Years ago Dove funded a research effort to uncover "The Real Truth About Beauty." According to their site, their "global research highlighted a universal issue: that beauty-related pressure increases whilst body confidence decreases as girls and women grow older -- stopping young girls from seeing their real beauty."
Some of their key findings:
* Only 4% of women around the world consider themselves beautiful
* Only 11% of girls globally are comfortable describing themselves as "beautiful"
* 72% of girls feel tremendous pressure to be beautiful
* 80% of women agree that every woman has something about her that is beautiful but do not see their own beauty
From this research was birthed a marketing effort: The Campaign for Real Beauty. In this campaign, Dove began to redefine "beautiful" and highlight the beauty found in each woman. A goal was to pull away from the typical, the standard of beauty our society has established, and to reimagine a new model of beauty.
The parallels between this campaign and virtual learning are striking to me. We have a current model that cannot live up to its promise nor can anyone live up to the promises it wants to make.
It is time, not to merely find another model that is younger or has a certain look about her. No, it is time for virtual learning to reflect the beauty it has to offer in a real, authentic fashion. It must build to serve the audience it can best serve. It must redefine "learning" and break completely from the current way of seeing things.
The "Campaign for Real Virtual Learning" must exist because the individuals who are influenced the most by this effort are the same ones we all say we want to serve: KIDS.
If Dove can do it for beauty (see images in Target and other stores that reflect this new definition) then it can also be done for virtual learning.
houston@figment-consulting.com
Showing posts with label K12. Show all posts
Showing posts with label K12. Show all posts
Tuesday, October 1, 2019
Friday, September 27, 2019
The Ride of a Lifetime: Relentless Curiosity
Yesterday I received my signed copy of Robert Iger's book, "The Ride of a Lifetime: Lessons Learned from 15 Years as CEO of The Walt Disney Company."
I am reading it, studying it really, because I believe I can learn something from it that will propel me forward in life.
The more I learn the more I believe I grow.
In this book, Iger describes his "relentless curiosity" as the catalyst for his personal success and for the success that Disney has seen, and continues to see, under his watch.
Imagine an educational system that worked to instill relentless curiosity rather than higher scores on knowledge-accumulation tests.
Oh well. One can imagine.
houston@figment-consulting.com
I am reading it, studying it really, because I believe I can learn something from it that will propel me forward in life.
The more I learn the more I believe I grow.
In this book, Iger describes his "relentless curiosity" as the catalyst for his personal success and for the success that Disney has seen, and continues to see, under his watch.
Imagine an educational system that worked to instill relentless curiosity rather than higher scores on knowledge-accumulation tests.
Oh well. One can imagine.
houston@figment-consulting.com
Wednesday, September 25, 2019
Planes, Trains & Automobiles
All three are exactly alike really. They are merely different modes of transportation, designed to take people and/or products from one place to another -- from Point A to Point B.
Yet, they each have a niche and those who serve their niche well thrive.
Done properly they can complement each other and the overall economy is the better for it.
The same is true in education. Virtual, blended and traditional. Public, private and charter. Choose any three you like. Alternative, home-based, homeschool. The words are interchangeable. Each is merely a different mode of educating the young. Each has a niche to serve.
Those who understand their niche, cater to it, design for it, market to it, and serve it properly will thrive. Imagine though if each mode of education complemented each other rather than competed against one another.
What would learning look like then?
houston@figment-consulting.com
Yet, they each have a niche and those who serve their niche well thrive.
Done properly they can complement each other and the overall economy is the better for it.
The same is true in education. Virtual, blended and traditional. Public, private and charter. Choose any three you like. Alternative, home-based, homeschool. The words are interchangeable. Each is merely a different mode of educating the young. Each has a niche to serve.
Those who understand their niche, cater to it, design for it, market to it, and serve it properly will thrive. Imagine though if each mode of education complemented each other rather than competed against one another.
What would learning look like then?
houston@figment-consulting.com
Tuesday, September 24, 2019
Start with a better question
If you want a good answer then start with a better question.
We ask students, "What do you want to do for a living?"
The result? Life today as we know it.
What if we began asking students, "What kind of lifestyle do you want to lead?"
I wonder where their imaginations would take them? I wonder how they might see things differently? I wonder what life would look like?
houston@figment-consulting.com
We ask students, "What do you want to do for a living?"
The result? Life today as we know it.
What if we began asking students, "What kind of lifestyle do you want to lead?"
I wonder where their imaginations would take them? I wonder how they might see things differently? I wonder what life would look like?
houston@figment-consulting.com
Monday, September 23, 2019
Failure is not tolerated
Middle schoolers in this public school must write a two-page paper on why they failed and what they intend to do about it each time they receive a D or F on a test or project. Then, they must get their parents to sign it along with the teacher, and even the principal if it is a recurring problem.
Why? Because at this school "failure is not tolerated."
The result is that the students get to redo the project or retake the test and the scores are averaged together. Who wins? Sounds like the school does to me.
What exactly does this teach the students? Does it teach them the difference between failing and failure? Does it teach them that failing is part of the success process? Does it teach them that failing can actually lead to success?
Or, does it teach them to fear the prospect of failure? And, when we are afraid to fail, we become afraid to try. And, when we are afraid to try, mediocrity sets in, ambivalence takes over, and apathy becomes our driver.
Edison might have given up if he had to write a two-page paper each time he failed. Steve Jobs may never have pushed through with the Mac II when the original Mac sales were disappointing. Walt Disney would have never found Mickey. And, none of us would be standing right now, let alone walking (because as a baby we become intimately acquainted with failure as we learn to stand and walk).
We tend to think the problem with education is found in grammar, math, and history. I wonder if it is found in the way we treat those we say we care about the most.
houston@figment-consulting.com
Why? Because at this school "failure is not tolerated."
The result is that the students get to redo the project or retake the test and the scores are averaged together. Who wins? Sounds like the school does to me.
What exactly does this teach the students? Does it teach them the difference between failing and failure? Does it teach them that failing is part of the success process? Does it teach them that failing can actually lead to success?
