Partnerships and RPS (Part #4: Marketing)

If you haven't checked out Partnership #1: Neighborhoods, Part #2:Business, or Part #3: Technology, then be sure to do so. If you have, then you're awesome and continue to read on.

Key Partnership #4

Marketing and Promotion: How to change perception (and reality) in RPS.

Beds, baths, and schools.

This past June at VCU I listened to Jeanne Jehl, senior consultant at the Annie E. Casey Foundation, list these items as the most important factors that families ask for when purchasing a home. The day-long symposium hosted by Housing Virginia, focused on examining the close, yet many times unexplored, connection between housing and education.

The direct economic impact of schools on housing was a fact I first discovered in conducting a market analysis for the City of Hopewell. As seen in the chart below, this regional consumer preference survey found that quality of schools was rated just behind safety as the top factors in neighborhood importance.

Factor	Neighborhood Importance
Safety and Security	3.83
Quality of Schools	3.74
Cost of Living	3.54
Neighborhood Appearance	3.46
Church and Social Groups	3.09
Recreation and Entertainment	3.00
Ease to Get Around Town	2.94
Access to Green and Open Space	2.83
Distance to Work	2.82
Small Town Atmosphere	2.54

*Scale: 1 (least) - 4 (most)

I reference this fact to say that although neighborhood safety or school quality can be backed by measurables (e.g. crime data and test scores), they are factors that are highly affected by perception.

For RPS, and the city as a whole, changing the current negative perception of schools should be central to any reform effort, as its has wide-ranging economic implications and is essential to change reality.

How else does negative school perception hurt Richmond?

Negative perception pushes families of choice out of the schools. Since these families never engage with the school, perception continues and new solutions to the current problems are not explored. This is not implying that current RPS families, with a high number of working class and lower income parents, are not pushing for positive change, but in reality, they could use a hand.   

When families of choice choose to send their children to other schools, they may also move out of the city, taking with them the prized tax dollars in property investment and disposable income that Richmond’s economic development is focused on attracting. If school perception were flipped, more middle and upper income households would be retained, thus increasing revenue to address systemic problems and creating a local market to spur continued business growth. This is why education in Richmond is the linchpin to sustainable neighborhoods.   

True change is necessary to improve RPS, but where do we start? Changing perception can be a starting point that will create momentum and further current reform efforts. To create an authentic and engaging campaign, school-neighborhood level teams would develop content, hold local events, and begin to develop relationships within the community. The role for RPS or City administration would be to facilitate this system by offering coordinated fundraising drives and marketing of locally derived initiatives or events.

How can this happen?  

RPS, through school action teams, should start by identifying existing resources, successes, and assets of the schools. In the best case scenario this would be conducted as part of a larger strategic planning process for each school (as I have advocated before). This assessment process would help engage local partners in developing teams to meet schools needs, as is developing with Area 10 Faith Community’s work alongside John B. Cary Elementary.

"Your existing assets equal your best opportunities" 
- Della Rucker

Once these community assets are identified, the school should have a local branding and logo competition. Bryce Lytle’s Curious about Westover group has a terrific “Eager Beaver” tagline and logo created by members of the group.

A next step might be to compile a list of key community contacts and information to develop a marketing packet for the school. Examples of this can be seen in the Greater Richmond Partnership’s education recruitment packet or VEDP Community Profile. These recruitment packets could be used to hand out to new families in the neighborhood, but could also aid in attracting new teachers and administrators.

Locally created mascot for
Westover Hills Elementary 

External promotion of the schools is important, but essential to this effort will be to celebrate internal successes, and those administration, teachers, staff, parents, and students who have been working to make RPS schools a better place.

A project to encapsulate a love for the current system would be to have a celebration around welcome back week to school. The school could reach out to past attendees, parents, and local community groups to hold an opening day celebration competition. The superintendent of schools would have a prize for the best celebration (e.g. 3 prizes for $1,000) to be awarded at the end of the day. City-wide the mayor and members of council would authorize all of the city personnel and resources to support this day. An all-in effort would truly give backbone to statements made that education improvement is a top priority.

Examples of collaboration to hold fundraising/neighborhood-school celebrations are already happening in multiple places. While living in the Fan, it was always great to see yard signs posted for the upcoming Fox Elementary Strawberry Street Festival.

As for events throughout the year, activities where students, teachers, administration, and staff are recognized should be promoted further. Fundraising efforts from RPS, city administration, or pooling efforts from private resources, should create a fund to creatively recognize individuals from within. For example, Communities in Schools awards their top students a free summer camp of their choice.

