Developing Communication and
Stakeholder Engagement Strategies
March 6, 2012
Chad Colby, Director, Strategic Communications and Outreach
Will Pinkston, Consultant, Achieve’s State Leadership Team
Overview
Messages That Resonate
Where to Start?
Who Needs to Know What When?
Opportunities for Outreach
Next Steps
2
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
A Lot/Some
Not Much/
Nothing
A Lot/Some
Not Much/
Nothing
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http://www.achieve.org/PublicPerceptionCCSS
Strong Support, Low Awareness: Public
Perception of the Common Core State
Standards
Voter Sub-Groups
Among Voters
47%
Strongly
43%
Strongly
Favor
4
Among Teachers
Oppose
Favor
Oppose
http://www.achieve.org/PublicPerceptionCCSS
Strongly Favor
Male
45%
Female
42%
18-44
43%
45+
44%
White
42%
African American
46%
Less Than College
43%
College +
44%
Republican
43%
Independent
39%
Democrat
51%
Parents
46%
Non-Parents
42%
CCSS States
44%
Non-CCSS States
39%
PARCC States
45%
Non-PARCC States
41%
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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)
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Common Core Message Cards
front
back
6
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.
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General Assessment of Assessments
 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.”
8
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?
Teacher Groups
Parent Groups
Messages
OH*
AZ
MA^
IN
OH*
AZ
MA
IN
Total
Good Idea –
Strongly
0
8
0
1
2
2
3
4
20
Good Idea –
Not-So-Strongly
3
2
6
4
4
6
6
6
37
TOTAL Good Idea
3
10
6
5
6
8
9
10
57
TOTAL Bad Idea
5
0
2
3
4
2
0
0
16
Bad Idea –
Not-So-Strongly
4
0
2
3
3
1
0
0
13
Bad Idea –
Strongly
1
0
0
0
1
1
0
0
3
*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.
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.


Comparison across states/country.
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Tests will measure what matters -- applied knowledge and analytical skills (more
innovative, open responses, showing work etc.).
Teachers involved in developing tests. (Note they assume teachers are current/active and
teaching in the subject.)
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).

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?)
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).
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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?
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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 midyear 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.
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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, students need 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.
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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.
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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.
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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.
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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.
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PARCC Message Cards
front
back
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How well has your state handled the communications
related to the implementation of the Common Core
and the transition to PARCC?
19
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
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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
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There Are a Lot of Audiences to Consider
Parents
Legislature
Media
Agency staff
K12 Educators
Associations
Unions
Students
??
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Business community
Higher Ed Faculty
School Committees
Some Audiences Need Attention NOW
Immediate
Yesterday
Agency staff
K12 Educators
Associations
Unions
Legislature
Summer
School Committees
Media
Higher Ed Faculty
Business community
Advocacy groups
Late Fall
Parents and Students
Later
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Consider What Your Audiences Need
Just the facts
Some Details
Details
Parents
Media
Internal staff
Students
K12 Educators
District leaders
Business
community
Higher Ed faculty
Associations
Unions
Legislature
Advocacy groups
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Other Opportunities to Create and
Leverage
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
Business
 Speak at Chamber
rotary meetings, etc.
 State Business
Roundtable
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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
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
Policymakers
 Frequent briefings
 Staff briefings
 Put together districtspecific package of
materials to go to every
legislator
 Working with new
legislators
 Work with School
Committees
 Mass Municipal
Association
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
Media
 Briefings
 Press releases
 Off-the-record
 Examples within
schools
 Educator interviews
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
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