Or, does it teach them to fear the prospect of failure? And, when we are afraid to fail, we become afraid to try. And, when we are afraid to try, mediocrity sets in, ambivalence takes over, and apathy becomes our driver.
Edison might have given up if he had to write a two-page paper each time he failed. Steve Jobs may never have pushed through with the Mac II when the original Mac sales were disappointing. Walt Disney would have never found Mickey. And, none of us would be standing right now, let alone walking (because as a baby we become intimately acquainted with failure as we learn to stand and walk).
We tend to think the problem with education is found in grammar, math, and history. I wonder if it is found in the way we treat those we say we care about the most.
houston@figment-consulting.com
Friday, September 20, 2019
A Zig and a Fig
"You cannot perform in a manner inconsistent with the way you see yourself." Zig Ziglar
Our behavior is inspired by our beliefs. These beliefs are not in what we can have in life but in what we are worthy to receive and hold onto. Our belief in ourselves guides our behavior, produces the results we see in our lives, and either lifts us higher or restrains us from what we might become.
Perhaps if we spent more time in school working to elevate the confidence each student has in themselves, the other results might just manifest too.
A "C" student becomes an "A" student when they first believe they are an "A" student. Sometimes though, they must make a temporary stop at "B" just to make sure.
houston@figment-consulting.com
Tuesday, September 17, 2019
Customer service in schools? Don't let data guide you.
Customer service is not a program. It is not an initiative. It is not the technology you use. It is not something you do.
And please, whatever you do, don't let data lead the way. For many years the number one question asked by guests at the Magic Kingdom, according to data, was, "What time does the 3 o'clock parade start?"
Imagine if Walt Disney World had spent an inordinate amount of time seeking ways to ensure the guests understood that the 3 o'clock parade began at 3 o'clock. It would not have minimized the question and Disney would have been dumbfounded because the data told them this was the problem. (See point 3 below for the answer)
Too many schools work from the outside-in. They launch initiatives to offset parent problems or an influx of calls. They purchase new technology in order to make it easier for parents to connect with the schools. And, they gather data that tells them how many parents are complaining about X, Y, or Z so they can then work to alleviate X, Y, or Z.
Over time the band-aid approach of initiatives fails and schools are left to wonder why. So, they move on to purchase new technology or reassess the data and the pattern begins again.
Where are they going wrong?
1. Amy Cuddy, a Harvard Psychologist, and TED speaker, says that "how you say something is more important than what you say."
Walt Disney World understands that customer service (guest experience) must be a culture -- not a program nor an initiative. And, technology must serve the guest experience culture and bring value to it. And, data? Well, data is used properly to help Walt Disney World identify pain points and delight opportunities. You see, customer service is not an effort to overcome a bad experience. It is also an opportunity to build experiences that continually delight the customer and build loyalty.
More importantly, Walt Disney World understands that how you say something carries more weight than what you say. But, when HOW and WHAT merge together seamlessly and both are done properly, delight is the result.
2. If schools truly want to serve their students then they must move beyond the idea of initiatives and programs. They must place technology and data where they belong. They must, I repeat, must move toward a culture of service that permeates the school.
My oldest son started his college experience in a class designed to assist new students with the college experience and, hopefully, lead to better retention of students. His professor, on the first day of class, spent much of the time sharing how much he cared about them and wanted them to succeed. "I am here for you this semester to make sure you have a great experience," is what he told them. One week later he was gone, replaced by a new professor who repeated the same content. Why? Because it was an initiative of the university and for those who led it, they had their script to follow but their heart was not in it.
Another professor of his that same semester went about her duties of teaching and guiding the students, answering their questions, encouraging them, and working to inspire them. When she would see my son on campus, she would walk over and ask him how he was doing and how his other classes were going. She didn't need to tell him how much she cared but when she said it, he knew she meant it. For her, it was not a program nor a script. It is who she is, not what she does.
Three years later when she sees him she still inquires about his well-being.
3. Back to the 3 o'clock parade. Disney understood that the real question being asked was somewhere below the surface. The data did not guide them, rather it assisted them because they kept it where it needed to stay -- in a support role. Once they uncovered the real question being asked, they then built it into their culture of how to answer it (how you say something). (If you want to know what they did, shoot me an email - houston@figment-consulting.com)
When a student says something improper in a school that has a customer-service culture, they understand the real issue might lie below the surface. And, they are trained to look for it, be open to it, and how to probe for it.
It has a completely different feel to it.
Start with these three tenets and you can begin to build a customer service culture in your school -- one that will last and one that will radically improve the relationships you desire with your students and parents.
houston@figment-consulting.com
And please, whatever you do, don't let data lead the way. For many years the number one question asked by guests at the Magic Kingdom, according to data, was, "What time does the 3 o'clock parade start?"
Imagine if Walt Disney World had spent an inordinate amount of time seeking ways to ensure the guests understood that the 3 o'clock parade began at 3 o'clock. It would not have minimized the question and Disney would have been dumbfounded because the data told them this was the problem. (See point 3 below for the answer)
Too many schools work from the outside-in. They launch initiatives to offset parent problems or an influx of calls. They purchase new technology in order to make it easier for parents to connect with the schools. And, they gather data that tells them how many parents are complaining about X, Y, or Z so they can then work to alleviate X, Y, or Z.
Over time the band-aid approach of initiatives fails and schools are left to wonder why. So, they move on to purchase new technology or reassess the data and the pattern begins again.
Where are they going wrong?
1. Amy Cuddy, a Harvard Psychologist, and TED speaker, says that "how you say something is more important than what you say."
Walt Disney World understands that customer service (guest experience) must be a culture -- not a program nor an initiative. And, technology must serve the guest experience culture and bring value to it. And, data? Well, data is used properly to help Walt Disney World identify pain points and delight opportunities. You see, customer service is not an effort to overcome a bad experience. It is also an opportunity to build experiences that continually delight the customer and build loyalty.
More importantly, Walt Disney World understands that how you say something carries more weight than what you say. But, when HOW and WHAT merge together seamlessly and both are done properly, delight is the result.