Key to these celebration programs will be to ask the recipients what they value as a reward. Too many times we have adults designing reward systems for students that don’t meet or incentivize as expected. Remember, $40 for a class pizza day could go a long way.

Also, we need to better embrace the history and stories associated with these schools. By looking to our communities for local residents to share their story about the school, we can better display the historic beauty of Richmond’s neighborhoods and education system. Websites like StoryCorps and Neighborland make it easy for one to collect information, conduct interviews, and post it to a website for community engagement. Having a local schools page for each neighborhood in Richmond would be a great place to start.

As stated previously, the central emphasis of an improved marketing campaign should be at the school-neighborhood level with help from central administration to facilitate the process. An example of a locally driven, centrally facilitated model, can be seen in Boston’s Main Street Foundation. In this system, the central organization supports locally run main street organization centers through common marketing and fundraising campaigns.

To see how this would work specifically in Richmond, read Ryan Rinn’s 2012 thesis which examines the main street model in Boston, and how it might apply to Richmond.

Richmond Forward: The Next Steps

RVA Forward is a movement of change in Richmond through focusing on issues of faith, education and neighborhoods.  In this 4-part series on education reform, I detailed my thoughts on how private-public partnerships can address key gaps through the following goals:

1. Develop key workforce skills to fill market gaps and non-cognitive or coping skills, necessary to develop resiliency.
2. Engage students with their local community to give them a sense of place and perspective.
3. Instill a life-long love for learning and seeking out diverse experiences and opinions.

Future articles on AGiRVA will detail thoughts on faith and neighborhoods:

Neighborhood: Asset based planning to build local capacity (social, fiscal and environmental).

Faith: Any movement of change must start from within. Defining your values and the search for faith is the most important process in your life.  

“Watch your thoughts for they become words. Watch your words for they become actions.Watch your actions for they become habits. Watch your habits for they become your character. And watch your character for it becomes your destiny. What we think, we become.” 
- Margaret Thatcher

In the end, my articulation of ideas for reform are meant to spur discussion around solutions and action. What I want most is for you to join in on the conversation with your thoughts on faith, education and neighborhoods in RVA. 

Sign up to follow this blog on the homepage, email me at garet.prior@gmail.com, or follow @garetprior or #RVAForward. 

This fall I am hoping to have an interested peoples’ gathering to talk about actions that can be taken. Initial thoughts could be to advocate for increased education spending in the upcoming budget, supporting regional bus rapid transit (BRT), or capturing stories in historic Richmond neighborhoods.   

The ball is now in your court, what do you think should happen next…

Partnerships in RPS (Part 3: Technology)

Room 107, Overby-Sheppard Elementary (2014)  

If you haven't checked out Partnership #1: Neighborhoods or Part #2:Business, then be sure to do so. If you have, then you're awesome and continue to read on.

Key Partnership #3

Technology we need (and can have) in schools today.

Yes, technology in education is needed. I know someone needed to say it. 

But where much of the tech-education discussion is on big spending in eLearning (e.g. Florida’s big push on technology), I want to focus on the two areas that highly impact student achievement and can be solved with simple tech solutions:

• Increased transparency of accounting and financial records
• Data gathering and analysis of student assessments

Increasing transparency in financial records may be the very first step that we need to take in Richmond, because if we are to increase funding for schools it needs to be transparent and used effectively. Per pupil spending in the City of Richmond is already the highest in the region, $4,564 more than the closest locality, Hanover County.  

	Per Pupil (FY12)
Richmond City	$ 13,730
Hanover County	$ 9,166
Henrico County	$ 9,041
Chesterfield County	$ 8,755
Source: Superintendent's Annual Report, VDOE, Table 15

Further evidence of financial waste can be seen in reports released by the City of Richmond auditor on RPS transportation spending and procurement practices. Recommendations from these reports could save the schools much needed revenue that would be better allocated towards the classroom.

Also, by making these records more transparent, community members would be able to help oversee the system as seen just this spring when Carol Wolf identified uncollected funds for city schools from the Redskins deal.

The tech solution for this need could come from a few different sources. If a top-down government approach is your flavor, then look to Transparent Utah for an easy to use accountability site for public spending. Although this type of change to the system should happen in Virginia, it would involve action at the General Assembly and would eventually filter down to the people, which is obviously not a quick process.

In the meantime, let’s be the change we want to see.

By constructing a crowd sourced, spending accountability site, we can develop a public-private partnership and leverage community investment to bring accountability to education spending. A great example of this concept in action is can be seen in Oakland, California with Open Budget Oakland. Led by members of Code for Oakland, this website receives, disseminates, and presents data in an easily accessible way to citizens and public officials.

