Home Blog

3 Key Steps to School Crisis Communication

0
Joe Donovan Founding Partner The Donovan Group

Nearly every school or district leader will need to address a crisis situation at some point in their career. In fact, most leaders find themselves responding to a crisis several times in a given school year.  

These situations run the gamut from the merely embarrassing to the truly tragic. Regardless of the details, they require swift, clear, and accurate communication to ensure families, staff, students, and community members remain informed. 

When a crisis does arise, a school or district leader will most often learn about it via a phone call, the police, or the news media. Below are three important steps to take when managing a school crisis situation:

1. Gather the facts

Your first step is to gather all the known information about the situation. Get dates, times, locations, and names. 

Journalists refer to this as the five Ws: the who, what, where, when and why. Get this information as quickly as you can and write it all down so you can reference it later.

Determine who else knows about the situation and find out if anyone has called the police. If so, get the officer’s name and contact information.

As you gather facts, double-check everything and ask for clarification on any gaps in your information. When you’re comfortable you have what you need, write down the time and date of when you received the information, along with how and who you got it from.

2. Prioritize your contacts

Next, determine with whom you should communicate and when. This can feel overwhelming in the middle of a crisis, which is why it’s helpful to prepare ahead of time. 

There are generally two tiers of communication that need to take place during and after a crisis situation. Tier I communications are those that must happen right away. Tier II communications, while still important, can take place in the hours or days after the situation.

Below is a list of individuals and groups with whom you may need to communicate. Determine who you need to reach now (Tier I) and who you can communicate to in the next several hours or tomorrow (Tier II).

  • The local police
  • Involved parents
  • Involved staff
  • The school district’s attorney
  • School board members
  • Other parents in the school
  • Other staff in the school
  • Other district parents
  • Other district staff
  • Other community members
  • State department of education or public instruction
  • The news media
  • Your key communicators network (if you have one)

Once you’ve determined to whom you should communicate, consider the following questions to help you determine when you should reach out:

  • Who do I need to contact this minute?
  • Who do I need to contact in the next 10 minutes?
  • Who do I need to contact in the next half-hour?
  • Who do I need to contact in the next hour?
  • Who do I need to contact in the morning or later in the day?
  • Who do I need to contact in the next two days?

Take a deep breath and double-check your list. The people you need to contact this minute and in the next 10 minutes are contacts you will likely make by phone. Make the calls now and keep a record of all the conversations you have.

The people you need to reach in the next half-hour and beyond may involve a combination of phone calls, text messages, and email messages. Keep a record of all communications you send out. 

3. Line up your team

Every school or district leader should have at least one other trusted colleague who can assist in managing a school crisis situation. Ideally, this would be 3-4 people who can be ready to help right away.

Specifically, these are people who can help with the Tier II communications noted above. They may help draft letters to parents and staff and field calls from the media.

Having trusted colleagues ready to assist with managing a school crisis situation is critical for two reasons. First, Tier I communications tend to take up a lot of time. This is especially true if you must work with the police. You may find yourself tied up on the phone, preventing you from moving forward with your other urgent contacts.

Additionally, school and district leaders often underestimate the mental and emotional energy that communicating during a crisis takes. Having others assist you during this tough time can reduce the stress these situations tend to cause.

Perhaps the biggest challenge of managing a school crisis is the fact that these situations usually come out of nowhere. Therefore, it’s wise to prepare for a possible crisis by lining up your team of communicators ahead of time and making sure everyone knows what to do when one of these issues arises in your school or district.

Managing a school crisis is rarely easy. By knowing the steps you’ll need to take ahead of time, you can help yourself remain calm, communicate quickly, and reach the members of your community you need to at a moment’s notice.

Spring Legislative Update

0
Valerie Dosland
Government Affairs Director
Ewald Consulting
MASA Lobbyist

The 2024 legislative session is moving at a quick pace. The House and Senate Education committees have had busy agendas as they review changes from the last session and hear new ideas this session. Some we support, some we do not. Please know we are working hard to have your voice heard on those proposals.

Recently, the Office of Minnesota Management and Budget (MMB) released an updated budget forecast. This update showed a projected $3.7 billion surplus for the FY24-25 biennium, an increase of $1.3 billion from the November forecast. While this is good news, elected officials continue to have concerns about the budget outlook in the FY26-27 biennium. Legislative leaders and the Governor continue to encourage caution because of this uncertainty. While ongoing funding is unlikely, the improved budget outlook gives us hope for additional one-time funding.

We expect the Governor to release his supplemental budget recommendations in mid-March and the House and Senate omnibus education policy bills. Any education supplemental budget bill will be out in early April.