2. If schools truly want to serve their students then they must move beyond the idea of initiatives and programs. They must place technology and data where they belong. They must, I repeat, must move toward a culture of service that permeates the school.
My oldest son started his college experience in a class designed to assist new students with the college experience and, hopefully, lead to better retention of students. His professor, on the first day of class, spent much of the time sharing how much he cared about them and wanted them to succeed. "I am here for you this semester to make sure you have a great experience," is what he told them. One week later he was gone, replaced by a new professor who repeated the same content. Why? Because it was an initiative of the university and for those who led it, they had their script to follow but their heart was not in it.
Another professor of his that same semester went about her duties of teaching and guiding the students, answering their questions, encouraging them, and working to inspire them. When she would see my son on campus, she would walk over and ask him how he was doing and how his other classes were going. She didn't need to tell him how much she cared but when she said it, he knew she meant it. For her, it was not a program nor a script. It is who she is, not what she does.
Three years later when she sees him she still inquires about his well-being.
3. Back to the 3 o'clock parade. Disney understood that the real question being asked was somewhere below the surface. The data did not guide them, rather it assisted them because they kept it where it needed to stay -- in a support role. Once they uncovered the real question being asked, they then built it into their culture of how to answer it (how you say something). (If you want to know what they did, shoot me an email - houston@figment-consulting.com)
When a student says something improper in a school that has a customer-service culture, they understand the real issue might lie below the surface. And, they are trained to look for it, be open to it, and how to probe for it.
It has a completely different feel to it.
Start with these three tenets and you can begin to build a customer service culture in your school -- one that will last and one that will radically improve the relationships you desire with your students and parents.
houston@figment-consulting.com
Monday, September 16, 2019
A blank sheet of paper . . .
In 1974 Marty Sklar had just been promoted to creative leader of Walt Disney Imagineering -- the creative force behind the theme parks and other guest experiences. At the time Walt Disney World in Florida had just opened and EPCOT Center was on its way (Disneyland in California was in operation). Over his tenure as the leader, it grew to eleven theme parks across the globe on three continents.
Back to 1974 though. In one of his first meetings, Sklar set out a black piece of paper in front of the Imagineers who had gathered for the launch.
"There are two ways to look at a blank sheet of paper," Sklar told the creative team. "It can be the most frightening thing in the world because you have to make the first mark on it. Or it can be the greatest opportunity in the world because you get to make the first mark -- you can let your imagination fly in any direction, and create whole new worlds!"
If a blank sheet of paper were placed in front of you, how would you see it? Answering that question can make all the difference in the world as to what you may or may not create moving forward.
Back to 1974 though. In one of his first meetings, Sklar set out a black piece of paper in front of the Imagineers who had gathered for the launch.
"There are two ways to look at a blank sheet of paper," Sklar told the creative team. "It can be the most frightening thing in the world because you have to make the first mark on it. Or it can be the greatest opportunity in the world because you get to make the first mark -- you can let your imagination fly in any direction, and create whole new worlds!"
If a blank sheet of paper were placed in front of you, how would you see it? Answering that question can make all the difference in the world as to what you may or may not create moving forward.
Friday, September 13, 2019
The virtual school model is broken . . .
Rogers Morton, the campaign manager for the presidential candidate, Gerald Ford, had lost 5 of the last 6 primaries when he uttered the phrase, as reported by Washington Post, "I'm not going to rearrange the furniture on the Titanic."
Morton uttered this phrase as he took over leading the campaign just a month prior. He knew, that in order for Ford to win, he could not continue to do what had been done. It wasn't working. It could not be tweaked. It could not be adapted. It had to be fundamentally changed.
Unfortunately for Ford, the changes made were too late and Jimmy Carter was elected President of the United States later that year.
My hope, as I utter the same "Titanic phrase" as it relates to the current virtual school model, is that it is not too late for virtual learning. It already is for the current model and that is fine. However, there is hope, I believe, for virtual learning -- a new model, "a new hope" as Star Wars might say.
Mr. Morton was correct though. We cannot merely rearrange the deck chairs, nor play music while the virtual school Titanic we are sailing on is sinking. The iceberg has already been struck so merely altering course will not do. The current model is already taking on water and there is an undeniable tilt to the ship.
What we must do is to rethink the virtual learning ship altogether. We need to throw away the old blueprints and rebuild with a new idea in mind.
After the Titanic struck the iceberg it took only 2 hours and 40 minutes for the mighty luxury liner to sink below the Atlantic surface. How long will it take the current virtual model to sink now that the iceberg has been struck?
That is why the time is now to reimagine virtual learning. The ocean still beckons for those willing to sail it.
#virtualschools #virtuallearning #elearning #blendedlearning #K12 #education #EpicCharterSchools #A3Education #GeorgiaCyberSchool #OhioVirtual #ConnectionsAcademy
Morton uttered this phrase as he took over leading the campaign just a month prior. He knew, that in order for Ford to win, he could not continue to do what had been done. It wasn't working. It could not be tweaked. It could not be adapted. It had to be fundamentally changed.
Unfortunately for Ford, the changes made were too late and Jimmy Carter was elected President of the United States later that year.
My hope, as I utter the same "Titanic phrase" as it relates to the current virtual school model, is that it is not too late for virtual learning. It already is for the current model and that is fine. However, there is hope, I believe, for virtual learning -- a new model, "a new hope" as Star Wars might say.
Mr. Morton was correct though. We cannot merely rearrange the deck chairs, nor play music while the virtual school Titanic we are sailing on is sinking. The iceberg has already been struck so merely altering course will not do. The current model is already taking on water and there is an undeniable tilt to the ship.
What we must do is to rethink the virtual learning ship altogether. We need to throw away the old blueprints and rebuild with a new idea in mind.
After the Titanic struck the iceberg it took only 2 hours and 40 minutes for the mighty luxury liner to sink below the Atlantic surface. How long will it take the current virtual model to sink now that the iceberg has been struck?
That is why the time is now to reimagine virtual learning. The ocean still beckons for those willing to sail it.