Open Budget Oakland (2014) 

If you haven’t heard of Code for America and their mission to crowd source solutions to our nation’s biggest problems then you need to check them out.

Locally, it just happens that Code for RVA is currently working towards a solution for improving school transportation. Sometime in the near future this group will release an app to track school busses to better inform parents and provide information to officials to increase accountability and efficiency. 

The second major need to be met with a simple tech solution is that of data gathering and analysis of student assessments. Whether you agree or not, what will be with us for the foreseeable future is standardized tests.

As a teacher, one of the most time consuming activities was student data input and tracking. So much time was spent in these tasks that quality of classroom instruction and test validity suffered at times. Paper book test scores were kept for administration, online grades for parents, scanned paper tests for the county, and online scoring for state tests. With all of these different types, it was practically impossible for any cross-platform analysis of an individual student’s achievement of the standards.

What we need is technology that allows for teachers, parents, and students to spend more time on data analysis, and less on data input. Any tech solution should aid the teacher in doing their job better and not get in the way of instruction.    

Private technology developers have already jumped into this market with technology firms developing software tracking systems for student data tracking and input, which is termed “Big Data.” Creating partnerships with companies across the research, commercial, and educational sectors to co-design the best tools possible was a recommendation from the Department of Education’s report on educational data mining and learning analysis.

The school board and RPS administration could look to partner with companies in the VA BioTech Park to develop an improved data input and analysis system. This should be a long-term partnership where continued training and support is given to teachers in applying this new technology, as the common practice with education tech purchases is to dump and run. Applied Predictive Technologies (APT) partnership with DC Prep in Washington, D.C. is an example of a partnership in action.

With the generation of data and analysis, details on how this data will be used and applied will be critical. There are high rewards and risks associated with the power of metrics as a tool for decision making. 

What can be done today?

Well, if you have awesome coding or graphic design skills, then contact Code for RVA and attend one of their Hack Nights. The current project is on the bus tracking and I know they would welcome another hand. Also, if we are going to build out an open budget website like Oakland, then more minds will be needed.

For those less tech savvy people, like myself, a good start might be to read over one of the four reports conducted by the City auditor on RPS within the past year. Know what these recommendations are and contact your school board and city council members to make sure that these findings are being implemented.
Finally, be an advocate for increased technology spending in education to aid teachers and administrators. Hopefully this will one day involve a key partnership with a technology firm that will provide long-term training and follow up.

In the short term, a great first step would be to listen to teachers by conducting a survey to determine actual technology needs. For example, a trend I experienced in education was spending on Smart Board technology. In the Ohio middle school where I taught I used one, and really did not see that great of an impact on the effectiveness of my instruction. When it came time to possibly purchase one as a high school teacher in Virginia, I recommended to my administration that I did not need one and that dollars would be better served in another capacity. By starting with the individuals who will most use the technology on a daily basis, teachers and students, we can learn how to more effectively target investment of limited resources.

In the end, what we need is more effective use of technology, not just abundance.

Continue reading for Partnership #4: Marketing!

Partnerships for RPS (Part 2: Business)

If you haven't checked out Partnership #1: Neighborhoods, then be sure to do so. If you have, then you're awesome and continue to read on.

Key Partnership #2

Business Connections and Sponsorship (9th through 12th grade)

I separate primary education (pre-K through 8), from secondary (9 through 12), due to the multiple chemical/biological, social/environmental and marketplace/ workforce transitions occurring at this time. As a former teacher, I saw this change firsthand where incoming 10th graders returned to high school radically different from the quasi-human state that is 9th grade. I’ll swallow my words as Open High School 9th grader Mysia Perry wrote this inspiring article in Style Weekly last month.

The major need for this group (and our society) is to foster individual expression and exploration. Opposing this is our current education system which over-emphasizes a 4-year post-high school education for all and standardized testing. Because our education is a mile wide and a foot deep, we are not developing specific skills to meet gaps in the marketplace. Furthermore, in our race to drill route memory to achieve standards, and focus solely on STEM fields, we are doing a severe disservice to students by not developing the self-reflection and coping (non-cognitive) based skills that directly correlate to future success.

Scott Elmquist, Style Weekly (2014)

To put it simply, the pieces of knowledge that have taken me the furthest in life are:

1. A love and hunger for learning
2. Knowing how I process (learn and retain) new information
3. Preparing for, and reacting too, setbacks
4. Understanding how to communicate and work with others

A Solution

There is a lot to tackle here.

