Top 10 Questions Parents Have About In-Person Learning

March 29, 2021 by Leave a Comment
Are you ready for your school district’s transition to in-person learning?

 

Student wearing a face coveringThis month, we’re kicking off a series of blog posts on Trending Topics….no, not the Kardashians, but real, true trending topics–and challenges-that education leaders and school communicators are facing right now.  

Currently, as schools across the nation are returning students to in-person learning after a year of distance learning, this week’s topic focuses on the Top 10 Questions that parents are asking as their child returns to in-person learning. 

Return to In-Person Learning

As districts are looking to transition to in-person learning, there are many considerations and steps that need to be implemented in order to ensure a smooth transition. Navigating the return to in-person learning is a transition that is new territory for many. Managing communication during the COVID-19 pandemic has been one that has felt like a constant crisis without any playbook, and cannot rely on traditional communications plans. So in this unprecedented season, it is essential to stay proactive in clear and effective communications. Are you ready to handle questions about returning to in-person learning? 

After working with several school districts that have been transitioning to in-person learning, there are some key questions that should be answered as early as possible to prevent rumors and misinformation, and to reinforce stakeholder trust.

Navigating a New Landscape

As school leaders are finding, there is not one correct way to transition to in-person learning. Depending on the grade levels of students being served, classroom sizes, the number of students returning to in-person learning, employee negotiations, state and local health department requirements and more, the planning in-person learning planning process that school leaders are undertaking are detailed and time consuming.  But, remember that this is also a new experience for both students and parents, and they have questions about the process and what to expect. Questions and details left unanswered about transitioning to in-person learning can lead to misunderstanding, rumors, and the spread of false information. Being aware of individuals’ concerns while navigating this new landscape is essential in building and retaining trust throughout this process. 

Proactive Communication

A way to overcome miscommunication is to be proactive and answer common questions ahead of time. Many parents and students have valid concerns about the process and return to in-person learning. Although it is challenging to manage so many details, proactive communication can help demonstrate student safety and maintain parent trust. Implementing a Frequently Asked Questions page on the district’s and schools’ websites, along with the in-person learning plan will help to funnel many of these questions and reinforce trust and your relationships with families.  Share the FAQs via email and social media to ensure that your families see the information.

Student Holding BooksTop 10 Questions Parents have about In-Person Learning

  • What is the schedule? Being clear about the details of the schedule–what days cohorts are attending and during which hours–is an important first question to provide for parents and students. This can be explaining how the schedule will change and similarities to the current structure. A schedule with easy-to-view data will be immensely helpful in funneling initial questions to help accommodate parents. Keep in mind that families need to plan for childcare and adjust their own schedules when these transitions occur.

 

  • How will I be informed about COVID-19 cases in the classroom, on the school campus? Providing specific procedures will help give order and peace of mind to parents so they know exactly what to expect in case of a COVID-19 case on campus. Being clear about covid cases will help show intentionality and transparency.

 

  • What if the teacher or someone in my child’s class is COVID-19 positive? This is an important question for both parents and students to know what to expect. Having clear procedures and expectations and steps to follow will help give clarity to parents.

 

  • Where do I drop off/pick up my student from school? Providing maps and visuals will give a reference to parents. In-person learning will be different from attendance before the pandemic. Communicating specifically the procedures ahead of time for dropping off students will help ensure proper social distancing and safety to help maintain order on the day of returning.

 

  • How will snacks, recess, lunchtime be handled? The daily routine of in-person learning is different from when the pandemic began. What are ways that these daily activities are carried out realistically and safely? This will be an important question to answer not just for parents but students as well since many are curious to see how their interactions with one another will change or feel the same.

 

  • What will be done to promote physical distancing? Since physical distancing can have many applications it is important to define the steps to ensure clear procedures. Having clear expectations and procedures for social distancing will help give peace of mind to parents to see a safe learning environment.

 

  • What are the disinfecting procedures? Demonstrating thoughtful and clear procedures for disinfecting will help to model the promotion of a safe learning environment. What are regular disinfecting practices throughout the day and what are deeper janitorial practices that will be implemented?

