Communicating about your early learning programs: Public preschool, kindergarten readiness and family engagement

With all of the research about the benefits of high- quality early learning programs, more and more school districts are launching their own preschools. If you have, or are thinking of starting, a public preschool in your district — or if you simply want to communicate more effectively with the families soon to be entering your school system — the following tips can help you create an early learning communications and engagement plan to target enrollment and build public support.

Communicating your vision

A great deal of evidence supports the importance of high-quality early learning programs. The benefits include improved kindergarten readiness, improved early literacy,  higher graduation rates, reductions to the achievement gap and reduced incarceration rates. However, despite all of this evidence, not everyone understands the importance of quality preschool or the benefits of having it integrated with your K-12 school system. Communicating with your community about why you think preschool is important can help build public support for your programs and encourage more families to seek high-quality early learning opportunities for their children.

Take a minute to reflect. Why do you believe in high-quality early learning? What components do you think are key? What are your early learning values, priorities and goals?

Taking the time to draft strong mission, vision  and belief statements about your program will provide touchstone language you can come back to again and again in your early learning communications. Make sure to connect your early learning language to broader district or state goals. This will provide context and show how programs and services are interconnected.

Once you have defined your early learning vision, you can start weaving key messages into existing communications or writing featured stories about your early learning program. Consider creating a key messages document for internal use. This can help principals, teachers and other key communicators as they share information with parents and community members.

If you have a vision or belief statement about  your programs, consider posting it on your website and making it available to parents and community members, so they can learn more about why you support public preschool.

Recruitment strategies

As part of your early learning visioning work, consider including a statement about the students you hope to serve. Who is your target population? What  gaps are you aiming to address? For many districts, early learning programs are a tool to advance educational equity and address achievement gaps.

Quality preschools can cost as much as college tuition, putting them out of reach of many families. District programs that aim to support families experiencing poverty, English learners or other students with barriers to success can have the greatest impact.

Deciding whom you want to serve often influences the placement of preschool classrooms. It also impacts your program design and recruitment strategies.

As there often is more interest in early learning programs than available spaces, how you communicate about enrollment criteria can be critical. Will you have specific requirements, such as income or other demonstrations of need? How will students be selected for enrollment? Will you employ a lottery system or a needs-based ranking system? Once these criteria are set, they need to be communicated clearly and proactively with area families.

Proactive outreach is key. Often the families in greatest need will not come to you seeking information. You will need to go to them. Strategies to support equitable recruitment include:

  • having bilingual information sessions at off-site, neutral community centers;
  • providing food and child care at information sessions;
  • going door to door at low-income apartment complexes with program information;
  • having all recruitment materials translated in the languages spoken in your community;
  • having bilingual recruiters, ideally from the communities and cultures you are targeting, who can share information in a culturally relevant way;
  • working with early learning partners in your area to identify families who may not be currently served by other programs, such as families on wait lists;
  • engaging with families currently supported by district services for homeless students, English learners or early childhood special education who have preschool-aged children;
  • having trusted parent representatives from the community you are seeking to serve review all printed materials for accessibility, clarity and cultural relevance.

Start them early (and we don’t just mean kiddos)

Giving students a strong, early start can be an educational and developmental game changer. However, actively engaging parents early on can be just as critical.

Parents are students’ first and most important teachers, but many parents do not feel empowered in this role. Parents who get actively engaged in their child’s education in preschool tend to stay more involved down the line.

Not only is the first day of preschool the first day of school for students, for many parents, it also is their first real interaction with the public school district. Having a strong parent education and parent engagement plan tied to your early learning program can help increase parental engagement, boost attendance and improve student achievement levels.

Research has shown that high-quality preschool programs are particularly critical for families in poverty, nonnative English speakers and immigrant families.

These are the same families who can often benefit the most from robust family engagement and education programs.

Helping bring these parents in as active participants in their child’s education has huge benefits. And, providing parent education classes, such as English as a second language, positive discipline strategies or educational advocacy training, further help support strong bonds, school-family bonds and healthy child development.

Showcase your successes

Preschool programs are ideal communications topics. What is more heartwarming than a room filled with curious, eager youngsters learning and playing together? Once your program is up and running, invite local media to write a back-to-school or community interest piece.

