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Communication Audit Report:
Hickman Mills C-1
School District
National School Public Relations Association
15948 Derwood Road | Rockville, MD 20855 | P: 301-519-0496 | F: 301-519-0494 | www.nspra.org | NSPRAssociation | nspraCopyright © 2020 by the National School Public Relations Association. All rights reserved. With the exception of the Hickman Mills C-1 School District, no part of this publication may be reproduced or transmitted in any form or by any means without permission from the National School Public Relations Association.
NSPRA Communication Audit Report 2020
Contents
Introduction������������������������������������������������������������������������������������������������������������������������� 4
Key Findings������������������������������������������������������������������������������������������������������������������������ 8
Observations and Comments����������������������������������������������������������������������������������11
Recommendations������������������������������������������������������������������������������������������������ 13-55
Recommendation 1 & Action Steps�������������������������������������������������������������� 14
Recommendation 2 & Action Steps�������������������������������������������������������������� 21
Recommendation 3 & Action Steps�������������������������������������������������������������27
Recommendation 4 & Action Steps������������������������������������������������������������ 30
Recommendation 5 & Action Steps������������������������������������������������������������ 36
Recommendation 6 & Action Steps������������������������������������������������������������ 39
Recommendation 7 & Action Steps������������������������������������������������������������� 43
Recommendation 8 & Action Steps������������������������������������������������������������ 47
Recommendation 9 & Action Steps������������������������������������������������������������ 50
Recommendation 10 & Action Steps���������������������������������������������������������� 54
Benchmarking Against NSPRA’s Rubrics of Practice
and Suggested Measures����������������������������������������������������������������������������������������� 56
Appendix����������������������������������������������������������������������������������������������������������������������������� 61
|3Hickman Mills C-1 School District
Introduction
The Hickman Mills C-1 School District obstacles to ensuring that thousands of
(HMC-1) serves 5,610 students in the South stakeholders—students, parents, instructional
Kansas City, Missouri area. The district has an and support staff, volunteers, taxpayers,
early childhood center, an alternative education community and business leaders, legislators,
center, six elementary schools, one middle etc.—feel engaged in their schools, valued by
school and one high school. It enjoys the the district and represented in the important
distinction of becoming the first consolidated decisions that affect them.
school district in Missouri in 1902. It is also the
The HMC-1 Board of Education and
only urban district in the state to have received
Superintendent Yolanda Cargile, Ed.D., are
accreditation from the nonprofit AdvancED,
committed to effective communication
which recognizes and validates school
throughout the school system and with the
quality efforts.
community. By contracting for and approving
HMC-1 students are diverse, with an this communication audit by the National
enrollment that is 69% African American, School Public Relations Association (NSPRA),
13% Hispanic, 9% white, 6% multi-racial they have demonstrated their willingness
and 3% other. Among them, 7% are English to reflect on the district’s communication
language learners. Due to high poverty levels strengths and challenges. They have also shown
across the district, HMC-1 participates in the their ongoing commitment to strengthening
Missouri Department of Education’s community the relationship between the district and its key
eligibility provision, which provides free meals stakeholders.
for all students.
Since 1935, NSPRA has been providing
The district is provisionally accredited by school communication training and services
the state and making strides toward full to school districts, departments of education,
accreditation, but it continues to be challenged regional service agencies and state and national
by a steady decline in enrollment—with a 15.5% associations throughout the United States and
loss during the last five years. It also has an Canada. Among those services is the NSPRA
eroded tax base, and the Kansas City poverty Communication Audit, which provides:
rate is 16.5%, according to the U.S. Census
Bureau. At the end of the 2018 school year, • An important foundation for developing
the district closed two elementary schools in and implementing a strategic
response to these challenges and distributed its communication plan.
STEAM (science, technology, engineering, arts • A benchmark for continuing to measure
and math) and project-based learning programs progress in the future.
to all schools.
In serving HMC-1, the goals of the NSPRA
In recognition of the improvement needs of Communication Audit process were to:
its remaining, aging school buildings, the
HMC-1 Board of Education has voted to place a • Seek data, opinion and perceptions, and
bond issue on the August 2020 ballot. from these to assess the effectiveness and
management of public relations, marketing
That election will test the degree to which
and engagement efforts in the district.
HMC-1’s patrons feel connected to and are
willing to invest in the future of the district. • Provide customized recommendations on
The district’s diversity and relatively small size strategies and best practices to enhance
are strengths, but they also present natural the overall communication program.
4|NSPRA Communication Audit Report 2020
In opting to conduct a communication audit, publics with the goal of stimulating better
HMC-1’s leaders have clearly indicated their understanding of the role, objectives,
desire to analyze communication practices accomplishments and needs of the
across the district as well as within the existing organization.
offices that perform communication functions.
“Educational public relations programs
The key findings, observations and assist in interpreting public attitudes, identify
recommendations in this report should be and help shape policies and procedures in
reviewed carefully. Whether they pertain to the the public interest, and carry on involvement
work of the Public Information and Partnerships and information activities that earn public
Office (PIOP), any other department or HMC-1 understanding and support.”
as a whole, they are intended to help the
district improve the effectiveness of current
communication, engagement and marketing Opinion Research as a
efforts and to support its commitment to Foundation
“providing a foundation for a proudly diverse and An NSPRA Communication Audit provides
historic community.” information about attitudes, perceptions and
It is difficult to measure public relations the effectiveness of current public relations,
overall. However, individual elements can engagement and marketing efforts, and offers
be assessed. It can be determined whether recommendations to enhance or expand the
specific program goals and objectives have overall program. The audit also provides a
been met. The real measure of success for any benchmark for continuing to measure progress
program, however—including a communication in the future. The development of any effective
program—is to determine whether it is helping communication program begins with
the district move forward on its stated mission. opinion research.
