engaging a diverse community in times of change€¦ · case context: large-scale system changes...
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June 29, 2009 1
Engaging A Diverse Communityin Times of Change
National School Public Relations AssociationAnnual SeminarJune 29, 2009
Christine WroblewskiSaint Paul Public Schools
Chief Community Relations [email protected]
(651)767-8111
www.spps.org
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Overview: Using Saint PaulPublic Schools as a Case Study Context - Setting the Stage Strategy - Adopting a Model Lessons Learned - Pre and Post
Implementation Reflections for Your Organization -
Discussion and tools to take away
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Your Take
How does community engagementhelp a school district, particularlyduring a change or decision-makingprocess?
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Why engage the community?
Provides multiple viewpoints to inform decisions Provides specific and coordinated channels for input,
responses, and information sharing Creates legitimacy and shared responsibility by involving
stakeholders, early and often, rather than after a decisionhas been made
Fosters news allies and collaborations Stimulates broad awareness and momentum Gives elected leaders support for decision making Has the potential to influence other planning processes
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Case Context: SPPS students Total # students = 38,469 Students of Color = 75% Asian American = 29.6% African American = 29.9% White American = 24.9% Latino/Hispanic American = 13.7% American Indian = 1.8%
Source: SPPS Data Center -2008-09 School Year
Eligible for free- and reduced-price meals = 69% Special Education Students = 17% SPPS families speak more than 100 languages anddialects ELL (preK-12) = 41% Home Language Other than English = 45%
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SPPS MissionProvide a premier education for all, withlong-range goals for:
High achievement Meaningful connections A respectful environment
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SPPS VisionImagine every student
inspired, challenged, and cared for byexceptional educators
Imagine your familywelcomed, respected, and valued byexceptional schools
Imagine our communityunited, strengthened, and prepared foran exceptional future
Saint Paul Public Schools:Where imagination meets destination
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SPPS Goals Ensure high academic
achievement for all students Raise expectations
for accountability Accelerate Path to
Excellence Align resource allocation to
district priorities Strengthen relationships
with community andfamilies
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SPPS Organizational Values
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Case Context: The Need for aDistrict Engagement Strategy
2006 NSPRA Audit Variety of definitions and expectations for
“engagement” across the school district Inconsistent approaches: Lots of connections and
input across programs and departments, but nonecoordinated based on District priorities
Transition in SPPS leadership New strategic plan Changing demographics, sluggish economy, fiscally
frugal but socially engaged community Increased use of research-based models District charged to address Large-Scale System
Changes
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Case Context: Large-Scale System Changes
Video clip
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Case Context: Why Large-Scale Change?
Only half of SPPS students are proficient in Reading. Less thanhalf are proficient in Math.
The achievement gap between white students and students ofcolor in MN is among the widest in the nation.
Federal and state expectations for student achievement are accelerating. SPPS is experiencing enrollment declines of approximately 500-
600 students a year. Projected revenues will not support current and future budget
demands, creating a structural deficit. SPPS infrastructure supported more than 45,000 students at its
peak, yet today we have fewer than 40,000 students. District resources are spread across a fixed infrastructure
making it difficult to provide needed additional academicsupports.
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Case Study: Your Take
Given what you know from thiscase so far, what would youadvise SPPS to do to improvecommunity engagement?
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Case Strategy: Adopt acommunity engagement model Researched what works: Conducted comparison of existing
engagement models Determined plausible application of models to SPPS’s context
and culture Recommended two-track approach to Superintendent and
School Board District driven - apply International Association for Public
Participation Model (IAP2) for immediate and long-term needsrelated to Large-Scale System Changes
Participant driven - for broader based communitywide challenges,consider use of House Values Model from Center for Democracyand Citizenship
Worked in tandem with Professional Development Center forimplementation and scale-up over time
Aligned engagement model with decision-making processes
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Lessons Learned from SPPS Use a model, methodology, and tools that fit your
specific needs (IAP2 for SPPS) Get coaching help Find critical friends (partners and advisors) Build capacity within the organization Build budgets to be as flexible as possible, particularly
for the first round Be aware of cultural expectations (provide dinner for
evening meetings) Plan ahead for evaluation of the process Conduct after-action reviews Be aware that engagement planning can drive other
district planning Map out the stages of the process Develop Guiding Principles Report back consistently
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Lesson Learned: Map Out the Stages of the Process
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Lesson Learned: Multiple Methodsof Communication Staff communications
Administrator and school staff meetings Staff newsletter E-mail to all staff from superintendent Phone message reminders
School communications Newsletters Flyers for backpacks Site council e-mails
Phone messages in English, Spanish, Hmong and Somali Partners’ communications to reinforce the message Posters Website Media
Media releases (to daily, community and cultural media) Messages on radio stations in multiple languages
Meetings held in key gathering places across the city (near buslines)
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Lesson Learned: Plan logistics well SPPS input sessions logistics:
Topic-based, facilitated discussions (20-minute intervals) Guiding questions Note-takers with notes templates Encouraged attendees to participate in multiple group
discussions in the same evening English, Hmong, Spanish and Somali languages
Input forms at the sessions and online Cross-departmental coordination and people resources Checklist for planning Pre-session location visits Pre-session facilitator/notetaker meetings Food Childcare Co-sponsors
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Lesson Learned: Report Back Consistently
During the process - provide a place to get allthe information (website works well)
At key benchmarks When you have news affecting key
stakeholders At standard intervals, i.e.develop a reporting
rhythm for your district August - Preview of upcoming school year November - Annual report published and State of
the School District address June/July - School year in review
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Case Study: Your Take
What else might SPPS doto improve itsengagement efforts?
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SPPS Engagement: Next Steps Leverage partnerships more effectively
Evaluation Funding
Plan earlier (if possible) Define roles more explicitly in the future:
Staff facilitators (paid or volunteer?) School Board Partners Participants Spokespeople (spread across leadership for sustainability)
Outline engagement for leadership transition
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Resources Today’s packet of sample tools SPPS website (www.spps.org) Additional SPPS Contacts:
Dan Rodriguez, Community Relations Director,[email protected], (651) 767-8108
Bee Lee, Bi-lingual Outreach Coordinator, [email protected],(651) 767-8122
Joe Munnich, Family and Community Involvement Coordinator,[email protected], (651) 767-8109
IAP2 web site (www.iap2.org) Include toolkit, spectrum and PD opportunities
Pat Van Gorp, Beacon Associates Int’l: [email protected], (608) 873-3835
Other resources with helpful tools: The World Café, Juanita Brown with David Isaacs Leadership for the Common Good, Barbara Crosby and John
Bryson
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Engaging A Diverse Communityin Times of Change
National School Public Relations AssociationAnnual SeminarJune 29, 2009
Christine WroblewskiSaint Paul Public Schools
Chief Community Relations [email protected]
(651)767-8111
www.spps.org