#virtualschools #virtuallearning #elearning #blendedlearning #K12 #education #EpicCharterSchools #A3Education #GeorgiaCyberSchool #OhioVirtual #ConnectionsAcademy
Monday, August 22, 2016
92% benefit academically, according to K12
The press releases sent out by K12 look impressive: 92% of parents in Utah Virtual Academies agree they benefited academically
It is even conducted by Edge Research, so it must be impressive. I mean, 92% is an overwhelming percentage in agreement. And, we all want kids to 'benefit academically.'
Take a closer look at the survey and the results begin to unravel. Let's look at the details:
1. 92% is actually based on the number of parents who responded to the survey, and not an overall percentage of families. That means the survey was conducted as a response survey. This typically means you will receive biased results because it is not representative of the overall population but rather dependent upon the response of the participants of their own volition.
2. According to the survey, to achieve a 100% response rate, the UTVA survey should have received 1,510 responses -- that is how many parents there are in the UTVA database of families.
3. How many responded? 1,000? 800? 500? -- actually, only 142 parents responded -- that equates to a 9% response rate. You read that correctly, only 9% of the potential population base responded.
4. A more accurate assessment would be 92% of the 9% of parents who responded agreed their children benefited academically from the curriculum (130 of the 142). 91% of parents in UTVA did not respond to the survey.
5. This means the headline of the press release is, at best, inaccurate. At worst, well, I will leave that one alone.
What does this mean overall? K12 is working hard to write a story, and they hope you only read the headlines.
It's time to stop blurring the truth. It's time to spend less time on press releases, and more time on crafting a story worth writing that leads to one worth sharing.
houston@figment-consulting.com
It is even conducted by Edge Research, so it must be impressive. I mean, 92% is an overwhelming percentage in agreement. And, we all want kids to 'benefit academically.'
Take a closer look at the survey and the results begin to unravel. Let's look at the details:
1. 92% is actually based on the number of parents who responded to the survey, and not an overall percentage of families. That means the survey was conducted as a response survey. This typically means you will receive biased results because it is not representative of the overall population but rather dependent upon the response of the participants of their own volition.
2. According to the survey, to achieve a 100% response rate, the UTVA survey should have received 1,510 responses -- that is how many parents there are in the UTVA database of families.
3. How many responded? 1,000? 800? 500? -- actually, only 142 parents responded -- that equates to a 9% response rate. You read that correctly, only 9% of the potential population base responded.
4. A more accurate assessment would be 92% of the 9% of parents who responded agreed their children benefited academically from the curriculum (130 of the 142). 91% of parents in UTVA did not respond to the survey.
5. This means the headline of the press release is, at best, inaccurate. At worst, well, I will leave that one alone.
What does this mean overall? K12 is working hard to write a story, and they hope you only read the headlines.
It's time to stop blurring the truth. It's time to spend less time on press releases, and more time on crafting a story worth writing that leads to one worth sharing.
houston@figment-consulting.com
Tuesday, July 26, 2016
Can we stop putting the student in the center of it all?
After 16 years of "putting the student in the middle," "surrounding the student with excellent resources," and "making the student our number one priority," the results have demonstrated that virtual schools got it wrong.
So, let's remove the student from the center of the virtual learning universe. Let's quit surrounding the student with the latest technology and academic fads expecting them to latch onto it and thrive. And, by all means, cut the word "individualized" out of the virtual school vocabulary.
How much more data do you need before you understand the current model simply won't work.
"It works for some," will be the retort. Then, serve the some and not the many.
Better yet, radically alter the model. Redefine the possibilities. Start from scratch and build with completely different blueprints.
Where to start?
Start by placing the teacher and student relationship at the middle. Let it be your foundation to build on.
houston@figment-consulting.com
Figment Consulting offers sales & marketing training, executive coaching, and consulting services that offer our clients effective ways of increasing revenue and decreasing costs.
So, let's remove the student from the center of the virtual learning universe. Let's quit surrounding the student with the latest technology and academic fads expecting them to latch onto it and thrive. And, by all means, cut the word "individualized" out of the virtual school vocabulary.
How much more data do you need before you understand the current model simply won't work.
"It works for some," will be the retort. Then, serve the some and not the many.
Better yet, radically alter the model. Redefine the possibilities. Start from scratch and build with completely different blueprints.
Where to start?
Start by placing the teacher and student relationship at the middle. Let it be your foundation to build on.
houston@figment-consulting.com
Figment Consulting offers sales & marketing training, executive coaching, and consulting services that offer our clients effective ways of increasing revenue and decreasing costs.
Monday, July 11, 2016
The Art of Spin by K12
Is it $168.5 million or $2.5 million?
On Friday, July 8, 2016, the Attorney General of California issued a press release announcing a $168.5 million settlement with K12.
On the same day, K12 issued a press release announcing a $2.5 million settlement with the State of California Attorney General's office.
Two days ago (after seeing the news report, not the press releases) I penned a blog about the settlement and mentioned we will need to see how K12 spins it.
After reading their release, my head is still spinning. Now, I personally know the K12 PR head and the Government Affairs team -- they are good people, and I really feel for them. However, this is one of the best spin attempts I have seen, and I spend my time with words (marketing and sales training). I will only touch on a few points below.
K12 classified it as a $2.5-million settlement, and a $6.0 million donation to the Attorney General's office to cover the costs of the investigation. They also adamantly stated that the "settlement with the state includes no finding or admission of liability or wrongdoing by K12 or by the public, non-profit California Virtual Academies (CAVA) managed under contracts by K12."
California Attorney General Kamala Harris, in her own words, seems to see it differently from her press release, "K12 and its schools mislead parents and the State of California by claiming taxpayer dollars for questionable student attendance, misstating student success and parent satisfaction, and loading nonprofit charities with debt."
The next point comes from the first statement by K12 CEO Stuart Udell. (Nate Davis seems to have disappeared on this one). Anyway, back to Stuart's quote.