Accordingly, in developing recommendations,
the auditor reviewed the perceptions of the
focus groups and the resource materials in light
Scope and Nature of the Audit
of the district’s mission, five-year strategic plan A communication audit of HMC-1 enables
and education pledge to its stakeholders. the district to view its communication from an
outside, independent perspective. The NSPRA
consultant for this communication audit was
Guiding Definition Steve Mulvenon, Ph.D. His vita is included in the
NSPRA works to advance the cause of appendix of this report.
education through responsible public relations, The first step in the communication audit
communication engagement and marketing involved PIOP submitting samples of materials
practices. In doing so, NSPRA uses the following developed to communicate with various district
definition as a foundation for all educational stakeholders. All forms of communication
public relations programs: were examined for effectiveness of message
“Educational public relations is a planned, delivery, readability, visual appeal and ease of
systematic management function, designed use. The auditor also reviewed the district’s
to help improve the programs and services website, video and social media platforms, with
of an educational organization. It relies on an additional focus on stakeholders’ use of and
a comprehensive, two-way communication engagement with the online content.
process involving both internal and external
|5Hickman Mills C-1 School District
In addition, the auditor reviewed other America and are reflected within NSPRA’s
relevant information such as community and Rubrics of Practice and Suggested Measures.
staff surveys demographic data, strategic plans,
The final report was carefully reviewed and
district policies, communications staffing,
edited by NSPRA Executive Director Richard
news items, etc.
D. Bagin, APR, and Associate Director Mellissa
However, the core of the communication audit Braham.
process was the onsite focus group component.
The auditor met with 10 focus groups and
conducted interviews with district leaders and Assumptions
communications staff in person on Oct. 28-29, It is assumed that school systems undertake
2019. Each focus group was guided through a communication audits because they are
similar set of discussion questions, and each committed to improving their public relations
session was approximately one hour in length. and communication programs. It is also
HMC-1 officials identified and invited as assumed that they wish to view the school
participants those who could represent a broad district and its work through the perceptions of
range of opinions and ideas. The stakeholder others, and that they would not enter into an
groups represented in the focus group sessions audit unless they were comfortable doing so.
and interview sessions included the following: However, some caution should be observed
regarding the nature of such a review. Whenever
• Elementary parents
opinions are solicited about an institution
• Secondary parents and its work, there is a tendency to dwell on
perceived problem areas. This is natural and,
• Principals and assistant principals indeed, is one of the objectives of an audit.
Improvement is impossible unless there is
• Executive leadership team information on what may need to be changed.
• Elementary/pre-K teachers It is important to note that perceptions are
just that. Whether or not they are accurate,
• Secondary teachers
they reflect beliefs held by focus group
• Support staff participants and provide strong indicators of
the communication gaps that may exist. The
• Community and business leaders recommendations in this report are designed to
address these gaps and to assist district leaders
• Volunteers and partners
and communications staff in their efforts to
• Board of Education members communicate more consistently and effectively.
Following the review of materials, focus This report is intended to build on the many
group discussion comments and interview positive activities and accomplishments of
feedback, the auditor identified key findings the district and communications staff as well
and prepared recommendations for improving as to suggest options and considerations for
two-way communication and engagement with enhancing and expanding the district’s overall
the district’s internal and external stakeholders. communication program.
The recommendations are based on proven
strategies used in successful communication
programs by school systems around North
6|NSPRA Communication Audit Report 2020
Recommendations Copies to participants
The recommendations in this report have Focus group participants were generous in
districtwide implications, and a number of them sharing their thoughts and ideas during the
apply to other staff and departments beyond focus group sessions. They were also interested
those with formal communication functions. in finding out the results of the communication
Implementing all of these recommendations audit. Because of their high level of interest
is a long-term effort, one that might span and involvement, along with the importance of
several years. Doing so while maintaining closing the communication loop to build trust
existing programs may entail an investment and credibility, we recommend that this report
in additional staff capacity. For those reasons, be shared with focus group participants and
any new communication components should made available on the district website.
be introduced as budget, resources and staff
capacity allow.
Considerations for
implementing recommendations
The recommendations in this report address
immediate communication needs as well as
those that are ongoing or that should receive
future consideration as part of long-range
planning. Some recommendations may apply
only to those with formal communication
tasks, and others may apply to all departments
and schools. Some recommendations may
be implemented right away, and others may
require additional staff capacity or financial
resources to undertake while maintaining
existing programs. This is a long-term effort in
which the report should serve as a road map
for the future.