Showcase the program in district communications. Take pictures and share them on social media or  your website, with parental permissions, of course. Consider hosting community open houses where you invite community members to see high-quality early learning programs in action. And, if you launched a parent education program, make sure to do positive communications pieces about that too.

Preschool can be an incredible tool to showcase educational successes and weave in other district priorities, such as improving student literacy rates, boosting attendance or laying the path for improved graduation rates. Consider creating communications pieces highlighting the impact of your early learning program on improved kindergarten readiness, improved social-emotional development and increased early literacy and early numeracy skills.

Showcase preschool artwork at a local civic center. Feature a family and highlight how access to early learning programs and parent education classes have impacted their lives for the better.

However you choose to showcase your program, remember to have fun. These programs are about your youngest learners and instilling a love of learning.

Highlight their voices, thoughts and discoveries. Invite your community to see learning through students’ eyes. Who could resist joining in the fun?

Resources

Contributed by Crystal Greene, communications consultant

How not to write a press release

A press release about the hiring of a top executive arrived in my email the other day. Issued by a regional nonprofit, the release, at first glance, seemed to check  all the boxes for what a press release should say. But it didn’t work. It did, however, provide a good example for what not to do.

The aforementioned press release read like buzzwords plucked from a resume. It described the nonprofit’s new executive as “transformational” with “a strong track record of … engagement and strategic initiatives that support … excellence.”

Huh?

For the record, I’m not quibbling with the nonprofit’s assessment of the person, just the words. The press release violated a cardinal rule: Know your audience.

The release was burdened with lofty sounding words that didn’t say anything. It was management- speak. Although a press release sometimes is written by management, it is not for management. It is for journalists who will use it to make decisions about news coverage; ultimately, it’s for readers, viewers and listeners.

A press release should be composed with such clarity and directness that anyone reading it can immediately answer this question: Why should I care?

That is the central question facing the reader, whether he or she be a reporter or news executive for news coverage purposes or a school district patron or staff member browsing a school website. Furthermore, the press release should be written in such a way that the reader reaches her or his own conclusion about its relevance, instead of being hit over the head by nonspecific verbiage like, “We’re excited to announce … .”

When writing press releases, it’s helpful to bear in mind three related journalistic adages.

First, know your audience

Although what I’m about to say might sound counterintuitive, the press release should immediately answer what the audience will want to know instead of being weighted toward what you want to say.

For example, when a new district superintendent is hired, a parent will want to know, “How will the hiring affect my child’s education?” A staff member will want to know, “How will I be affected, and how will my work life change?” A district patron will want to know, “How will this change and/or improve our schools and their use of my tax dollars?” And, a journalist will be thinking, “With everything else I have to do today, why is this relevant? How important is this announcement?”

Second, write for the reader

Journalism is writing, even if it’s on radio, video  or live television. Broadcast and similar formats operate from scripts.

Instead of using bureaucratic or trendy words such as “transformational,” be specific. Say what the person achieved, how that achievement was measured and how it will benefit the school district. The aim is to let readers reach their own conclusion about whether someone or something was transformational instead of telling them what to think.

In announcing the hiring of a new district superintendent, engage the person in a conversation to get human quotes — quotes that don’t sound as if they’ve been parsed for their public relations value.

Think of dinner-table conversation. A good question to ask might be, “What did you tell your family, colleagues or friends about why this job interested you?”

Ask similar types of questions of school board members who did the hiring instead of composing grandiose quotations for them to utter in a press release.

By the way, email is dreadful for obtaining realistic quotations. Chat programs and the telephone are  better, because they’re instantaneous. Best are in-person interviews or a live video interview as long as you have a strong, stable internet connection that won’t create frustration.

Third, show, don’t tell

Instead of saying an upcoming event will be exciting, write with such precision and clarity that the person comes to the conclusion, “That sounds really exciting.”

