Strategic Community Relations Plan: Inspiring Character & Nobility

Grand Blanc Community Schools (GBCS) has made a commitment to provide strategies for students, staff, parents, and community members to inspire character and nobility through the continued use of Positive Behavior Intervention and Supports (PBIS) and service learning to reduce the amount of negative behavior in our schools. Through this effort, GBCS will provide training, strategies, and opportunities to enhance the PBIS and service learning programs already in effect in our schools. This includes equipping our staff and parents with the tools necessary to teach character education and conflict resolution, along with providing opportunities for community involvement through service learning. Continuous monitoring and evaluating program effectiveness will ensure that our

Grand Blanc Community Schools: A Tradition of Excellence

2012-2013
Created by: Crystal Chapa

Strategic Communications Plan: Inspiring Character and Nobility Announcement:

This Strategic Communications Plan aligns with the Grand Blanc Community School Districts Strategic Plan. It is the goal of the district to inspire character and nobility in all people; therefore it is the responsibility of the district to develop and implement initiatives to encourage meaningful public engagement that will encourage community involvement in education that benefits children and increases student achievement. The district utilizes the RACE flow chart to research and analyze current realities, communication efforts, and desires among stakeholders; find the appropriate channels for communication; and evaluate the effectiveness of implemented practices and audience satisfaction (see appendix A).

Context/Environmental Scan:
Strengths: Schools within the district already have PBIS committees w/the goal of implementing PBIS Schools within the district already use a character education process Many community service initiatives already conducted by individual teachers, schools or school/student organizations Already supportive and involved community Weaknesses: Limited monitoring of the effectiveness of PBIS and character education programs Limited training for teachers in PBIS, character education and service learning Patchy community involvement with school programs Inconsistent funding/sporadic grant opportunities to pay for enhancement of programs Limited evaluation of current programs from staff, students, parents and community Opportunities: Strategic planningwriting new initiatives to boost character development and community service programs in our district

GBCSStrategic Communications Plan: Inspiring Character and Nobility

Partnerships with area civic organizations and businesses Utilization of 11 Principles of Effective Character Education by Character Education Partnership (2010) allows for framework/guide for enhancement or implementation of programs

Threats: Training, materials, and other enhancements or new implementation may be costly Continued cuts to nonessential programs throughout the district Parents sometimes threatened by the idea of schools teaching children about character Overwhelmed staff may not value the idea of enhancement of current or implementation of new programs Changing family dynamics and increases in the economically disadvantaged and at-risk student populationschanging values & expectations

Stakeholder Analysis:
It is imperative that the district identifies each stakeholder group involved in upcoming initiatives, identifying the positions of each stakeholder, and develop a plan that ensures stakeholder concerns are addressed. As part of the stakeholder analysis, the public relations committee looks at previous experiences with stakeholder groups and their responses to past initiatives. Using this information to identify potential negative reactions; bringing them to the forefront to collectively develop concessions, if necessary. A list of identified stakeholders can be found in the RACE flow chart (see Appendix A).

Objectives:
During the 2012-2013 school year, Grand Blanc Community Schools will enlist the help of all stakeholders to build a coalition of partners who support Positive Behavior Intervention and Supports (PBIS) and service learning, which benefits students, parents, staff, and the community. Identifying and achieving the following objectives will encourage collaboration and ultimate success. Increase opportunities for district to educate public on the positive correlation between character education/community service and student achievement

GBCSStrategic Communications Plan: Inspiring Character and Nobility

Increase opportunities for public input and response (two-way communication) Increase opportunities to share with community the districts intended plans for building character and nobility Increase opportunities for community members to engage district in community service

Audience:
Staff, students, parents, district citizens, civic organizations, community businesses, media

Strategy/Tactics:
Incorporate data and research which supports the use of PBIS, character education and service learning to enhance student learning in school Highlight schools currently using PBIS and service learning as models for what could be Create imagery of current community conditions and future conditions with and without an increase in character and nobility from youth Develop and implement ways to incorporate data, research or perspectives for a variety of cultural groups found within the Grand Blanc Community Schools District

Messages:
Pre-announcement: Discuss the strategic planning process (last time was 20 years ago) and the new-writes that were developed because of the process. Through the strategic plan process, a committee of various stakeholders developed a new mission statement and set of beliefs, parameters and objectives. From these, six strategies were created and plans to implement these strategies have been developed (see Appendix B). Announcement: Discuss the use of the current PBIS program coupled with a new 11 Principles of Effective Character Education model to enhance our current character education and service learning programs.