Recommendations are presented with
the intention of helping HMC-1 take its
communication program to an exemplary
level that serves as a model for other school
districts. Communication programs in any
organization are most successful when treated
as a management function that is planned,
evaluated and regularly updated. With its
capable staff in the Public Information and
Partnerships Office and the recommendations
in this report, HMC-1 is well equipped to meet
the evolving communication needs of its
families, staff and community.
|7Hickman Mills C-1 School District
Key Findings
The following key findings reflect common partners and non-profit organizations.
themes that emerged from the focus group Among those participants representing
discussions and the review of district materials. the wider community, several felt that the
district’s community partnerships appear to
be robust and growing. They pointed to the
General Perceptions of External recent and very successful Family Summit
and Internal Focus Groups as evidence.
District Image Strengths District Image Challenges
• Focus group participants generally • When asked how the district was described
described the district’s atmosphere as in the community, focus group participants
warm, student-centered and caring. They used terms such as rough, declining,
noted an overarching commitment to substandard, poor academics, dangerous
supporting families with a comprehensive and “the hood.”
set of wraparound services. Family school
liaisons were mentioned as an asset and an ▫▫ Based on comments in the focus
example of the district’s commitment. groups and interviews with key staff,
much of the negativity stems from a
• In nearly every group, internal and external, perception that schools are unsafe
HMC-1’s work to promote racial equity was and that student discipline is not
identified as a clear and visible strength. being sufficiently addressed.
• In internal focus groups, participants Stories (and video) of specific
referred to the district as innovative, incidents have circulated widely on
progressive and advanced. Regarding social media.
technology, they pointed to the recent roll • In several internal and external focus
out of 1:1 computers and tablets groups, multiple participants felt that the
for students. district is not currently providing adequate
• In several groups, participants lauded the student support in the areas of mental
district’s free, full-day pre-K program as health and discipline. Many attributed this
evidence of a commitment to improving to a lack of necessary finances and/or
school readiness. inadequate staffing levels, particularly at
athletic events.
• Among the teacher focus groups, there was
an appreciation of a strong professional • Based on media coverage and on focus
development program. group comments, part of the image
challenge stems from an enrollment
• District administrators, particularly the decline, an eroding tax base and a decision
superintendent, were generally seen last school year to close two elementary
as accessible, visible and active in the schools. Local media described the district
community by both external and internal as “troubled” and “cash-strapped.”
focus group participants. They are perceived
as constantly seeking to implement best • Comments from community members and
practices across the district. employees noted a troubling rift between
individual school board members, whose
• The district benefits from a strong base comments they felt portrayed the district in
of support from a varied list of community less than a favorable light.
8|NSPRA Communication Audit Report 2020
Communication Strengths superintendent’s Twitter account had 1,465
followers. Several principals, schools and
• The superintendent is widely seen as an sports programs also had active accounts.
active and good communicator, someone The district Facebook page (https://www.
who is accessible, transparent and invested facebook.com/HMC1Proud/) is active, up-
in the community. to-date and enjoys 3,634 followers.
• The Public Information and Partnerships Communication Challenges
Office is seen as a valued and valuable
resource among district and school • When asked for the greatest
administrators. They particularly appreciate communications challenge facing the
the department’s event management district, every focus group mentioned
skills and support with messaging during overcoming the negative image and
crisis situations. perception of the district, and developing
clear and consistent messaging about where
• School board participants noted strong improvement is needed and what is being
internal communications. They appreciated done to get there.
the effort by the superintendent to keep
them “in the loop” with frequent messages. • Nearly all of the focus groups mentioned the
difficulty of communicating with parents.
• There is a strong, positive working From faulty email addresses to changing
relationship between the superintendent cell phone numbers to parents’ failure to
and the director of Public Information and read printed materials, the need to improve
Partnerships. Marissa Wamble is viewed as a parent communications is a top-of-mind
“communications expert” by her colleagues issue across the district.
and is a valued member of the executive
leadership team. • Participants in a majority of the focus
groups cited changing demographics within
• Within the Public Information and the district—growing levels of poverty, an
Partnerships Office: aging population, greater racial and ethnic
>> There is a clear collegial and diversity—as another challenge to effectively
professional relationship. communicating with all stakeholders.
>> There is a general recognition and • There is a general lack of awareness both
agreement of their strengths and areas in the community and among staff about
of need. They are “on the same page.” the August 2020 bond election. Several
>> Their efforts with social media, participants said this was symptomatic of
especially Twitter, were frequently the district’s need to be more proactive
mentioned in several groups in communicating about major, important
as a strength. issues. (At the time of the auditor’s visit
in October 2019, the district had not yet
• HMC-1’s social media efforts are well begun any formal communications rollout
established, especially with Twitter and regarding the bond election.) Additionally,
Facebook. At the time of the auditor’s in both internal and external focus groups,
review, the district Twitter account concern was expressed about the general
(https://twitter.com/HMC1proud) had 547 economic health of the community. Those
followers and was frequently updated. The perceptions will certainly impact the
|9Hickman Mills C-1 School District
level of voter support for the bond issue, • There do not seem to be clear protocols
and leaders will have to take them into or expectations for who is responsible for
consideration when planning the upcoming communicating important information
bond campaign. or key messages following Executive
Leadership Team (ELT) meetings. District
• The district’s reliance on digital leaders indicated that while there is not
communication methods is seen as a benefit a set standard for what communications
by some stakeholders and as a challenge must happen after every meeting, ELT
by others. Those who like it appreciate that information is often embedded throughout
they can get the information in the manner the Leadership Link, though it is not
they prefer, but those who have concerns labeled as coming from ELT. Getting such
worry about: information to filter down throughout the
>> Families with limited or no Internet entire organization is critical to helping
access missing out on communications, employees serve as trusted messengers
resources or opportunities. and ensuring that they are “in the loop.”