Following are a few other tips for avoiding bad press releases:

  • Remember that your audience is busy, and time matters — even a few seconds. Put your news release in the body of the email instead of as an attachment. Attachments slow the reader, potentially irritating him or her, and sometimes get rejected by high-security email programs.
  • Avoid acronyms unless they are so common that readers understand them.
  • Be informative, not fancy. Use basic, nonbureaucratic words. They often are clearer and shorter, saving the reader time. For example, use “signs,” not “signage.”
  • Get right to the point. Regardless of how important you think your announcement is, heed the research: Readership decreases paragraph by paragraph, sentence by sentence.
  • Keep paragraphs and sentences short. A paragraph is too long if it takes up the full screen of a smartphone or tablet, not to mention a laptop. This essay averages 32 words per paragraph.
  • Don’t make the readers look up anything. Tell them who to contact for more information. Include all the contact information for that person, including phone numbers and email, as well as your own.
  • Be immediate, so you’re relevant. When news happens, don’t sit on it. It’s OK if you don’t have all the answers. Be accurate, don’t say more than you know and follow up with additional information as quickly as possible.

Contributed by Dick Hughes, communications consultant. Contact him at thehughesisms@gmail.com.

Letter templates from schools to parents

Summer is a great time to update your communications templates for the coming school year. Having ready-to-revise materials will make your communications processes more efficient and less stressful, especially during a crisis.

These letter templates address some common school crisis situations. Adapt them for a faster, easier response when a crisis hits.

These letters are addressed to parents from the school principal. Have the school print them on school letterhead and ask the principal to sign it. Replace any italicized text with your own school information.

Don’t forget to post the key messages on your websites and social media.

Letter topics include:

  • back-to-school welcome;
  • national tragedy;
  • dress code policy;
  • child safety tips;
  • student injury on school grounds;
  • upcoming school construction.

Contributed by Marcia Latta, communications consultant

From the principal or teacher: back-to-school letter

Date

Dear parent or guardian:

There are still a few weeks of summer left, but it isn’t too early to start thinking about the start of school on (day and date).

We are excited to see you and welcome you to come to the office if you have any questions or need any information to help you prepare for the new year. Our school office will be open (hours and dates if not open every day). You may also call us at (office phone number).

To help you with start-of-school planning, here are important dates for the first month of school. Find additional information on our school website and Facebook page (include addresses for each site).

Other information to include:

  • Important dates: student orientation, registration, parent club meetings, meet-the-teacher events, first day of school for each grade (if they differ) and the times students are to be in school each day.
  • Bus ridership information: bus stops, times, driver names and transportation department information.
  • Dress code requirements.
  • Immunization requirements.
  • Other information for students: discipline policies, field trip schedule and cellphone use.

We are looking forward to a great year, and we are excited to have your family join our school community.

Please contact me if you have questions or need assistance as you prepare for the coming year. Sincerely,

(principal name)

Principal

From the principal: national tragic event

Date

Dear (school name) parent and guardians:

In the aftermath of the tragic events that unfolded in our nation on (date), we want to share with you that we are working hard to maintain the routines of school here at (name of school).

Our entire staff is committed to easing student anxieties and helping them focus on school routines. All staff members are working hard to listen to, reassure and nurture students.

I’m sure that you are also discussing recent events and finding ways to help your children cope with fears and concerns. These strategies from the National PTA could help your children understand the day’s events and cope with their feelings:

  • Maintain your composure. Kids model behavior.
  • Reassure your children that they’re safe.
  • Keep to your normal routines. Children need a sense of stability.
  • Talk about the tragedy in an age-appropriate manner. Be patient. It’s common for children to ask the same questions about death and disaster over and over.
  • Help children express their feelings. If they don’t know the words to say how they feel inside, try to help them put their feelings into words and/or use creative ways, such as art, writing or music, to communicate.
  • Listen. Ask questions.
  • Make yourself available. Your children may need extra attention from you. Make time for them. l Explain that there are people who hate for different reasons and that hatred is never acceptable. l Tell your children you love them, and offer plenty of hugs and kisses.

We are here for you. Please let us know if we can do anything else to help. We’re listening.

Sincerely,

(principal name)

Principal

From the principal: dress codes

Date

Dear families:

The school year is quickly winding down, and we can see the excitement building among students who are preparing for end-of-year activities and final school work.

Although there are both heightened stress and fun activities in this final stretch of the school year, the rules for student conduct have not changed. As we near the final weeks of the school year and as the weather turns warmer, we want to remind students of our dress code expectations at school.