"The Attorney General's claim of $168.5 million in today's announcement is flat wrong. Despite our full cooperation throughout the process, the Office of the Attorney General grossly mischaracterized the value of the settlement just as it did to the issues it investigated. There is no "debt relief" to the CAVA schools. The balance budget credits essentially act as subsidies to protect CAVA schools, its students, and teachers against financial uncertainties. CAVA schools have not paid that money to K12 and K12 never expected to receive it given California's funding environment."
What I find most interesting here is the CEO's first comments attack the dollar amount and then the characterization of the debt relief, instead saying it should have been classified as subsidies.
K12 investors -- were you listening? (They are because the stock is up almost 2% today)
Let's forget that what the Attorney General said about misleading parents, misstating student success and parent satisfaction, and questionable student attendance. No, we want to make crystal clear it is not "debt relief."
The other point I want to draw attention to is Udell's last quote in the K12 release.
"Opponents of K12 and skeptics of public online education have spent years making wild, attention-grabbing charges against us and our business," said Udell. "The State of California used the full authority and investigative resources of the Office of the Attorney General to investigate these charges over eight months. In the end, we demonstrated industry leading levels of service and compliance with regulations and benefits to families. There is a reason families keep coming to our programs and its because we are committed to deliver valuable educational services within the laws and rules of every state."
I actually think he believes that statement too.
By the way, CAVA schools collectively had a graduation rate of 36% as compared to the state average of 78%. Facts are neither opponents or skeptics.
Now, I won't pick apart the use of the words "wild" and "attention-grabbing" in order to characterize any comments made by people pointing out flaws with K12 and their schools. I won't even point out the fact that the charter school association in California agreed with the Attorney General in this settlement (and last I checked they were not opponents or skeptics).
What I will point out though is the weakness behind this ending statement. Any communication expert knows you open big and end big. You open strong and end strong. You open memorable and end memorable.
And yet, this is the best they have -- ". . . we demonstrated industry leading levels of service and compliance with regulations and benefits to families. There is a reason families keep coming to our programs and its because we are committed to deliver valuable educational services within the laws and rules of every state."
Industry leading -- if the ship is sinking does it matter how beautiful the deck chairs look?
Parents keep coming to our programs -- Oh, and lest I forget to remind you where the focus seems to be. K12 held an investor conference call today to discuss the settlement.
Where is the parent conference call?
houston@figment-consulting.com
On Friday, July 8, 2016, the Attorney General of California issued a press release announcing a $168.5 million settlement with K12.
On the same day, K12 issued a press release announcing a $2.5 million settlement with the State of California Attorney General's office.
Two days ago (after seeing the news report, not the press releases) I penned a blog about the settlement and mentioned we will need to see how K12 spins it.
After reading their release, my head is still spinning. Now, I personally know the K12 PR head and the Government Affairs team -- they are good people, and I really feel for them. However, this is one of the best spin attempts I have seen, and I spend my time with words (marketing and sales training). I will only touch on a few points below.
K12 classified it as a $2.5-million settlement, and a $6.0 million donation to the Attorney General's office to cover the costs of the investigation. They also adamantly stated that the "settlement with the state includes no finding or admission of liability or wrongdoing by K12 or by the public, non-profit California Virtual Academies (CAVA) managed under contracts by K12."
California Attorney General Kamala Harris, in her own words, seems to see it differently from her press release, "K12 and its schools mislead parents and the State of California by claiming taxpayer dollars for questionable student attendance, misstating student success and parent satisfaction, and loading nonprofit charities with debt."
The next point comes from the first statement by K12 CEO Stuart Udell. (Nate Davis seems to have disappeared on this one). Anyway, back to Stuart's quote.
"The Attorney General's claim of $168.5 million in today's announcement is flat wrong. Despite our full cooperation throughout the process, the Office of the Attorney General grossly mischaracterized the value of the settlement just as it did to the issues it investigated. There is no "debt relief" to the CAVA schools. The balance budget credits essentially act as subsidies to protect CAVA schools, its students, and teachers against financial uncertainties. CAVA schools have not paid that money to K12 and K12 never expected to receive it given California's funding environment."
What I find most interesting here is the CEO's first comments attack the dollar amount and then the characterization of the debt relief, instead saying it should have been classified as subsidies.
K12 investors -- were you listening? (They are because the stock is up almost 2% today)
Let's forget that what the Attorney General said about misleading parents, misstating student success and parent satisfaction, and questionable student attendance. No, we want to make crystal clear it is not "debt relief."
The other point I want to draw attention to is Udell's last quote in the K12 release.
"Opponents of K12 and skeptics of public online education have spent years making wild, attention-grabbing charges against us and our business," said Udell. "The State of California used the full authority and investigative resources of the Office of the Attorney General to investigate these charges over eight months. In the end, we demonstrated industry leading levels of service and compliance with regulations and benefits to families. There is a reason families keep coming to our programs and its because we are committed to deliver valuable educational services within the laws and rules of every state."
I actually think he believes that statement too.
By the way, CAVA schools collectively had a graduation rate of 36% as compared to the state average of 78%. Facts are neither opponents or skeptics.
Now, I won't pick apart the use of the words "wild" and "attention-grabbing" in order to characterize any comments made by people pointing out flaws with K12 and their schools. I won't even point out the fact that the charter school association in California agreed with the Attorney General in this settlement (and last I checked they were not opponents or skeptics).
What I will point out though is the weakness behind this ending statement. Any communication expert knows you open big and end big. You open strong and end strong. You open memorable and end memorable.
And yet, this is the best they have -- ". . . we demonstrated industry leading levels of service and compliance with regulations and benefits to families. There is a reason families keep coming to our programs and its because we are committed to deliver valuable educational services within the laws and rules of every state."
Industry leading -- if the ship is sinking does it matter how beautiful the deck chairs look?
Parents keep coming to our programs -- Oh, and lest I forget to remind you where the focus seems to be. K12 held an investor conference call today to discuss the settlement.
Where is the parent conference call?
houston@figment-consulting.com
Saturday, July 9, 2016
California settles with K12 over CAVA
False advertising. Misleading parents. Inadequate instruction.
That was the case laid out against K12 by the California attorney general's office. Today, the LA Times shared that the state had reached a settlement agreement with K12.