>> Teachers and support staff being out Focus group participants said that was not
of the communication loop during the always the case.
work day when information is released Sources for News and Information
via social media.
>> Senior citizens and empty nesters with • Both internal and external groups
no direct connection to the district appreciated the district’s efforts to
being left out. communicate on a wide variety of platforms
including email, text messages, social media
• In many of the focus groups, one or more and phone blasts.
participants commented on difficulties with
navigating the district website. Generally, • There was not a wide awareness of the
they described it as useful but not as a C-1 School Messenger in any group. After
go-to source of news and information. being reminded of what it is, a number of
Following are some of the most commonly participants said they just skim it. While
expressed concerns among participants: some said it was attractive and well-
designed, others said it had too much “fluff”
>> Several felt that there are too many and not enough hard news.
clicks required to get to desired
information. The section on enrollment • Employees appreciate receiving Board
was cited by several as an example. Briefs and look forward to it, although they
>> Some internal stakeholders, many of noted that the links do not always work.
whom have regular computer access,
• Internal groups were appreciative of
were concerned about the amount of
emails from the Public Information and
scrolling required to see a page.
Partnerships Office, especially surrounding
>> While some appreciated the potential or current crisis events.
standardization of the school websites
template, many more felt that the • Although not mentioned in any focus group,
school websites are not providing usage statistics provided by the district
enough timely and unique content for show a solid level of awareness of the
their buildings. That was especially true district’s mobile app.
for several elementary schools.
10 |NSPRA Communication Audit Report 2020
Observations and Comments
The auditor offers these general observations • An increased focus on internal
and comments following the conclusion of the communication is needed to create staff
comprehensive communication audit process: ambassadors, improve key messaging
about district initiatives and reinforce
• It is time for the Hickman Mills C-1 School
the HMC-1 brand. Internal focus groups
District to take its communications
noted a pattern of inconsistency in both
program to the next level. As noted in
the dissemination of information and
the key findings, HMC-1’s stakeholders
the messages shared, which directly
acknowledge that the district’s image
contributes to a lack of awareness and
has suffered for the last several decades.
understanding of school district initiatives
Whether real or perceived, it is viewed
that was apparent among staff participants.
in a negative light. That said, there is
Communication protocols are needed
a wellspring of support from staff and
at all levels to ensure key messages and
community groups waiting to be tapped
critical information cascade effectively and
into. At present, the biggest hole in HMC-1’s
efficiently throughout the district so that all
overall communication program is the lack
employees are able to communicate in “one
of well-defined strategic communication
clear voice.”
plan and a marketing plan to accomplish
this shift in recognition status. • Hickman Mills C-1 School District could
benefit from defining its identity and value
• Superintendent Dr. Yolanda Cargile is
proposition with a coordinated marketing
a popular and respected leader, who
and branding campaign. As a part of that
is known as a “homegrown” educator
effort, HMC-1 has an opportunity in its
with her roots in Hickman Mills. The
rebranding efforts to move away from
district is fortunate to have a visionary
its current logo that connotes geometric
superintendent, who is seen as a highly
movement to one that communicates
credible education leader in the community.
student success and diversity. A rebranding
She is well respected for her commitment
campaign can engage both internal and
to racial equity and her community
external stakeholders in identifying positive
involvement. Many teachers applauded
attributes of the district.
her frequent classroom visits, where she is
welcomed as a colleague. • Communication vehicles need to be
continually assessed and evaluated.
• As noted above, a written, formal strategic
HMC-1 has a variety of tools available to
communication plan is needed to support
communicate district messages, including
HMC-1’s goals. A more strategic and
print materials, e-newsletters, websites, a
proactive approach to communication,
mobile app, social media and engagement
beginning with a comprehensive
activities. Based on focus group feedback
communication plan, is needed to focus
and auditor evaluation, there needs to be
the overall communication program and
continual improvement of the district’s
support a renewed emphasis on branding
various communication channels to ensure
and marketing efforts. Some keys to
they are connecting with target audiences,
success that are included in this report
delivering the information audiences want
are creating a plan that is research-based
in the formats they prefer, and are resulting
and aligning surveys and other evaluation
in outcomes and actions that benefit the
tools to provide actionable feedback on the
district.
communication plan and marketing efforts.
| 11Hickman Mills C-1 School District
• The HMC-1 Board of Education is widely
perceived as being divided, and in some
cases, that perceived division is seen as
negatively affecting the school system.
This perception makes it more challenging
for district leaders to communicate a
unified vision for the district and to build
stakeholders’ faith in their commitment
to that vision. District leaders, including
the school board, should seek every
opportunity to communicate with one
voice, authentically, on issues where they
are unified to build greater confidence
among stakeholders in their school system
governance.
• A major theme in almost all focus
groups concerned challenges posed
from an eroding tax base, a loss of retail
businesses and the budgetary impact of
the tax abatement given to the Cerner
Corporation. As HMC-1 works to enhance
its communication program, it should
make outreach to the business community
a high priority and incorporate those
efforts into the recommended strategic
communication plan.