Please remember the following clothing is prohibited:

  • pajamas;
  • excessively short shorts;
  • tank tops, tube tops, halter tops and see-through blouses;
  • crop tops;
  • visible undergarments.

Remind parents of school district policy for dress code violations and other policies for student behavior and the consequences for violations that may affect end-of-year privileges, such as:

  • attendance and tardiness;
  • cellphone use;
  • drugs or alcohol on campus;
  • library fines.

We look forward to a strong and orderly end of year at (name of school). With your help, we can ensure that students finish the year successfully, and we look forward to seeing you at (end-of-year event or graduation).

Thank you!

Sincerely,

(principal name)

Principal

From the principal: child safety

Date

Dear (school name) parent and guardians:

We take your child’s safety very seriously. It is our highest priority, and we know that we are your partners in your child’s well-being during their school years. We follow approved policies for student safety procedures, and we follow best practices from experts on child safety.

We have learned that the single most effective way to protect your child is to have regular and open communication with them. Parents and children who are comfortable with communicating are already following family safety recommendations. When children are comfortable discussing sensitive matters with you, they are more likely to tell you when they have been put in an uncomfortable situation by a stranger.

Following are additional safety rules to discuss with your children:

  • Be aware of the common lures, and don’t accept a ride from a stranger.
  • If someone follows you on foot or in a car, stay away from him or her.
  • You do not need to go near a car to talk to people inside.
  • Grown-ups who need help should not be asking children for help; they should be asking other grown-ups.
  • No one should be asking you for directions or to look for a lost puppy or telling you that your mother or father is in trouble and he or she will take you to them.
  • If someone tries to take you somewhere, quickly get away from them and yell or scream, “This person is trying to take me away!” or “This person is not my mother (or father)!”
  • It is safer to be with other people when going places or playing outside, so always use the buddy system.
  • If someone tries to touch you in ways that make you feel uncomfortable, or frightened, tell them “No!” and go tell a grown-up you trust what happened.
  • Know it is not your fault if someone touches you in a way that is not okay. You do not have to keep it a secret.

Sincerely,

(principal name)

Principal

From the principal: student injury on school grounds

Date

Dear parents:

Your child may have told you about an incident that took place at school today. I would like to take a moment to share some information with you about it in case your child has questions or concerns.

Add brief information about the incident.

Sample incident: In your child’s shop class today, an unfortunate accident took place, and a student was injured. We called paramedics, and they transported the student to the hospital. The accident happened while a teacher was demonstrating work on a table saw. A student was injured when a piece of wood struck the student. Staff reacted quickly, and the student received medical attention as soon as possible.

Providing a safe learning environment for our students and staff is our top priority. This was a very unfortunate incident. We are investigating it and will take steps to prevent incidents like this from happening in the future.

We also are providing counseling for students who need to discuss this issue. If you have any questions or concerns about this incident, please feel free to give me a call at (phone number).

Sincerely,

(principal name)

Principal

From the principal: summer construction schedule

Date

Dear (school name) parent and guardians:

This spring break, you’ll notice some construction projects at our school. This is the official start of the renovation funded by the levy approved by voters in the (date) election.

We are excited about the improvements planned for our school. The projects include:

  • Demolition of the old covered area.
  • Excavation of the front of the building.
  • Excavation for the new media center (north side).
  • Removal of asbestos floor tiles in the hallways. By law, the area will be fully cleaned and tested to confirm no possible health exposures to staff and students.

We have been assured the work will be planned to minimize any disruption to students, and it will be closely monitored to ensure student safety.

The projects are expected to be finished by (date). The general contractor, (name), will oversee all work.

As always, please contact me by phone or email if you have any questions, and watch our website for updates.

Sincerely,

(principal name)

Principal

Live video: The why and the how

In the past few years, we’ve seen a dramatic increase in video use as a form of community engagement. While blogging is still around and Twitter is stronger than ever, the rise of video engagement has come as somewhat of a surprise. Videos are now the format most likely to reach and engage Facebook audiences, ahead of photos, links and status updates (http://links.ohioschoolboards.org/66024).

People are watching more video-based content than ever before. In fact, we are watching live-streamed content at three-times the rate of non-live videos, and live video content generates more comments, shares, engagements and viewing time than standard video (http://links.ohioschoolboards.org/46241).