 

  • What measures will be implemented on campus to ensure the safety of staff and students? Beyond physical distancing and regular disinfecting what safety measures can students and staff expect? What types of screening procedures will be required of students and staff? Are there similarities and differences between the procedures between staff and students? Include visuals and graphics to help make steps memorable and clear.

 

  • What happens if a student comes to school ill? Addressing possible scenarios helps give clarity to parents, staff, and students on the proper actions and steps to take in case of an illness. This will help to demonstrate further the safeguards in place to promote a safe learning environment in multiple situations.

 

  • Will my child be assigned to a different teacher? This is an important question to answer for both parents and students. Knowing what to expect ahead of time will help in the transition and allow students to best connect with their teacher.

The Bottom Line: Communication Matters

Implementing questions and answers about in-person learning is helpful in not only maintaining organization but builds parent trust. Proactive communication helps minimize the spread of confusion and helps to funnel common questions. 

 

We Are Here to Help

If you’re balancing school/district leadership with communication responsibilities, and you’re finding yourself falling behind on timely and consistent communications across your communication channels, Sounding Board Marketing & Communications can help. You can discover services to help school districts navigate communicating well in an unfamiliar landscape. To learn more about communication services that best fit the needs of your district you can explore Sounding Board Marketing & Communications Strategic Services. Schedule a 30-min consultation today and discover proactive communication to help fuel a positive and impactful transition to in-person learning.

Build Trust, Support Through Great School Bond Project Communication

February 5, 2019 by Leave a Comment

Today, I’m so excited to launch a couple of awesome outreach efforts for one of my school district clients: one is a bond measure project communication campaign and the other is developing the district’s business partnership program.

I’m thrilled that each of these outreach activities will produce incredible outcomes for this client:

  • Increase transparency
  • Share the district’s story with the greater community
  • Exhibit the positive outcomes of the community’s investment in student learning
  • Engage local businesses in supporting and investing in student success
  • Showcase the value of public schools
  • Increase community trust and support for their community schools

I want your district or school to experience the same outcomes.  As much as I’d love to cover both of these topics in one post, they’re different enough to warrant their own attention.  So, in this blog post, I will provide you some key approaches to consider with school bond project communications—in a later post, I’ll outline the components of successful business partnership programs.

Elements of Great School Bond Project Communications

The first assumption that many school districts make is that if people are curious about school bond projects, they’ll just visit the school district website.  After all, there must be some reason for all of the dirt and construction trucks, right?

Keeping the community appraised about school district bond projects is more than posting pictures of construction updates—the community needs to know the story about what is happening in those upgraded facilities, what outcomes are being achieved, and how students are benefitting from safer, modernized schools.

Here are some key elements that should be included in effective school bond project communications:

Plan Ahead: Effective Communications Takes Planning

  • What big story do you want to tell about your bond measure projects?  Develop story content that supports your broad story, and then map out what stories you want to communicate about your bond projects over the next year and throughout the life of the bond.
  • Take a look at your opportunities to get in front of your audiences—do you have any upcoming events (either district-planned or ones that you are attending) where you can share an update about your bond measure? Map out all of your audiences and potential touchpoints. Be sure to incorporate these opportunities into your overall communication plan.

Take an Integrated Communication Approach:  Don’t Put All of Your Communications Into One Basket

  • Diversify your approach to maximize opportunities for your audience to see your stories.
  • Printed mailers, video, website content, and social media together are key to ensuring that these stories are reaching and being shared by your various audiences. Engage your email communications through providing bond updates in your employee, district and school newsletters.
  • Make sure you’re planning your content topics so that they all weave into a cohesive story about your bond measure’s successful outcomes.