• Hickman Mills C-1 School District is poised
to raise its profile as a leading school
system in the metropolitan Kansas City
area. The district has the leadership and
communication team in place to effectively
meet its communication and marketing
goals and build strong support for the
schools. The district has quality teachers,
experienced administrators and innovative
programs. The challenge is to effectively
communicate that to the broader
community. Doing so will provide the
foundation for success as HMC-1 continues
to grow and move forward.
12 |NSPRA Communication Audit Report 2020
Recommendations
In the Hickman Mills C-1 school district, years. This is a long-term effort, and new
communication efforts are guided by the district communication components will need to be
strategic plan and the Public Information and introduced when budget, resources and staff
Partnerships Office’s (PIOP) goal of “informing capacity allow.
the public and district community about HMC-
1’s quality and diverse learning environment,
Summary of Recommendations
as well as the district’s dedication to finding
strategic and researched-based solutions to the 1. Strategically align the overarching goals of
great global challenges in education the district’s communication program and
we face today.” the daily efforts of communications staff
with HMC-1’s mission and strategic plan.
In the PIOP office, the director splits her
time between her communication duties 2. Work to build a culture of communication
and overseeing the All-In Mentors Program. throughout the district.
A full-time public information specialist 3. Strengthen communication between the
manages a wide range of duties, including event district, schools and parents.
coordination, social media, video district and
school websites, marketing campaigns and 4. Develop a comprehensive marketing plan
photography. Supporting their communication to raise HMC-1’s profile and solidify
efforts is an administrative assistant, who also its brand.
serves as the district receptionist. The district 5. Strengthen the engagement
also contracts for creative services and event of staff members in the district’s
planning. Finally, PIOP manages the district decision-making process.
printing operations. Together, the team is
tasked with providing communication strategy, 6. Develop a key communicator network that
guidance and support in a variety of areas for emphasizes and strengthens relationships.
the district and its schools. 7. Continue efforts to make the
Communications staff have accomplished HMC-1 website the go-to source of
a great deal in HMC-1. The following district information.
recommendations focus on areas for 8. Enhance communication with residents
improvement or growth in the district’s without children enrolled in HMC-1.
communication program, but that should
not detract from the many positives coming 9. Review and expand the crisis
out of the communications office. In fact, communication plan.
many of the recommendations will require 10. Consider the staffing and resource
commitment and participation from the entire implications of the recommendations
administrative team if the district is going in this report.
to realize meaningful improvements in its
communication program.
The recommendations are listed in a
suggested order of priority, but the district
may choose to implement different
recommendations and action steps at
different times. Some can be implemented
immediately, and others may take several
| 13Hickman Mills C-1 School District
• A means for reporting on their progress
Recommendation 1: and demonstrating accountability to
district leadership and other stakeholders.
Strategically align the
overarching goals of the district’s The strategic communication plan should be
developed by communications staff (see Action
communication program and the Step 1.1) to align with the district’s five-year
daily efforts of communications strategic plan, which serves as the guiding
staff with HMC-1’s mission and philosophy for all departments throughout the
strategic plan. district. Goals in the strategic communication
plan should be for and about the work of PIOP,
but their achievement should contribute to the
The day-to-day communication demands of achievement of the district’s strategic plan goal.
any public school system can easily consume a The department’s current goal of “informing
majority of staff members’ time, leaving little the public and district community about HMC-
time for strategic planning and evaluation of 1’s quality and diverse learning environment,
communication efforts. This can result in a as well as the district’s dedication to finding
communications department spending the strategic and researched-based solutions to
majority of its time and resources on general, the great global challenges in education we
habitual and reactive communications rather face today” aligns with the district’s strategic
than on delivering the district’s key messages plan goal, but consideration should be given
and engaging stakeholders in meaningful to shifting its focus from the department’s
relationships. Communication programs, when output—“informing” efforts—to its desired
not guided by a clear vision and measurable outcome (e.g., All district stakeholders will be
objectives, easily fall victim to the latest aware of “HMC-1’s quality and diverse
communications request or crisis of the day learning environment...”).
while missing strategic opportunities to expand
a district’s outreach and brand. As part of clarifying the vision for the
communications function, HMC-1 school
A strategic communication plan with clear leaders can use this communication audit
goals and measurable objectives created report, in conjunction with the district’s
specifically for the work of the Public five-year strategic plan, to determine critical
Information and Partnerships Office (PIOP) will communication and engagement priorities.
help keep the department’s communication The recommendations in this report offer
efforts on track and maximize the value of some proven strategies that can help to focus
HMC-1’s communication dollar. It will also communication efforts and may also indicate
increase the effectiveness of the district’s functions that can be decreased in emphasis
overall communication program by providing or that need more support. Without a plan, it is
PIOP staff with: difficult to effectively create an open dialogue
• A gauge by which to judge whether their with stakeholders, to deliver the messages
tasks are mission critical, nice but low that are important to both the district and its
priority, or an unnecessary and inefficient stakeholders, and to build support
use of staff time. This helps ensure key for the schools.
messages are not lost in the day-to-day
communication tasks that can overwhelm
school districts.
