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Communication Strategy and Tactics for Superintendents
A Proactive Approach in Positioning Your School District as an Advocate for Interpreting and Using the Connecticut's Mastery Test (CMT) and Academic Performance Test (CAPT) Results to Improve Teaching and Learning
Overview -
First Experience Communications prepared this paper to assist superintendents in using CAPSS' position paper on state testing. The following suggestions are based upon CAPSS's strong advocacy position in regard to testing in our state's public school districts. In order for these viewpoints to be effective, each district must communicate in a sustained manner the value of these tests and their importance to a child's education. It has become clear to CAPSS that the first audience we must reach and convince is our own internal audience- specifically the teachers of all grades. Whether positive, negative or neutral, many of the perceptions are coming from within our own institutions. This situation can create problems in our communities. If the parents, students, and community at-large perceive that even educators are not wholly supportive of these tests, then we in the educational community will have a harder time garnering sustained support for public education. Note: Please refer to the Position Paper for more specific background for discussion purposes.
Summary of Position Paper
For a number of years there have been misrepresentations in the media and confusion in the public's mind about the purpose of state mandated tests and the meaning of local and state test results. The Connecticut Association of Public School Superintendent (CAPSS) Position Paper clearly states that the primary purpose of the CMT and CAPT is to raise student achievement over time. The position paper also makes clear that the interpretation of results should take into account the content difficulty of the test, differences among districts, trend comparisons of scores and their relationship to improving public education. The following are the major issues addressed in the position paper:
Continuous Progress towards High Standards-The tests demonstrate continuous progress toward high standards and expectations, including critical thinking and complex problem solving skills. In the case of CAPT, these expectations represent high level of achievement, which exceeds national standards for academic competence in high school.
Achievement Growth-The primary purpose of the state tests is to continuously raise student achievement over time.
Differences in Scores among Districts-Large differences in scores among districts reflect not just differences in student performance, but differences in the needs of the students, the demographics of communities, and the percent of students taking the test. Small differences in scores are insignificant and should not be used to rank districts.
Teaching Important Learning Objectives-Preparation for the CMT or CAPT is not "teaching to the test", but rather teaching to commonly agreed upon, challenging learning goals.
Multiple Measures of Achievement-In addition to CMT and CAPT, educators evaluate student achievement using unit tests, mid-term exams, semester tests, class participation, portfolios, projects, and homework assignments.
Benefits to School Districts-State testing benefits school districts by stimulating improvements in curricula, programs, communications, and planning.
Communication Themes -
1. Being Proactive: Create your own or edit CAPSS's press release using the above language prior to the release of CMTs, CAPTs, and SATs. Call media (or reporter with whom you have a relationship) outlining current results in relationship to last 5 years. Always communicate that test results vary from year to year and that your school district evaluates the results of these tests over a period of time. The process of educating children works not in a fixed period of time, but in a continuum over many years, and is evaluated using multiple measures.
Suggested Style: Your role should be one of a champion and strong advocate. Acting as an expert and interpreter of these tests will create a positive perception to your internal and external audiences. No matter what the test scores are, be positive and proactive, not defensive.
2. Being Supportive/Empathic: Always protect your principals and teachers. Create the perception that you and the board of education will always support the teachers' efforts in instructing students to achieve the objectives on the test. This demonstrates that you will always position the principals and teachers as key to the success of your school district. The message you convey will be positive and supportive of state tests, regardless of the yearly outcome.
Communication Tactics -
1. Present CAPSS' position paper to your principals and other administrators prior to public release of test results to the public
2. Principals should present CAPSS' position paper in total or summary to their respective staffs. Distribute one page highlights based upon the bulleted statements in the position paper
3. Present the position paper to the Board of Education and other elected town officials at a special meeting
4. Ask for an editorial meeting with your local media editors or reporters
5. Post the position paper along with your press release on your school web-site
6. Create a letter to be mailed to all parents in your school district that includes the one-page highlights based upon the position paper
7. Video tape or monitor a round table of teachers, principals, and staff on public access cable station to discuss your results over a number of years, along with acknowledgements to the staff.
Use the opening of school, "Appreciation Weeks", budget presentations and any other events to link the concepts in CAPSS' position paper to your district results. The discussion of state testing and its benefits for your students should be yearlong.
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