The topic of curriculum change and de-emphasis on standardized testing is a mammoth I will attack another time. Should probably use another animal because I am pro-mammoth resurgence. A quick preview on this topic would be to read Paul Tough’s “How Children Succeed” as it provides an amazing account of research on non-cognitive based skills impact on future success.  

Where the private sector, specifically business/industry, could drastically impact the quality of public high school education is through sponsorship of high schools. Sponsorship would involve providing funding for infrastructure, teacher and student resources, classroom technology, and human resources to come teach/interact with students.

In this system, RPS would make each of one of its current comprehensive education high schools targeted towards a certain industry. Those schools would then search out business partners in that field. The list could look something like…

• Armstrong High School of Biotechnology, Science and the Environment sponsored by Bon Secours
• Huguenot High School of Engineering, Trades and Construction sponsored by Barton Mallow
• Jefferson High School of Arts, Culture and Writing sponsored by Altria
• Marshall High School of Computers and Information Technology sponsored by Dominion Resources
• Wythe High School of Entrepreneurship, Management and Real Estate sponsored by Capital One

Each of these high schools would offer a general education curriculum to fulfill state standards, but would have industry-oriented electives to further training and individual interest in that area. A school-wide topic of emphasis would translate into all courses. For example, history students would learn about the development of vaccines at the school of biotechnology, science and the environment.

Currently, RPS has a few terrific examples of successful targeted skill high schools in Open and Community. I remember at a citizen input meeting on hiring the superintendent this past December a parent raised the question; why can’t all Richmond High Schools be specialized? Good question. 

The businesses in and around Richmond would benefit because we would be developing students with applicable market skills. A failure of some workforce development programs is the slow moving nature of publicly funded and developed programs which cannot react quickly to changing needs of the marketplace. 

Also, let’s allow business to market their product by branding classrooms, lockers, or hallways NASCAR-style. If you worry about the impact this may have on students, I would argue that it is far less than our current system of poorly funded schools with out-of-date infrastructure, low teacher pay and access to technology.   

From the students’ perspective, they get to explore the question that is most often thrown at them; what am I going to do with my life? Through a more targeted curriculum they can gain personal experience with different trades instead of moving slowing towards this general goal of college. This pursuit of applicable education will hopefully instill a renewed love of learning. Personally, my favorite years of school were those pursuing my graduate degree and undergraduate classes in my major.

Secondly, students get a great chance to fail, or find out what they really don’t like doing. All of this is highly important to learn before they are $80,000 into debt trying to figure it out in college, or even worse in the workplace afterwards. This is why we should look at our working vs. school age when compared to worldwide competitors. There are lessons to be learned from the apprenticeship system of Europe in that the ability for one to try out the marketplace as a 16 year-old can be an incredible learning tool.

Overall, this is a huge win-win for the student, business and society. So, how do we start this in Richmond?

The RPS webpage for partnerships already lists local industry leaders such as Capital One, Genworth Financial, and Altria that give money or services to the schools. What I would challenge these companies to do is to maximize their efficiency in giving. If you have a company full of experts on business loans and investment, are they better off installing landscaping at a local school, or teaching an economic class?

Capital One at Miles Jones Elementary (2013) 

My challenge to the superintendent of RPS, Dr. Bedden, would be to develop a model for private companies to further partner with high schools. An example of this agreement could be modeled off of the Minnesota Department of Education’s Adopt-A-School initiative. Then, go after these partnerships.  

As for individuals and neighborhood-level groups, your partnerships would best serve these students by furthering non-cognitive based development skills through mentorship and community engagement. Terrific examples of this type of partnership can be seen in with Church Hill Academies and Tutoring and my friend Jim Thompson’s own personal mission to mentor youth in the east end of Richmond. Faith based institutions can look to models such as Church Adopt-A-School partnerships.

Furthermore, organizations such as Communities in Schools already are setting up a network of coordinating counseling and other services to serve high school-aged students through PLC’s or specialized high school programs within schools.

Besides service, help could also be given financially through giving online to websites where individual teacher driven classroom requests are posted.  

In the end, the young adult age may be our most troubled population.  Any study of crime trends will back this up, but it can also be the age where change is quickly made. This American Life’s account of a Chicago teenager’s  fight out of poverty by rediscovering her purpose through non-cognitive based skills development can produce drastic results in a short period. Couple this will a targeted, market-based approach to education, and we will begin to develop a system that instills a love for learning, while also preparing students with the essential personal and market skills for a life of success. 

Continue reading for Partnership #3: Technology!

Partnerships for RPS (Part 1: Neighborhoods)

Burlington Yoga Conference, 2014 

The need is clear. Public education in the City of Richmond is failing. The most important gaps in this current system are…

• Development of key workforce skills to fill market gaps and non-cognitive or coping skills, necessary to develop resiliency.
• Engaging students with their local community to give them a sense of place and perspective.
• Instilling a life-long love for learning and seeking out diverse experiences and opinions.