14 |NSPRA Communication Audit Report 2020
Action Step 1.1
Develop a strategic, district-level
communication plan that outlines
#
1
measurable objectives intended to
move the communication program
toward achieving its goals. Strategically align
A comprehensive, strategic communication
the overarching
plan provides transparency and accountability goals of the district’s
for the implementation of all district
communication goals, including those outlined
communication
in HMC-1’s 2019-2024 Strategic Plan. It is program and the
a vehicle for moving a school district from
a reactive stance to a proactive position in daily efforts of
communications. This plan should guide communications staff
communication activities; however, it is
important to remember that school districts with HMC-1’s mission
exist in an ever-changing environment,
impacted by community, state and federal
and strategic plan.
factors. Creating a flexible and dynamic plan
about communications as well as opinions and
that allows for the impact of these factors and
attitudes about HMC-1 and its programs. This
mandates will ensure that it remains a relevant
communication audit report is an excellent
and useful tool for keeping communication
starting point on that research. So are the
efforts on track.
community and staff surveys conducted as part
PIOP should develop a strategic of the district’s strategic plan development.
communication plan that clearly demonstrates
NSPRA advises the use of a plan that adheres
how its work relates to achievement of
to the four-step strategic communication
the district’s mission and that outlines
planning model, often referred to by the
communication program components,
acronyms RPIE or RACE:
objectives and activities that directly support
HMC-1’s strategic plan. Each of the three • Research and analyze the situation,
pillars in the district’s strategic plan (i.e., including stakeholders’ needs and wants.
district, schools, community) have roles and
responsibilities for PIOP, but what is missing • Plan for how to address the situation
are department-specific details on the by setting longer-term communication
necessary research, planning, implementation goals and shorter-term, measurable
and evaluation measures used by exemplary objectives. Articulate clear goals and
communication programs. measurable objectives for communication
based on desired changes in awareness
A comprehensive, strategic communication levels, knowledge levels, perceptions
plan will provide a clear road map to drive and behaviors of key audiences. Identify
communication efforts in both the short and the strategies you plan to use to achieve
long term. The communication plan should be your objectives and the tactics/tools for
based on research that is regularly conducted to accomplishing each strategy. Focus around
determine constituent needs and expectations
| 15Hickman Mills C-1 School District
key messages. Identify your affected NSPRA members at www.nspra.org/gold-mine):
stakeholder groups and the best ways to
• Chartiers Valley School District - https://
reach and build relationships with them.
www.nspra.org/files/docs/Chartiers_Valley_
Delineate specific tools and tactics for each
School_District_Communication_Plan.pdf
audience. Identify needed resources to
deploy tools/tactics and how they • Rockwood School District - https://www.
will be acquired. nspra.org/files/docs/Rockwood
CommunicationsPlan2015-2016.pdf
• Implement your plan and begin
communicating with specific tools on an
established schedule. Articulate who is Action Step 1.2
responsible for deployment of each tool/
Communicate with objectives
tactic and the time line for deployment.
in mind, and avoid jumping to
• Evaluate the outcomes, whether you preferred tactics.
achieved your measurable objectives and
the success of the strategies and tactics Once a comprehensive, strategic
used. Include evaluative measures communication plan has been developed, the
based on the articulated goals and PIOP office can organize part of its regular
measurable objectives. staff meetings to review their progress toward
meeting the measurable objectives of the plan.
The planning process will demonstrate This will keep staff focused and energized on
how communication projects, tasks and impactful communications work and reduce the
responsibilities support specific HMC-1 goals, distraction of less impactful tasks.
provide clear direction for staff, prioritize the
work and increase effectiveness. These discussions also offer the opportunity
to reflect on how to communicate with
It also will help staff identify higher priority objectives in mind rather than jumping first to
areas that may need more support and lower- familiar, preferred tactics. This helps avoid the
priority projects/activities they may need to selection of tactics based on misperceptions
abandon. It can be difficult to release work that about widespread community used, which
is familiar and for which we feel ownership, can happen when there is a highly vocal but
but part of effective communication planning not widely representative cheerleader for a
is identifying practices that are no longer particular tool or platform. For example, while
effective. A well-written and thoughtfully social media capabilities are abundant within
crafted strategic communication plan can PIOP thanks to a talented team and growing
provide a measure of the value of projects, in popularity among school leaders across the
programs and activities in which the country, local research may show that the most
communications staff is engaged. With a small effective way to achieve an objective among
communications office of only two full-time a particular stakeholder group is through a
professionals in HMC-1, it is essential that their campaign that involves face-to-face time.
time is spent on matters of importance.
Both creativity and the use of research should
Following are some examples of strategic be encouraged in exploring new strategies and
communication plans created by school districts tactics to keep the communications efforts
based on the recommendations from an NSPRA relevant and highly effective.
Communication Audit Report (available to
16 |NSPRA Communication Audit Report 2020
audiences, strategies, tactics/communication
Action Step 1.3
tools to be used, a timeline of tasks and
Continue to create mini- who will be responsible for each task. Once
communication plans for key administrators have gone through this exercise
initiatives and specific programs, a few times with communications staff, they
and show administrators how their will feel more comfortable following the
initiatives might benefit from a similar template to engage in their own communication
planning process. planning when necessary.