Some key bills have been introduced, and some even have received hearings, that align with MASA’s key legislative priorities. They include additional funding for the READ Act, an ongoing funding stream for unemployment insurance, and a two percent increase in the per-pupil formula. In the policy area, legislation has been introduced to allow districts to create flexible learning environments for students, to carry over unspent student support personnel funds, and to continue the compensatory hold harmless.

Over the remainder of the session, please continue communicating with your legislators about issues important to your district. While the budget forecast makes it more difficult for ongoing funding, it is imperative legislators hear from you about the financial challenges your districts have ahead.

Please also continue to ask your legislators to pass no new mandates and instead entrust your school district with the autonomy to make decisions based on community needs. Your work to connect with your local elected officials is greatly appreciated!

The Hazards of Blocking: U.S. Supreme Court Clarifies When Public Officials May Be Sued for Their Social Media Activities

0
selective focus photography of person holding turned on smartphone
Photo by Lisa Fotios on Pexels.com
Shannon M. Smith
Attorney
Kennedy & Graven, Chartered

In a pair of decisions issued on March 15, 2024, the U.S. Supreme Court clarified the test for determining when a public official’s activities on social media constitute state action subject to First Amendment constraints.

The first decision, Lindke v. Freed, involved James Freed, the city manager of Port Huron, Michigan, who maintained a public Facebook page where he shared both personal content and information related to his job. A local resident, Kevin Lindke, posted critical comments about the city’s COVID-19 response on Freed’s Facebook page. Freed deleted Lindke’s comments and ultimately blocked him from the page. Lindke then sued Freed under 42 U.S.C. § 1983, alleging that Freed had violated his First Amendment free speech rights.

The key issue before the Court was whether Freed’s actions in operating his Facebook page constituted state action that could give rise to a First Amendment claim. In a unanimous decision authored by Justice Amy Coney Barrett, the Court held that for a public official’s social media activities to constitute state action under Section 1983, two requirements must be met: (1) the official must have possessed actual authority to speak on the particular matter on the government’s behalf, and (2) the official must have purported to exercise that authority in the relevant social media posts.

Regarding the “actual authority” requirement, the Court emphasized that the focus must be on the specific authority actually granted by the government to the official to make public pronouncements on a particular topic. Determining the scope of the official’s power requires an examination of any relevant written law or longstanding custom governing the official’s duties. While an official’s job description may be relevant to the analysis, the Court cautioned against relying on “excessively broad job descriptions” to conclude that an official is authorized to speak for a governmental entity: “The inquiry is not whether making official announcements could fit within the job description; it is whether making official announcements is actually part of the job that the State entrusted the official to do.”

Notably, the Court rejected an approach, adopted by some lower courts, that focused primarily on the appearance of a public official’s social media account. The appearance of officiality cannot override a lack of actual delegated authority from the government.

Regarding the test’s second requirement—that the public official purported to speak on behalf of the government—the Court underscored that public officials “have a choice about the capacity in which they choose to speak.” While such officials “may look like they are always on the clock, making it tempting to characterize every encounter as part of the job,” they are also private citizens with their own First Amendment rights.

For that reason, the state-action analysis must involve a fact‑intensive examination of factors like the content and function of the specific social media posts. Express invocations of authority, legally binding orders posted exclusively to the account, and use of government staff to draft a social media post could signal the official was acting in an official capacity. By contrast, merely sharing already-public information or posting for personal reasons, such as raising awareness of an issue, would likely not constitute an exercise of official authority. The Court noted that labeling a social media page as “personal” or including a disclaimer (e.g., “the views expressed are strictly my own”) would entitle an official to a “heavy (though not irrebuttable) presumption” that all posts on the page are personal.

After articulating the new test, the Court vacated the decision below and remanded the case to the U.S. Court of Appeals for the Sixth Circuit to apply the test to the facts of the case. The Court then issued an unsigned, per curiam, decision in the related case of O’Connor-Ratcliff v. Garnier, in which school board trustees were sued for blocking commenters on their official-looking social media pages. The Court similarly vacated the underlying judgment in O’Connor-Ratcliff and remanded that case to the U.S. Court of Appeals for the Ninth Circuit for reconsideration under the new approach.

For school districts, Lindke and O’Connor-Ratcliff provide an important framework for analyzing when social media use by school board members, administrators, and school district staff may trigger constitutional obligations as state action. Districts should be mindful of the specific authority granted to different positions by state law, district policy, and/or job descriptions. It may also be prudent to recommend that all employees clearly designate personal accounts as such and avoid intermingling their personal and official functions online to limit legal risks.