As part of the agreement, K12 admitted to no wrongdoing but did agree to "abide by state law" moving forward -- that is an interesting paradox in my mind, but it is what it is.
In addition, K12 paid $8.5 million to settle existing claims, and agreed to not be reimbursed by the CAVA schools by offering a "debt relief" of $160 million. Again, that is a steep amount to pay overall for doing nothing wrong.
http://www.latimes.com/local/education/la-me-edu-state-settles-with-cava-online-charter--20160708-snap-story.html
Let's see how this one will be spun by K12.
Not sure the normal response offered by K12 will work with this one.
It's sad.
houston@figment-consulting.com
That was the case laid out against K12 by the California attorney general's office. Today, the LA Times shared that the state had reached a settlement agreement with K12.
As part of the agreement, K12 admitted to no wrongdoing but did agree to "abide by state law" moving forward -- that is an interesting paradox in my mind, but it is what it is.
In addition, K12 paid $8.5 million to settle existing claims, and agreed to not be reimbursed by the CAVA schools by offering a "debt relief" of $160 million. Again, that is a steep amount to pay overall for doing nothing wrong.
http://www.latimes.com/local/education/la-me-edu-state-settles-with-cava-online-charter--20160708-snap-story.html
Let's see how this one will be spun by K12.
Not sure the normal response offered by K12 will work with this one.
It's sad.
houston@figment-consulting.com
Thursday, June 16, 2016
K12 responds to the report from the charter school advocacy group
The Alliance's main points are:
* Rethink the ways in which virtual charter schools are governed
* Move quickly to close virtual charter schools that perform poorly
* Remove virtual charter schools from the charter designation
K12, the leader in virtual schools, issued a response to the report. (I imagine Connections will also respond soon)
Their main points are:
* The report issued was not collaborative because virtual charter schools were not consulted
* The report relied on analysis of old data and did not account for recent data
* Most troubling was the report's call for "criteria for admission" essentially removing the ability for the parents to decide on enrollment
* The recommendations from the report to improve virtual charter schools should be applied to all charter schools
We have now entered a very strange season where the charter school movement is trying to distance itself from one of its subsets -- virtual charter schools.
While I have written extensively on the problems and potential solutions associated with mainly K12-managed virtual schools, I do happen to agree with a few points made by K12 in their response:
1. "Criteria admission" would essentially negate the whole idea of school choice associated with virtual schools While I do believe virtual schools should do a much better job of helping families make the best decision for them (being more authentic about the workload, responsibilities, daily requirements, etc.), at the end of the day, it is up to the parent to decide if they are willing to commit to it or not. In reality, it is parent choice, not school choice, meaning the parents choose.
2. The K12 curriculum for grades K - 8 is, in my opinion and experience, one of the best out there. Granted, it has not helped much within the virtual charter school arena in terms of academic achievement and test scores it still remains a gold standard in terms of quality across the board. I happen to believe the academic issues associated with the virtual charter schools have less to do with the curriculum and more to do with the time commitment, workload investment, etc.
At the same time, I do agree with the idea behind the report that BOLD steps must be taken in order to right the virtual charter school ship. Actually, I say burn this ship, and let's build a different one entirely - but that's for another blog post.
The fact of the matter is, everyone agrees that virtual learning works for only some. Those it works for are willing to put in the hard work, and are self-motivated with a strong family unit for support.
However, those who tend to enroll in virtual schools are enrolling to get away from something. They are not enrolling in order to get to something.
houston@figment-consulting.com
Friday, May 20, 2016
Agora Cyber, ECOT, and thoughts on virtual schools
Two stories came out this week, one from Pennsylvania and one from Ohio related to virtual schooling (cyber schooling in PA).
In Pennsylvania, Agora is in trouble with the PA Dept of Education over accurate data.
In Ohio, ECOT is being questioned by the the Dept. of Ed in Ohio about recording of attendance (which equals funding).
Recently, K12 in their quarterly report announcement bragged about a 289 basis point increase in retention rates. It is unusual because it is an investment term and they are, in essence, describing students in terms of investments. One basis point is the equivalent of 1/100th of a percentage, meaning 289 basis points equals 2.89% increase. I guess 289 sounds better and larger than 2.89%. Now, if they are serving over 100,000 students, 289 (or 2.89%) is a decent increase until one remembers how many students are leaving annually (estimated around 35%, or 3500 basis points, to 50%, or 5,000 basis points). That creates a different perspective doesn't it.
I also did a search (multiple searches really) in an effort to try and find success stories related to virtual schooling (other than those put out by the schools themselves). Interestingly, I could not find one.
Where are the success stories?
I'm keeping the faith in virtual schooling but the light is dimming.
Perhaps now we can quit trying to rearrange the deck chairs and create a radically different model.
houston@figment-consulting.com
In Pennsylvania, Agora is in trouble with the PA Dept of Education over accurate data.
In Ohio, ECOT is being questioned by the the Dept. of Ed in Ohio about recording of attendance (which equals funding).
Recently, K12 in their quarterly report announcement bragged about a 289 basis point increase in retention rates. It is unusual because it is an investment term and they are, in essence, describing students in terms of investments. One basis point is the equivalent of 1/100th of a percentage, meaning 289 basis points equals 2.89% increase. I guess 289 sounds better and larger than 2.89%. Now, if they are serving over 100,000 students, 289 (or 2.89%) is a decent increase until one remembers how many students are leaving annually (estimated around 35%, or 3500 basis points, to 50%, or 5,000 basis points). That creates a different perspective doesn't it.
I also did a search (multiple searches really) in an effort to try and find success stories related to virtual schooling (other than those put out by the schools themselves). Interestingly, I could not find one.
Where are the success stories?
I'm keeping the faith in virtual schooling but the light is dimming.
Perhaps now we can quit trying to rearrange the deck chairs and create a radically different model.
houston@figment-consulting.com
Thursday, April 21, 2016
7 lessons learned from leading a Sweepstakes campaign
With Earth Day arriving tomorrow I thought it might be helpful to share some insights I had in leading a national giveaway campaign that was inspired by Earth Day and World Oceans Day.