GBCSStrategic Communications Plan: Inspiring Character and Nobility

When students feel safe, engaged, and respected, they can focus on their academic goals. Effective character educators ensure that these needs are met. Character education is the foundation upon which students can reach academic achievement. Its not just about teaching kids to be good. Its teaching them to be their best (Character Education Partnership website). Although our current PBIS program helps schools in administering positive behavior interventions and support, there is a limited focus on community service. Understanding that community service is a critical piece in developing ones character, the district feels it is important to incorporate the new 11 Principles of

Abraham Maslow's Hierarchy of Needs Image from http://www.character.org

Effective Character Education model to enhance the process of creating a comprehensive character education program for Grand Blanc Community Schools. (For a complete list of the 11 Principles, see Appendix C)

Post-announcement: Provide updates on the progress of the program enhancements and implementations. Provide data to support the positive effects of the programs in the schools; especially in the areas of increased positive behavior and student achievement. Highlight service learning initiatives conducted by students/schools within the community.

Issues:
PBIS is already a district initiative, why is it being rolled out as something new?

GBCSStrategic Communications Plan: Inspiring Character and Nobility

A program utilizing PBIS is already considered operational, eliminating it from the strategic planning process because it is continuously supported by the district with building funds to provide staff training, classroom materials and building activities. The 11 Principles of Effective Character Education is handbook for implementing principles to encourage positive behaviors in schools. Combining the current PBIS program and 11 Principles will create a comprehensive process for increasing character and nobility in all people and contributing to student achievement.

Who will be responsible for monitoring and assessing the effectiveness of this program? Each school will have a building committee comprised of all stakeholder groups. It will be the responsibility of each buildings principal to use a district created evaluation tool to ensure committees/schools are working towards incorporating PBIS and the 11 Principles process based on the needs of the building. Principals will report details from their building to other principals and the superintendent during selected administrative council meetings and will report at least once per year at a Board of Education meeting. Principals will also be responsible for ensuring the committee communicates information and updates to the public. In the future, when the district feels it has a well established process for incorporating the 11 Principles, it may apply to be evaluated to become a National School of Character. Where will the money come from to support these enhancements or new initiatives? The PBIS and 11 Principles initiatives will be funded through the use of allocated building funds, potential grants, and the support of community businesses and organizations. How will parents and community members take part in the PBIS/11 Principles program? All stakeholders will be imperative to the development of combined PBIS and 11 Principles initiatives. Continued dialogue between Grand Blanc Community Schools and stakeholders through the use of committees, reporting to the public, surveys, and community service

GBCSStrategic Communications Plan: Inspiring Character and Nobility

events will ensure a collaborative effort between the district and community.

Evaluation:
STEP 1: Evaluate the initial perception of all audiences. Create a survey to give to randomly selected members of each audience group to show opinions before enhancement/implementation of programs. Use strategies from the RACE flow chart (Appendix A) to gather perceptions, opinions, and potential concerns about initiatives. STEP 2: Continue monitoring throughout the first year and annually thereafter to evaluate current perceptions of new programs in place. Monitoring will occur through a process of evaluating each schools progress toward implementing a collaborative PBIS and 11 Principles process, using the district created evaluation tool. A collection of data (student grades, behavior infractions, community climate, student attendance, stakeholder satisfaction) will be evaluated in correlation to the evaluation of each schools character education initiatives. STEP 3: Create a post survey to give randomly selected members of each audience group to show opinions after enhancement/implementation of programs. Building committees, in collaboration with the district steering committee will evaluate and adjust annually the components of the PBIS/11 Principles initiatives if necessary.

