Engagement Do leaders regularly communicate Communications within and The district has an internal Existence of a with education stakeholders from the district are poorly and external communication communications plan with with (including district educators) planned, inconsistent, and plan for education the right characteristics: Education about their CCRS implementation often conflicting stakeholders with specific Key messages Stakeholders effort and its associated priorities? Communication only flows focus on CCRS implementation Identification and How effective are communications outward; little or no Communication is clear and analysis of education in helping education stakeholders feedback from the field is consistent and important stakeholders understand objectives of the CCRS gathered information flows to the Plan for engagement plan and the actions needed? parties most affected The district shares that includes multiple Are communications two-way? Do information on an ad-hoc Communication is two-way; vehicles of leaders gather and respond to basis, and largely relies on feedback is collected and communication feedback about the CCRS and its the SEA to communicate to integrated into Feedback from education implementation? school leaders and implementation plan stakeholders on their Do district and school leaders feel educators District leaders have understanding of and support and technology are responsible for successful roll-out embraced their role in for the CCRS of CCRS? Are they utilized as used in limited capacity implementation and serve as Existence of a functioning messengers? (email only) to keep conduits of information who CCRS Commission or Are and technology being educators abreast of generate grassroots workgroup that leveraged to communicate the progress enthusiasm for the CCRS coordinate communication message District has a comprehensive across the district online presence with Extent to which CCRS frequently updated workgroup plays an active information, tools, and role in communications materials Engagement Do leaders recognize the Communications within and The district has an internal Existence of a importance of gaining support for from the district to and external communication communications plan (can be with the CCRS amongst the general public? education stakeholders are plan for the broader public same as above) with the Broader Have leaders identified and poorly planned, with specific focus on CCRS right characteristics: Community inconsistent, and often implementation partnered with a of influential Objectives conflicting The district has a and diverse stakeholders that Key messages Leaders are only focused understand the CCRS and can comprehensive media Identification and analysis defend and support them as part on a limited range of campaign (CCRS website, of key stakeholders in the of the public conversation? stakeholders, mostly district regular newsletters, etc.) that broader community and school leaders provides frequently updated information to the public
Engagement with Education Stakeholders Do leaders regularly communicate with education stakeholders (including district educators) about their CCRS implementation effort and its associated priorities? How effective are communications in helping education stakeholders understand objectives of the CCRS plan and the actions needed? Are communications two-way? Do leaders gather and respond to feedback about the CCRS and its implementation? Do district and school leaders feel responsible for successful roll-out of CCRS? Are they utilized as messengers? Are and technology being leveraged to communicate the message Communications within and from the district are poorly planned, inconsistent, and often conflicting Communication only flows outward; little or no feedback from the field is gathered The district shares information on an ad-hoc basis, and largely relies on the SEA to communicate to school leaders and educators and technology are used in limited capacity (email only) to keep educators abreast of progress The district has an internal and external communication plan for education stakeholders with specific focus on CCRS implementation Communication is clear and consistent and important information flows to the parties most affected Communication is two-way; feedback is collected and integrated into implementation plan District leaders have embraced their role in implementation and serve as conduits of information who generate grassroots enthusiasm for the CCRS District has a comprehensive online presence with frequently updated information, tools, and materials Existence of a communications plan with the right characteristics: Key messages Identification and analysis of education stakeholders Plan for engagement that includes multiple vehicles of communication Feedback from education stakeholders on their understanding of and support for the CCRS Existence of a functioning CCRS Commission or workgroup that coordinate communication across the district Extent to which CCRS workgroup plays an active role in communications Engagement with the Broader Community Do leaders recognize the importance of gaining support for CCRS amongst the general public? Have leaders identified and partnered with a of influential and diverse stakeholders that understand the CCRS and can defend and support them as part of the public conversation? Communications within and from the district to education stakeholders are poorly planned, inconsistent, and often conflicting Leaders are only focused on a limited range of stakeholders, mostly district and school leaders The district has an internal and external communication plan for the broader public with specific focus on CCRS implementation The district has a comprehensive media campaign (CCRS website, regular newsletters, etc.) that provides frequently updated information to the public Existence of a communications plan (can be same as above) with the right characteristics: Objectives Key messages Identification and analysis of key stakeholders in the broader community