The ultimate goal: Leads for K12 virtual schools in 32 states across the country
Below are 7 lessons or takeaways from my experience that I hope can be of help to you if you are considering a sweepstakes/giveaway or find yourself launching one right now.
Find a professional firm to handle the legal side
I worked with Ventura Associates (www.sweepspros.com) to help me take care of the legalities and ensure that everything we did was in line with standards and laws. There are other firms out there who do the same thing as Ventura but I would definitely recommend them for your consideration.
Whoever you select, having a firm like Ventura at your side is reassuring and well worth the investment. Trying to navigate each and every state law associated with sweepstakes or giveaways would be maddening. I simply turned this part over to them and allowed them to do what they do best, and they did.
Think inside the box
Creatively we all like to "think outside the box" but I quickly realized how many parameters were in place when it comes to sweepstakes/giveaways. Many of my initial desires had to be refined to fit within the legal fence. At first this felt restricting until I happened to mention to my team in a meeting that it "felt like we were being boxed in so we just have to think inside the box this time."
By accepting this the creativity began to flow, and Rhythm of Conservation was born. Sometimes the fence around us can actually force us to be more creative. My friend Michael Milchalko, in his book Thinkertoys, describes this as Brute Force. The legal parameters, or box, forced me to be creative in a completely new way.
So, don't fight the structure and legal associated with sweepstakes/giveaways, embrace them instead and see how it drives your creativity.
Make the Grand Prize grand
My desire from the beginning was to bring Disney into the fold for this campaign. Simply having their name attached to the campaign brought further credibility, awareness, and entries. While we had secondary prizes to entice more entries (one Grand Prize most often means less entries), I wanted a Grand Prize that fit the motif of the campaign at Walt Disney World.
A 4-day/3-night stay at Disney's Animal Kingdom Lodge with Savannah View fit the Grand Prize naturally
It also fit my goal of having each component of the giveaway synchronize with the theme of conservation.
One note here -- when working with Disney, when the lawyers become involved build in time for delays. My good friends at Disney Youth Programs helped me maneuver through this web in a timely fashion and ensure we maintained Disney standards, but there were times of concern along the way.
Partnerships must be real partnerships
I mentioned earlier that the campaign brought together K12, Inc., AZA, and Disney Youth Programs. It was important to me that, although the prime goal was leads for K12, that each participant would benefit from this campaign.
AZA was able to gain commitments from over 110 zoos and aquariums across the 32 states, and Disney Youth was instrumental in helping me secure Disney's Animal Kingdom Lodge as the grand prize (4 days / 3 nights).
AZA members were tasked with promoting the Rhythm campaign across their social channels before and during the 75-day campaign. In addition, they placed signage within their parks promoting the campaign to drive people to their zoos and aquariums.
My goal was to drive people to our online entry form and drive them to the participating zoos and aquariums on Earth Day and World Oceans Day. I did this by having the signage mentioned above carry a text entry option that was the equivalent of 5 additional entries.
One final area, and one I was most excited about, was the way in which the essence of the campaign was shared. It was after all, Rhythm of Conservation, and promoting conservation efforts was of prime importance to me. So, we continually promoted member zoos and aquarium conservation efforts on our social pages. And, I worked with AZA to develop a conservation initiative tied to the entry form page.
When a person arrived at the entry page, they could enter of course. Also, while they were there they would also be introduced each day to a new animal that AZA had selected to showcase. Each animal was an endangered one. A family could see a photo of the animal, learn about it briefly, and learn about ongoing conservation efforts for each animal. This was a wonderful addition because a person could enter once each day which meant a great return base of families. Our tracking of the landing page showed that people spent
In addition, K12 had some interactive portions of their science lessons on the landing page that allowed families to learn more about conservation, animal science, biology, and earth science.
The overall result of Rhythm of Conservation was 12,000+ unique, qualified leads at a cost of $10 per lead.
The zoo and aquarium social media posts, on-site signage advertising, and the extra effort each one did for the campaign was the equivalent of over $3 million in advertising for the campaign. Not bad on a $120,00 budget.
Example:
http://www.houstonzoo.org/rhythm-of-conservation/
https://www.facebook.com/memphiszoo/posts/411826888827470
https://www.aza.org/PressRoom/detail.aspx?id=25295
Consider entry form first before creative concept
One of the issues I ran into early on was the entry form itself. K12, Inc. served students in grades K - 12 and this meant I was aiming for a targeted group. Singles, families without kids, and the empty nesters were not a target, however, they would see the campaign, and could enter if they so desired.
Also, you have the professional sweepstakers as I called them. These are people who have web sites and social sites dedicated to all the sweepstakes and giveaways available. Then, add to it the Disney connection and it had the potential to be a lot of unqualified leads.
I had estimated a 12%-15% throwaway based on research and opinion but felt it was worth the effort if I could achieve a per lead cost of less than $20.
This relates to the entry form because this was my one area to limit the unqualified entries. How could I design the entry form in order to better target the families with children?
The reason I say start with the entry form before the creative is it falls into the legal side of the equation. Once you have the structure in place (legal) and the entry form (in terms of function and selection), then you can turn your attention to the creative and strategy in a more orderly fashion. I felt the entry form delayed and hindered the creative and wished I had started there first -- get it out of the way, then have fun with the rest of it.
By the way, the unqualified leads came in at 16% so it was slightly above my estimation but still acceptable.
Internal communication is critical
One area I fell short on was internally, connecting it across the country to the K12 schools and marketing representatives. Looking back I had a plan for the internal side of the campaign -- communication and follow up -- but fell short on the execution stage. This is a part I would pay more attention to if I had a do-over.
Lead-up communication, buy-in, and communication throughout your campaign to all of your fellow employees is critical. Spend as much time on it as you do on the external.
Make it all fit together
I chose the theme Rhythm of Conservation and went all out with the alignment of assets to fit this theme.