Budget:
media materials production costs news releases fact sheets food or incentives o coffee chats to gather information from stakeholders o informational workshops to increase stakeholder understanding and involvement o gift cards for stakeholders as incentive to complete and return surveys

GBCSStrategic Communications Plan: Inspiring Character and Nobility

man power costs compensation or coverage for district employees to attend committee meetings

RESOURCES:
Bloomington Public Schools. (2009). Comprehensive Community Relations and Communication (CRC) Plan. Retrieved June 6, 2012, from: http://www.bloomington.k12.mn.us/sites/default/files /modules/groups/homepagefiles/cms/1630758/File/Community %20Relations/BPS%20 Communications%20Plan.pdf Character Education Program. (2010). 11 Principles of Effective Character Education. Washington D.C.: Character Education Program. Character Education Program. (2012). Character Education and Academic Achievement. Retrieved June 20, 2012, from: http://www.character.org/keytopics/character-ed-academic-achievement/ Houston, P., Blankstein, A., & Cole, R. (2010). Leadership for Family and Community Involvement. Thousand Oaks, CA: Corwin Press.

GBCSStrategic Communications Plan: Inspiring Character and Nobility

APPENDIX A: R A C E Flow Chart

Research: Goal setting is based on research and direct involvement with stakeholders to determine the key messages. Analyze: Communication efforts are planned on a systematic basis to support the achievement of the organization's goals and strategic directions. Communication: The appropriate channel to reach the determined audience is employed. Evaluation: Determine that the communication practices were successful and the audience has a high level of satisfaction with the results.

Research
Develop key messages

Analyze
Determine who needs to know

Communicati on
Find the best channel for the audience

Evaluation
Rate the effectiveness

GBCSStrategic Communications Plan: Inspiring Character and Nobility

Direct involvement with stakeholders to determine needs for information and knowledge. Research audience perceptions, desires, interests and opinions. Use qualitative and quantitative research to establish information needs. Key messages developed with useful and useable information.
Plan (p. 8)

Students Parents Teachers Principals Support Staff Employees Administration Board of Education Taxpayers Senior Citizens Business Leaders Media Civic Leaders Legislators Religious Leaders Neighborhood Groups School/Communit y Partners New Residents Prospective Families

Print Press Releases Electronic Supts Report District Web site School Web sites Key Email Lists Media Grand Blanc View The Flint Journal Broadcast GB-TV Radio Advertising Personal Small group Large group Public Engagement Synervoice messages Billboards

Engage in formal and informal evaluation of practices. Determine the audience level of satisfaction with practice. Upon evaluation, create, modify or discontinue practice or project.

Research Analyze Communicate EvaluaAdapted from Bloomington Public Schools Comprehensive Communications

APPENDIX B:
Grand Blanc Community Schools Mission Statement: The mission of Grand Blanc Community Schools, the hallmark of academic and person excellence, is to ensure students actualize their own unique genius, freely and without fear, through a system distinguished by: Dedication to the discovery of profound learning Exemplary models of character and judgment Global experiences in life and living Emphasis on individual autonomy and self direction Unremitting pursuit of the highest human ideals. Beliefs: We believe that: 1. Education is the fundamental responsibility of the home. 2. Each individuals potential has no limit.

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3. 4. 5. 6. 7. 8. 9.

The greater the expectations, the greater the achievement. A positive attitude is the critical force in determining ones future. Each person has a purpose in life. Each person has a right to be treated with respect. All people need to experience success. All people have the right to be safe and feel safe. Each person possesses a unique gift that contributes to the greater good. 10. It is everyones responsibility to care for one another. Parameters: We will not practice or tolerate behavior that demeans an individuals sense of self-worth or dignity. We will not practice or tolerate any form of discrimination. We will make all decisions based on the best interest of the student. We will not compromise excellence. We will always keep the PreK-12 educational program our first priority. Objectives: 1. 100% of students will score in the top 5% of their peers as measured by any national standard. 2. 100% of students will lead their lives with confidence and hope. 3. 100% of students will achieve their academic and personal aspirations. 4. All students will possess attributes of responsible citizens in our democratic society.

APPENDIX C:
11 Principles of Effective Character Education from Character

Education Partnership. Principle Principle Principle Principle Principle Principle Principle Principle Principle Principle Principle 1: 2: 3: 4: 5: 6: 7: 8: 9: 10: 11: Promotes core values. Defines character to include thinking, feeling, and doing. Uses a comprehensive approach. Creates a caring community. Provides students with opportunities for moral action. Offers a meaningful and challenging academic curriculum. Fosters students self-motivation. Engages staff as a learning community. Fosters shared leadership. Engages families and community members as partners. Assesses the culture and climate of the school.

GBCSStrategic Communications Plan: Inspiring Character and Nobility

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