Be transparent: Communicating Key Pieces of Information Builds Trust

  • Communicate the dates when certain major construction activities will be occurring, especially if those activities will impact road or sidewalk traffic, if delays might impact students access on campus, and if noisy portions of the project might affect the community.
  • Post the projects’ timelines on your website and in longer mailing pieces.
  • Make sure that key communicators in your district office and the school sites have talking points and information about the projects so that they can answer questions in person or over the telephone.

Remember, people are wary gaps in information (which they will seek to fulfill with whatever trusted individual will provide information, whether the information is correct or not) and they are appreciative of transparency.  People are also less likely to complain–when they receive a fair warning of adverse aspects of your projects, or if project delays occur.

Communicate Outcomes—Not Just Processes

Beyond the brick and mortar walls and fancy new equipment, what will the community’s investment in your schools achieve?

  • Capture stories and testimonials about positive student outcomes, safer schools, how modernized classrooms are helping teachers to improve the quality of education, how upgraded technology is leading to improved student outcomes—these are the reasons why your community supported the bond measure, so be sure to let them know the return on their investment.
  • Of course, the groundbreaking and ribbon cutting ceremonies are a couple of obvious stories, but after the projects are completed, don’t assume that the story is over.  Showcase how the new science labs are being used by your students—and obtain some great testimonials to go along with it.
  • Be current and engaging: before and after pictures are a dated approach—time lapse videos are exciting and will engage your audience.

Remember, communication is about advancing your district’s relationships. Maintaining a strong, positive, and transparent relationship with your community regarding the millions of dollars that they are investing in your schools will pay off in dividends in terms of trust, reputation management, and even helping to secure taxpayer approval on future bonds for your district.

Does your district need assistance communicating your bond measure outcomes?  Contact us to discuss how Sounding Board can help your district share its compelling stories about how your community’s investment is generating positive student outcomes.

Have a blog post suggestion?  We love creating posts that will help you advance your organization’s marketing, public relations and communication objectives . Give us your feedback here.

 

Going the Extra Mile…To Not Merely Communicate, but Inspire Confidence With Communication

January 12, 2013 by Leave a Comment

A couple of months ago, I had the honor and pleasure to present a workshop on “Inspiring Confidence During the ‘Critical Hour’” to colleagues and friends at the California School Public Relations Association (CalSPRA) Fall Conference in Costa Mesa. The workshop aligned with the conference’s theme, “Surviving a Crisis of Confidence”—and also coincides with the efforts of the California School Boards Association, California State PTA, and the California Department of Education’s “Stand Up for Education” campaign, which highlights positive—confidence boosting—stories in education(for more info, visit the website …and, be sure to submit your stories for the campaign!)

This was all extremely timely, as the conference came just two days after we learned the the outcomes of the 2012 Presidential Election, which included the competing education funding measures, Propositions 30 and 38. What became so apparently clear throughout this campaign cycle, and has increased in magnitude is this: public confidence in public education continues to decline, and public trust in education is also declining.  And, do I believe that communication can make a positive impact on building trust and confidence in organizations?  You bet I do!

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Who’s Really Selling Your Schools?

January 10, 2013 by Leave a Comment

Over the past few years, public school districts have seen a shift from natural school enrollment from neighborhoods in their boundaries to… losing enrollment to private and charter schools. Districts have turned to marketing campaigns, advertising and more to re-attract parents to their schools. What happened?

Private schools have always engaged in advertising. Pick up any local social or parenting magazine, and private school advertisements comprise the majority of their ads. Charter schools have made great headway by riding on the wave of “education reform” and parent choice, and communicating their best student achievement results. Public school district superintendents have been scratching their heads to determine why they are losing students, and turn to district-led efforts to sell their schools.

Well, I’m going to let you in on a little secret. Your district is not selling your schools. Your schools are selling your schools. Or not. In fact, when parents go about making a decision about where to send their child to school, they’re not deciding between your district and a charter school or a private school; they are literally making a decision about whether or not to send their child to one of your district’s neighborhood schools. So … why do central office administrators spend so much time pumping up their districts?

I’ll give you a few answers … and a few ways to turn these assumptions on their heads, and to start focusing on selling your schools, instead.

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