids’ or parents’ fault In: Schools needing improvement Out: Failing schools In: Extra support for teachers, students Out: Sanctions for teachers, students What’s In/What’s Out Slide #10

11. In: Together, we can do this Out: It’s hopeless. In: Hard work, good instruction make the difference Out: Natural ability makes the difference In: Standards-based learning means higher expectations Out: Standards-based learning means standardization What’s In/What’s Out Slide #11

12. In: Focus on solutions Out: Focus on barriers In: Coalition-building Out: Finger-pointing In: Actions, interventions Out: Sanctions In: Improving instruction Out: Teaching to the test What’s In/What’s Out Slide #12

13. Communicate, Communicate • Communicate early and often • Stay on the beam -- anticipate negatives and stay positive • Rally stakeholders • Publicize changes that are producing results • Discuss the hard work required to meet the new expectations Slide #13