This article is intended to provide general information with commentary. It should not be relied on as legal advice. If required, legal advice regarding this topic should be obtained from district legal counsel.

Shannon M. Smith is an attorney with the law firm of Kennedy & Graven, Chartered. For more information, please contact her at (612) 337-9302 or ssmith@kennedy-graven.com.

© Shannon M. Smith (2024). Used by permission.

The Four Essential Distinctions of Trust

0
Dr. Deb Henton
Executive Director
MASA

During a recent meeting of the Aspiring Superintendents Group, the participants delved into a valuable resource that I believe warrants your attention: “The Thin Book of Trust” by Charles Feltman. If you haven’t had the chance to explore this book yet, I highly recommend considering it for a potential book study with your team or school board. Filled with practical insights, it offers a quick yet profound read on the critical topic of building trust.

Stephen Covey, in his review of the book, aptly notes that trust forms the bedrock of everything we do, emerging as a key leadership competency in our evolving global economy.

Feltman delineates four essential distinctions of trust: care, sincerity, reliability, and competence. To briefly summarize, sincerity shines through when our words align with our actions; reliability assures that promises are kept; demonstrating care underscores our shared commitment; and competence assures that we have the necessary skills, or are willing to learn them.

Each of these distinctions is accompanied by examples to facilitate a “trust check” for ourselves, guiding us on how to align our words and actions. I am confident that exploring these concepts will provide your team or board with a framework to foster trust among yourselves and those you serve.

Moreover, the book offers valuable insights into managing situations where trust may be lacking within your organization, often stemming from misinformation or misunderstandings. It seems that the wisdom shared by Feltman is particularly relevant in our current landscape.

At MASA, we aspire to embody these principles of trust: sincerity, reliability, care, and competence. Your trust in us is paramount, and we are committed to continuously improving our support for you and all our members. Please do not hesitate to share your feedback if you feel we can enhance our services in any way.

Thank you for entrusting us with your professional growth and the success of our organization.

Spring AASA Update

0
Jeff Elstad
Superintendent
Owatonna Public Schools

The AASA Governing Board convened on Wednesday, February 14, 2024 to conduct the business of the board and hear a federal legislative report from Noelle Ellerson Ng. At our meeting, we also spent time in a breakout session with our Region 3 colleagues. 

The highlight of the meeting was the election process that elected our own David Law as one of three President-Elect candidates. If you are a member of AASA and have not voted, please do so within the next week.

The following topics were discussed both as a region and then reported out to the entire governing board. These topics will be among the many that will be discussed in D.C. in the coming months.

  • E-Rate – Wifi and hotspots on buses.  There was an urgency to provide flexibility on E-rate as technology evolves to cover cybersecurity protections for districts.
  • Student Data Privacy 
    • Swatting threats are a National Security Issue – We cannot defend this.
    • Can there be an additional funding source for cyber security?
    • Can we focus our efforts on proactive/preventing approaches AND responding to cybersecurity threats?
  • Universal Meals – Federally funded; including no harm to federally funded programs driven by free/reduced lunch
    • Can we use census data to determine free/reduced lunch?
    • Financial support for increased cafeteria supervision and nutrition services staff to accommodate more students eating lunch and breakfast
    • Can we develop a new formula to determine federal funding that does not rely on free/reduced lunch applications?
    • Overgeneralizing needs based upon free lunch; should we develop a different formula that goes deeper to determine individual needs?
  • Bus Drivers – Concerns about limitations and requirements that does not allow people to attain their bus license
    • Flexibility and creativity for licensing for bus drivers – Department of Transportation issue
    • Appropriating more money to offer better pay for bus drivers

Special Education IDEA Funding Formula

  • Current formula for federal funding per state is not equitable
  • Committees are not scheduling any hearings on fully funding IDEA (Requires action)

Position Statements:

200.4 Bullying, harassment based upon religion, New statement: Free from religious discrimination, intolerance and that students of all faiths.

200.4 – Group had a discussion about the need to mention specific religions – there was some concern about mentioning specific religions and also understanding that there may be those that feel left out.

(200.4 was resolved and approved by the governing board with amended language)

(All other position statements were approved as presented).

Membership Dues – Agreement with the $15 increase for dues. (Approved)

Regional Issues:

  • Recent changes in CDL licenses for bus drivers has caused additional issues/concerns.
  • Special Education IDEA Requirements
    • OHI is too broad of an area when it includes mental health; need more specificity to determine more defined services and funding for those.
    • Time to review 45-day unilateral placement for special education students as it is not being used because of fear of potential litigation.

The Federal Advocacy session will be held July 9-11 in Washington D.C. 

Respectfully submitted,

Jeff Elstad
AASA Governing Board Member