Developing the communication skills of
PIOP has developed a number of seasonal and
the entire administrative team can help lay
event-specific mini-communication plans (such
the groundwork for HMC-1 to become more
as for the Family Summit) to organize its work
proactive in telling its story and build strong
in support of HMC-1 initiatives. This practice
support both internally and externally.
should continue, but each mini-communication
plan should be guided by the overarching
communication goals and measurable Action Step 1.4
objectives established in PIOP’s new district- Continue to evaluate all
level strategic communication plan. As the communication strategies, tactics
need to communicate about new initiatives and
and activities.
programs unfolds during the year, continue to
prepare individual, mini-communication plans Especially important to an effective
targeted to the desired outcomes. communication plan is the evaluation
In the internal focus groups with principals component. Being able to measure outcomes
and directors, they said their communications (e.g., change in behavior or attitude) and not
responsibilities were unclear and could just outputs (e.g., number of posts or news
benefit from some training. Providing basic releases issued) is a critical component when
communication training, as well as mini- decisions must be made about continuing
communication plan templates, can help and specific communication activities given limited
encourage department heads and principals resources and staff capacity. The focus group
to develop their own plans for communicating feedback for this audit, as well as the results of
about their special projects, events or issues. the surveys conducted as part of the strategic
The communications team can support their plan development, offers a fresh perspective
efforts and use of best practices with training, and a baseline of where the communication
resources and advice (see Action Step 2.1). effort now stands.
The training process can begin simply Following are some additional suggestions
by modeling the desired behavior. If an for future evaluation methods to include in a
administrator is responsible for launching strategic communication plan:
a new initiative, a communications staff
• Follow-up communication surveys. On key
member might offer to assist with planning
areas of concern within this review, HMC-1
communications about the initiative.
can and should conduct follow-up surveys
Schedule a meeting, and bring a blank mini-
to determine if any progress has been made
communication plan template. Work side-by-
and to inform next steps. These can be
side together to fill out the template with a goal,
coordinated internally or through an outside
measurable objective(s), key messages, target
vendor and can occur as stand-alone
| 17Hickman Mills C-1 School District
surveys or a series of questions on another, the district’s e-newsletter, C-1 School
larger district survey. Messenger, may not be resonating with
readers. (Some felt it was too “soft” and
• Soft soundings. Ask staff and parents for needed to contain hard news. Others said
their opinions in informal conversations at they only skim it.) Planning for a reader
meetings and social events, as a “by the survey a few months or even the year
way” at the end of phone call or even in line after any adjustments are made would
at the store. Recruit other administrators help the district determine whether those
and school board members to do the adjustments were effective.
same, and provide them with a “question
of the month.” Focus on a single topic Action Step 1.5
or publication, and keep a running list Develop a specific communication
of responses. For example, ask whether
plan for the upcoming bond election.
they saw the recent issue of C-1 School
Messenger and what they liked about The Board of Education has approved a bond
it. This type of casual outreach can also election for August 2020, and at the time of
increase engagement and goodwill while the auditor’s review, details of the bond issue
demonstrating that district leaders are and ballot language were in development. As
approachable and willing to listen to input. noted elsewhere in this report, there was a very
• Brief focus groups. Gather parents’ low level of awareness on this matter among
opinions during brief focus group sessions the focus groups. It is urgent that the district
offered as part of school open house develop a plan for communications regarding its
programs or PTA/PTO meetings. Focus upcoming election campaign.
questions on just one or two specific The most effective communication
district/school communication vehicles programs are guided by an overall strategic
and activities. communication plan (Action Step 1.1)
that is supplemented with detailed, mini-
• Digital analytics. Regularly review website,
communication plans for the roll out of key
social media and mobile app analytics,
initiatives, projects and programs (Action
and track changes over time as content is
Step 1.3). Think of these as “sub-plans” that,
updated, changed or added to determine
when completed, contribute to achievement
what is currently resonating with users.
of the goals and objectives established in the
• Reader surveys. There is value in comprehensive strategic communication plan.
conducting specific reader surveys In developing a mini-communication plan
annually or biennially to determine reader for an election campaign, begin by considering
expectations and desires and how well any available research (past election results,
they are being met by district publications. voter turnout among staff, past exit poll results,
Surveys can be conducted districtwide and etc.) and all elements necessary for planning,
also at the local school level. This will help implementation and evaluation. Find samples
HMC-1 assess whether publications are of award-winning communication plans for
connecting with audiences and whether bond/finance campaigns among the NSPRA
some should be revised, combined with Gold Medallion winners (https://www.nspra.
others or discontinued. For example, org/awards/gold-medallion-winners), including
feedback from some focus groups suggest these recent winners:
18 |NSPRA Communication Audit Report 2020
• Continue the Greatness (Papillion La Vista through a scientific, random-sample public
Community Schools) - https://www.nspra. opinion poll (higher cost). Based on that
org/sites/default/files/award-submissions/ research, refine key messages about
gold-medallion-19_ne-papillion-la-vista.pdf the referendum.
• Focused on Our Future (West St. Paul- • Use multiple channels to deliver
Mendota Heights-Eagan Area Schools) key messages.