My experience as a high school teacher, community planner at the local and state level, and work in Richmond’s faith and service community, has brought me to believe that a solution can be found through key targeted public-private 
partnerships. These partnerships break down into the following categories:

1. Neighborhood Connections and Sponsorship (pre-K through 8th grade)
2. Business Connections and Sponsorship (9th through 12th grade)
3. Technology
4. Marketing

Why an emphasis on public-private partnerships?

One of the major reasons is funding structure. Due to Virginia’s moratorium on annexation and other factors that affect revenue in urban areas, a solely public funded education system in Richmond will never be able to achieve REF’s vision.

Honestly, even if Richmond Public Schools (RPS) could, it should not strive to do so. By developing partnerships with private industry, non-profits, and community groups, public education system can better engage with local residents and businesses, thus improving not only the application of services, but changing one of the most damaging current factors, perception. 

The following key partnerships detail my thoughts on current needs, solutions to be provided through community partners, and where this might already be happening. Please let me know your thoughts and feel free to chime in. My hope is that we are starting a conversation, not ending one.

Key Partnership #1

Neighborhood Connections and Sponsorship (Pre-K through 8th grade)

Neighborhoods need to be connected with local schools. This is especially important for preK-8 education where the largest need to provide services to students is required. I learned this as a substitute teacher who would walk into an elementary classroom and be handed a three-foot stack of classroom activities for the day, as compared to the high school Latin class where I was given a single sheet of questions and a DVD. Also, parent involvement during childhood is key to meeting developmental goals, which some say are direct predictors for future success (e.g. 3^rd grade reading level predicting prison population).

As for the need to connect middle school students, take a look at the following presentation from Good Ideas for Cities. The results were based upon feedback gained from a group discussion on middle school disenrollment in the city, which was moderated by Dr. Harold Fitrer, President and CEO of Communities in Schools of Richmond. One of the findings went as far to say that middle school should be abolished and just combined into K-8 schools, a recommendation that should be given serious thought.  

GOOD Ideas for Cities at Virginia Historical Society, 2012 (Richmond.com)

Solution

Individually, this starts with local residents (with economic choice) getting involved and sending their children to local schools. A terrific example of this happening is Bryce Lyle’s efforts to get more local residents to send their children to Westover Hills Elementary. By actually interacting with the system, instead of letting perception guide one’s action, boundaries are being broken and the education within that school is improving.

The counter-argument to Lyle’s efforts is that it is going to be your (and my) children’s future at stake. But, what is life without risk? I don’t mean to be cavalier about this, but so much more is to be gained. Take a look at Fox Elementary, which is loved and embraced by its surrounding community. As the morning bell is about to sound you see families walking hand-in-hand readying for the day, children running around on the front school-yard lawn, and neighbors conversing with neighbors. Fighting for a future this great should be worth the “risk” for families of economic choice because what we have seen is that this future could be closer than you think.

Bryce Lyle at Westover Hills Elementary, 2013 (Scott Elmquist, Style Weekly)

To help Richmond families local faith based institutions, non-profits, and other neighborhood groups, should “adopt” their local schools by teaming with school administration, parents, and engaged citizens (e.g. Bryce Lyle) to form local action teams.

Organizations such Dr. Fitrer’s aforementioned Communities in Schools of Richmond and the Partnership for Families Northside (Pre-K and elementary) work directly within the schools to provide students and families with programming and facilitate services. The faith-based coalition of The Micah Initiative provides another great example of how one can give of their time to be a mentor and tutor. But, these should just be the start.

My church, Area 10 Faith Community (A10), has started down this path with John B. Cary and Fox Elementary. In each of these schools, representatives from A10 have sat down with school principals and parent-teacher association leaders to provide services and plan events for school improvement (e.g. backpack drives, landscaping, coffee for teacher conferences, ect.).  Where this could, and should, go next is to develop an action team of local stakeholders to provide solutions to the school’s Strategic Action Plan.

You may be thinking, how can these actions really improve the systemic failure that is RPS?

To that I would say that change has to start somewhere. By anchoring PreK-8 education in local neighborhoods, children would better understand and interact with their environment, thus instilling a desire to give back, or one day move back, to the place that shaped them. Also, by alleviating the school’s burden on providing and paying for certain services, which many times is passed on to the teacher, educators can spend more time focusing on student achievement of academic and non-cognitive learning goals. 

Continue reading for Partnership #2: Business!