1. Assets had a New Orleans and Mardi Gras look and feel to them to bring in the rhythm section.
2. As mentioned previously we focused heavily on the conservation education on the landing page. We also did this with our Rhythm Facebook posts, continually linking to participating zoos and aquariums and sharing their conservation efforts with our new Facebook fans.
3. The Grand Prize tied into the conservation theme as I shared above.
4. Even secondary prizes connected with the conservation theme. The NOOK had pre-loaded conservation apps.
5. Our messaging and content carried the jazzy vibe of New Orleans
In the end, I tried to build a cohesive campaign where all the pieces fit together and made sense. I would encourage you to do the same -- when you develop your theme, consider all aspects of the campaign and how they either naturally fit the theme (Disney's Animal Kingdom Lodge), or how can you make them fit the theme (pre-loaded science apps on the NOOK)?
Hope this is of help to you. Feel free to share your thoughts and comments, and reach out if you have any specific questions.
houston@figment-consulting.com
FIGMENT Consulting
Data driven. Imagination crafted.
Tuesday, March 15, 2016
Crafting a Virtual School Marketing Plan Webinar (Updated)
Yesterday I shared details on my upcoming 90-minute webinar Crafting a Virtual School Marketing Plan, and the initial response has been better than I anticipated.
There are still a few spaces remaining though for the webinar. So, if you want to register, simply go to my web site Figment-Consulting.com and fill in the information. The event is scheduled for Monday, March 28, at 11:00 a.m. ET. A link will be provided to all registrants prior to the event.
During the webinar we will cover a variety of topics, strategies, and messaging to help virtual schools create a more effective and efficient plan to reach better-fit students, capture more of them, and retain them.
We will cover topics such as:
Positioning -- how do you differentiate yourself from other virtual schools?
Price -- if it is tuition-free why is price so important?
Public relations -- how do you get your message out in a toxic environment toward virtual schools?
Place -- what does it feel like to be with you? When people visit your web site, your event, your office, what does that do to them and for them?
Other topics will carry us down the path toward a cohesive approach to marketing that is applicable in whichever state you operate in.
So, I invite you to join me for this webinar. It is guaranteed to generate a great ROI for you.
houston@figment-consulting.com
Thursday, February 18, 2016
"It's a poor sort of memory that only works backwards." The White Queen said to Alice
Adding more to the plate of families who are leaving because the prior plate was too full is memory not working properly.
Believing that a new branding message can paint over the rotting foundation is a memory not working properly.
Expecting technology to save the day when families crave interaction is memory not working properly.
While I am not sure The White Queen had any knowledge of virtual schooling when she made the comment to Alice, I am sure that many in the world of virtual schooling are not listening to her words of wisdom.
houston@figment-consulting.com
Tuesday, February 16, 2016
Know, Accept, Be
Accept who you are and you will recruit students you can best serve.
Be who you are and you will attract more students like the ones you serve best.
houston@figment-consulting.com
Monday, February 15, 2016
A Strategy for Agora Cyber Charter School in 7 Steps
 |
| From Agora Cyber Facebook |
In each email they ask me "what should we do?" Two days ago I wrote a blog that shared what Agora needs to do moving forward: Repair, Restore, and Rethink. However, in honor of those teachers and staff members who have written to me, I did want to offer the Agora Cyber leadership a 7-step strategy with the recommendation that this be treated as a crisis management problem.
Granted, in a crisis management plan, there are typically four areas (Mitigation & Prevention, Preparedness, Response, & Recovery) that are covered. Yet, with the crisis already having occurred, we can only focus now on response and then recovery. So, with that in mind:
1. Stop all advertising immediately.
There is no need to actively recruit new students into Agora at this moment. Cease all advertising until this school year has ended.
2. Shift advertising money to teachers.
Granted, I do not know how much Agora has left in the advertising budget (if any) but whatever the amount is should be shifted away from marketing, and placed into a pool for all remaining teachers in order to provide them some type of bonus at the end of the year (or now if possible).
3. Conduct in-person and online sessions for parents and students.
Agora leadership needs to be out in front of the parents and students (in person and online), answering the tough questions, taking responsibility for their actions (and lack of communication), and working hard to repair and restore (as mentioned in my previous blog). Make it as easy as possible for the parents and students to attend by being where they are.
4. Focus on retention.
Stop worrying about next year and the number of new students. Instead, turn all attention to building a remarkable learning experience for existing students and parents. The number one marketing priority now and through the end of the year is existing student population.
5. Focus on teachers and staff.
Unfortunately, what has been done is done. Agora leadership must now turn full attention to making sure existing teachers and staff not only are supported properly, but feel they are supported. Leadership takes full care of teachers and staff, and then teachers and staff are able to take care of students and parents properly.
Stop writing editorials to Gov Wolf and start focusing on taking care of teachers and staff. Determine to walk the talk.
6. Walk the talk.
From this day forward be authentic, transparent, and vulnerable. As I mentioned in my previous post, lack of trust is now the prime problem and talk will not rebuild it. It must be accomplished by actions -- daily actions, every second of every day. The walk must match the talk. Any deviation, however slight, will be magnified at this point in time.
Authenticity requires honesty. Transparency requires the leadership to allow parents and students to see behind-the-scenes. Vulnerability requires the leadership to take responsibility, and act humbly.
Don't gloss over or ignore the elephant in the room. Acknowledge it, accept responsibility for the way it was mishandled, and then share with teachers, parents, and students that it is understood by the leadership that what matters most now is actions, not words.
7. Pay attention to the details.
Answer the phone. Return phone calls. Ensure IT support is there. Allow parents to vent. Allow teachers to express their concern. Throw pride away and listen to the wants being expressed. Go above and beyond to take care of your parents, your students, your teachers, and your staff.
Details matter. Paying attention to them is where trust can be re-established in order to build upon. Forgetting them can put all of the other steps in jeopardy.
Remember, right now it is the Response of the leadership at Agora that will determine the ability to Recover.
It will not be an easy road back to stability. The journey is worth it though.
Oh, by the way, also make preparations for the media investigation and the investigation by the Pennsylvania Department of Education (PDE) -- both are likely to occur.
houston@figment-consulting.com
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