If you’re considering using live video to engage with your community, there are a few things to take into account before diving in.

What platform should I use to host my video?

If you’re considering live video, you already have preferred platforms for your community engagement, whether it’s on your school district website, Facebook or other social media site. Whatever platform you choose for your live video should be able to seamlessly integrate with your other outreach efforts.

If you’re primarily on Facebook, a Facebook Live event is a good choice. If you want it on your school home page, a YouTube Live event is a good platform, because it’s so shareable to other websites and social media sites.

How do I create a good video?

First, take some time to prepare. “Live” obviously means no do-overs, so you’ll want to know exactly what you plan on saying. There are other aspects to live video that you may not have considered:

  • Are you near a road where sudden car noise can overwhelm your audio?
  • Is there a phone that could ring during the broadcast, causing you to lose focus on what you were saying?
  • Do you have other simultaneous obligations, like child care or a phone that you need to answer, that might interrupt your broadcast? Maybe you can get someone else to take care of those things for the duration of your video. Find a private, locked room, lest you end up with those responsibilities ending up front and center in your broadcast (http://links.ohioschoolboards.org/74309).
  • Do you want to shoot horizontal or vertical? Vertical can create an intimate, casual feeling, while horizontal can look more professional. On the other hand, horizontal shows more of your background, which may or may not create the feel you’re looking for.
  • Test your setup with a private broadcast, and assess your lighting, sound and other elements. Is your camera really shaky? Consider using a tripod.

How do I get viewers?

With live videos, the important thing is that people know when you’re going live, so they can tune in. Facebook recommends that you broadcast for at least 20 minutes. The longer you are broadcasting live, the more people will stumble onto it while scrolling through their feeds.

“Live videos are more like an event than a blog post,” marketing expert Rebekah Carter said in a blog post for sproutsocial.com. “In other words, you need to generate interest before the experience if you want to get that all-important viewership” (http://links.ohioschoolboards.org/64225).

A reminder about your broadcast time isn’t enough, though — you need to spice it up. Provide a daily update about what the audience will hear in your video, questions you’ll be asking or some tips you’re going to share. If it’s paramount that you get viewers, you can always try a raffle.

During the broadcast

Because you’re shooting a live broadcast, viewers may join at any point. This means it’s important to restate the context of your video, like who you are and what’s going on. This is especially important if your video is going to run longer than five minutes.

Regular radio listeners will recognize statements like, “If you’re just joining us, I’m talking to Mike Smith about his award-winning rutabaga jam.” This type of running narration allows the audience to comfortably join midaction.

The best part about live video is the opportunity to engage with people in real time. Do you plan on taking questions? If so, make sure you give your audience time to find your video and then time for people to think of their questions and type them in.

In other words, even if you plan on only answering questions, you will need to start off with a good amount of content of your own, since there’s a very good chance that for the first couple of minutes of your video, you’ll be talking to yourself (http://links.ohioschoolboards.org/68392).

Here’s a good example of a script that takes these things into account:

Hi everybody! This is Principal Wilson, and today we’re going to talk a little bit about the new uniform policy that will be starting in the fall. I’m hearing that  a lot of people have some questions, so now is your chance! Just put your questions in the comment box below the video, and I’ll get to as many of them as I can.

(People are showing up and thinking about their questions now.)

You can find the new uniform policy on our website — there’s a link at the top of the news section. Our original school dress code had become a lightning rod, both in discussions about wealth and poverty in our community as well as concerns about the gendered nature of how the rules applied to clothing available to girls in local stores. Is it even possible to follow school guidelines if everything at the local Target or Walmart was skintight?

(Restate context for new viewers) I’m Principal Wilson, and we’re talking about the origins of our new uniform policy. Please put your questions in the comment box below the video. After two town halls with the student body and parents, the general consensus was that a school uniform would bring the focus back to where it belongs — on education, not the latest fashions. I see we have some questions coming in, so I’m going to get to those.

(Restate context for new viewers) I’m Principal Wilson, and I’m answering live questions from our viewers about the new uniform policy. Becky wants to know if girls can still wear fun nail polish. Good question, Becky … .