- https://www.nspra.org/files/%234%20 >> Incorporate social media into
District%20197%20-%20GM%20 communication strategies and tactics,
2015%20entry-paymentinforemoved.pdf with messaging designed to reach the
With a bond/finance campaign, these general voting-age stakeholders most likely to
strategies have proven successful for many interact on those platforms. The HMC-1
school systems: Facebook page and Twitter feed provide
channels for sharing information quickly
• Know your target audiences. Determine and easily. Currently, the district uses
which groups may become opponents if these primarily to transmit positive
they don’t feel properly informed and which news, but don’t hesitate to use them to
are most likely to support the district at keep stakeholders informed of facts
the polls. Consider any research available and key messages during a referendum
on what issues they care about and where, campaign.
when and how they prefer to get their news
>> Over the past 10 years, social media
and information.
has changed the way elections are won
>> Include staff as a primary audience or lost, but you can’t overlook more
in your campaign. Every employee— traditional one-way communication
support staff, teachers, administrators, tools such as the news media and
etc.—should be well-versed on how district and school websites. Refer back
they, their students and their schools to what you know about your target
will be positively affected if the bond audiences to determine the best ways
vote is successful. to reach each group of potential voters.
>> Identify opinion leaders among staff,
• Incorporate two-way communication.
parents, business partners, community
Personal interaction and engagement
leaders and civic groups, and initiate a
with audiences, when properly planned,
dialogue with them. These people could
can be among the most effective tactics
be the same as those invited to join the
for building understanding and support of
proposed key communicator network
a proposal. Avoid formats that create an
and the Business Advisory Council (see
us-versus-them mentality (e.g., town hall
Recommendation 6).
meeting with an administrative dais looking
• Determine which key messages will down on the public) and consider instead a
resonate most with stakeholders and structured community conversation with
help move supportive voters to action. Low small-group discussions, live video chats on
turnout at the polls is a national crisis, but platforms such as Facebook or Crowdcast,
it can defeat local bond proposals as well. or a group idea-sharing platform
Test possible messages with small focus such as Thoughexchange.
groups of key stakeholders (lower cost) or
| 19Hickman Mills C-1 School District
• Know what you can and can’t say. In most
states, public entities are allowed to explain
the reasoning behind the bond proposal,
what the dollars will be used for and how
much taxes will increase, but they are
prohibited from asking voters to “vote yes.”
Some also place restrictions on advertising
related to the vote. Be aware of Missouri
law that outlines what school districts can
and cannot do with taxpayer dollars. (In
some school communities, non-affiliated
groups have instead taken on the role of
asking for voters’ support through fliers,
mailers and media buys.)
Assuming the election is successful, issue
periodic updates on work progress with links to
more information on the full scope. Continue
to report progress at least quarterly through
an easy-to-spot place on the website (perhaps
through a data dashboard) as well as through
e-newsletters, social media, videos, open house
events and during the superintendent’s public
appearances as appropriate. Doing so will
help raise the profile of these initiatives and
demonstrate accountability, transparency and a
commitment to the district’s mission.
Following are some award-winning examples
of school district webpages designed to keep
stakeholders informed after a bond was
approved:
• Bond Program (Spring Independent School
District)- https://www.springisd.org/
bondprogram
• Building a Better Education for Every
Student (Gresham-Barlow School District) -
https://www.gresham-barlowbond.org/
NSPRA has a resource that is helpful in
conducting successful referendum campaigns
– Election Success: Proven Strategies for Public
Finance Campaigns . It is available from NSPRA’s
Online Store at www.nspra.org/products.
20 |NSPRA Communication Audit Report 2020
demonstrate many practices within the district
Recommendation 2: that are helping create a culture
of communication.
Work to build a culture of
That culture of communication is not yet
communication throughout pervasive, though. As this report identifies,
the district. there are several challenges preventing
HMC-1 from fully realizing the benefits of a
School districts that truly maintain a culture culture of communication. For example, an
of communication weave today’s best practices inconsistent range of communication skills
for two-way communication into their goals, among administrators, along with widely
policies and practices at all operational levels, diverse quality of school websites and no clear
both internally and externally. Education expectations for information to be shared from
leaders across the nation are increasingly top to bottom, has caused some of those who
prioritizing this culture, as suggested by current most need information to miss it entirely.
trends in hiring practices, programs and The following action steps are aimed at
professional development related maintaining, strengthening and
to communications. expanding the culture of communication
That is a good trend for many reasons, but throughout the district.
one of the chief reasons might be considered
“customer satisfaction.” Schools earn their Action Step 2.1
best ratings from parents who feel they are
kept informed, have ample opportunities to
Provide communication training
provide input and that their child’s school is and support for administrators, and
interested in what they have to say, according evaluate their communication efforts.
to a 2016 PDK International study. Similarly,
Administrators at all levels spoke positively in
a 2017 Gallup study found that employees are
focus groups about the support, guidance and
more likely to remain with an organization
resources provided by the Public Information
and contribute to its economic health if they
and Partnerships Office (PIOP), but none
feel actively engaged in the organization—
mentioned a formal, regular training program
something achieved in large part
to build their skills as communicators and
through communications.
ambassadors for the district and its schools.
HMC-1 has some elements that are Given the evolving nature of communication
characteristic of a culture of communication. technology, community demographics and
The district’s 2019-2024 Strategic Plan staffing, the department should consider
outlines several goals and strategies where providing regular communication skills training
success hinges, at least in part, on effective for all administrators—both veterans
communications. The school board policies and new hires.
related to community relations prioritize citizen
An annual communication “boot camp” for
involvement, mutually respectful interactions
administrators would provide training, tips and
with news media, community partnerships
practical learning experiences to help them,
and maintaining positive relationships with
in their leadership roles, better communicate
stakeholders through communications.
with stakeholders. It would strengthen their
The communication strengths identified
partnerships with communications staff, who
through this communication audit report also
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