You want your video to feel conversational, but it actually needs to be quite structured to achieve the goal of looking effortless: introduction, context, call for engagement, your comments, reintroduction and context, answer questions, recap what you’ve answered so far, reintroduce and context, answer more questions and more.

This is another good reason to do a test video. Your first attempt might feel clumsy, but once you get the pattern down, you will soon get the hang of it.

Live video can be a great way to engage with your community, especially for short informational topics where people have a lot of questions. What are you waiting for — let’s make a movie!

Contributed by Megan J. Wilson, Los Angeles-based freelance writer and communications consultant

Your post-levy checklist

After passing your construction levy and letting out a collective “Whew!,” it’s time to take a deep breath and move on to the campaign’s next phase.

Yes, that’s right. The campaign continues, but this next phase is the fun part when you get to see your levy projects come to life.

While there’s no more canvassing for votes, this phase of the campaign is equally important. This is where you appreciate your voters for their support and show through your actions that you are being good stewards of the money they entrusted you with to improve your district’s facilities.

Check these tasks off your post-levy checklist

  • Say “thank you!” It’s not a given that voters will support a levy, so it’s important to say “thank you” loud and clear when they do give their approval.
    Have your superintendent write a letter to the editor of your local newspaper, appreciating voters for their support and reminding them of what they will get for their money, such as improved facilities, new schools or whatever the case may be.
    Some districts purchase an ad in the newspaper and say “thank you” in large letters, so readers are sure to see it. It’s also important to include a thank-you note in a prominent place on the district’s webpage.
  • Erect thank-you signs at construction sites. Design large banners or signs to display at each building where construction is taking place, thanking voters for investing in their schools. As people drive by, these signs offer a daily reminder that the district is moving ahead with bond projects, and it appreciates voters for their financial support.
  • Hold a formal groundbreaking ceremony. If you’re building a new school or starting a large remodel project, celebrate the start of construction by inviting community leaders, school board members and others to a formal groundbreaking ceremony. Include representatives from your architectural firm, construction companies and others who played a role in getting to this point.
    Invite local media — newspaper, television and radio — to attend. Remember that television is a visual medium, so use visual props to make for more compelling images. For example, have school board members wear hard hats, and give them shovels to officially break ground. Have a campaign sign in the background, or design a new sign announcing the construction and thanking voters for investing in their schools.
  • Create a levy oversight committee. Levy oversight committees are independent, citizen-led bodies that monitor the planned improvements, progress, schedule and levy program costs. These committees play an important role in assuring the community that the district will be good stewards of their tax dollars.
  • Create a levy webpage if you don’t already have one. Keep your community informed about the progress of your levy projects. Provide a timeline showing when each levy project is scheduled to start and be completed. Post architectural drawings of each project. As work commences, post frequent photos of the different projects so community members can see the new facilities take shape.
  • Publish a levy newsletter. Create a quarterly, or at least annual newsletter, with articles about the different levy projects and their progress. Look for interesting sidebars, such as an article on how local contractors are encouraged to bid on levy projects, to create employment opportunities for local workers. Include interesting discoveries, such as a forgotten time capsule that was unearthed during excavation.
  • Keep talking it up with the community. With many levy projects taking multiple years to complete, it’s important to keep the levy fresh in people’s minds. Give regular updates to local civic groups, including construction photos showing the new facilities coming to life. Include updates as a regular item on school board agendas.
  • Celebrate when the levy is completed. After all the work that goes into passing a levy measure and completing construction, a celebration is in order. Plan formal dedication ceremonies for every new school. Have a ribbon-cutting ceremony to celebrate the opening of a new classroom wing or a major remodel. Involve students in the planning, and ask student choral and band groups to provide entertainment.
  • Invite the community to an open house. Whether you built one new school or several, hold an open house at each new facility. Invite parents and other community members to attend and tour the buildings. Provide refreshments and, perhaps, student entertainment.
  • Show off your new facilities. Share your pride in your new building by inviting local civic groups to hold their breakfast or lunch meetings at your new school. Suggest members come early or stay afterward to take a short tour.
  • Let voters know how you did. Hopefully, you were able to keep your commitment to complete the work on time and within budget. If so, let voters know by erecting signs at each project saying just that: “Completed on time and within budget. Thank you, voters, for investing in your schools!”

Contributed by Connie Potter, communications consultant

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