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2014-2015
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1
Table of Contents
Executive Summary 2
Background 3
Situation Analysis 10
Opportunity 10
Goal 11
Objectives 11
Key Publics 12
Brand Positioning and Framing 16
Messages 17
Strategies and Tactics 20
Calendar and Budget 26
Evaluation 26
Conclusion 28
References 29
Appendices 31
Appendix A: SWOT 31
Appendix B: Interviews/Surveys 32
Appendix C: Creatives 35
2
Executive Summary
Established in 2000 as part of Project GRAD USA, the nation’s largest college
access program for students in low-income communities, Project GRAD Atlanta’s (PGA)
mission is to “collaborate with the Atlanta Public Schools in order to increase the
number of students graduating from high school and college.” As of 2013, Project GRAD
Atlanta has successfully helped more than 2,250 students graduate from high school
and provided them financial aid
assistance with its Brumley-
GRAD Scholarship which to date,
has awarded more than $2
million in scholarship funds.
The following pages detail
a strategic communications plan
for Project GRAD Atlanta to
fulfill its mission and position
itself to grow. Ultimately, the
goal is to validate itself as the most influential organization in the metropolitan Atlanta
area for low-income students looking to further their education past high school.
To achieve that, this plan has five specific objectives that cover the time period
from August 2014 and the end of fall 2015. Over the course of the year, the plan presents
recommendations that will help PGA increase awareness amongst parents/guardians,
build a stronger network of engaged alumni and scholarship recipients, expand its
3
digital media presence, introduce its services and receive buy-in from school system
officials, and leverage its successes to bring in corporate dollars. It is estimated that this
plan can be achieved with a budget of $2,600.
Background
External Environment
Applying for college and attending the school of your dreams is a rite of passage
for teens in this country and unfortunately it is something that many of them living in
urban communities will never experience or even consider, for that matter. In a study
published by the Sociology of Educationi, findings suggest that “qualifications and
college aspirations will not necessarily translate into four-year college enrollment if
urban high schools do not develop organizational norms and structures that guide
students effectively through the college application process.” The students who attend
high schools where there is a culture of four-year college-going students in an
environment where teachers have high expectations and strongly support applying to
financial aid are the ones “more likely to plan to attend, apply to, be accepted into, and
enroll in a four-year college that matches their qualifications.” Other reports have also
concluded “students in poor and minority neighborhoods are less well prepared
academically; ill prepared to select colleges, apply for admission, and secure acceptance;
4
and poorly informed about the cost of attending college and the availability of needs-
based financial aid.”ii
Now across the United States, approximately 25 percent of high school students
drop out before graduation, a majority being those urban students.iii In the state of
Georgia, graduation rates might be on the rise in comparison with a report in December
2013 indicating Georgia’s four-year high school graduation rate rose by nearly 2
percentage points from the previous year to 71.5 percent. In the state capital, Atlanta,
specifically in the Atlanta Public Schools (APS) system, where the majority of the
students come from low-income families, the average graduation rate is only alarming
56.4 percent for those students compared to rest of the state,iv leaving questions about
the quality of teaching and guidance counseling these particular students receive.
If statistics like the ones mentioned were not enough to cause an alarm, following
the Atlanta Journal Constitution’s report in 2009 regarding a suspicious increase in
standardized test scores across the city, a full investigation revealed that 35 educators
from the then-superintendent, Dr. Beverly Hall, principals, teachers and test
coordinators, were involved in a cheating ring that changed hundreds of students’
5
answers on tests. The scandal has been a
big news story in Atlanta ever since and
educators including former
superintendent Dr. Beverly Hall are
awaiting sentencing after already being
indicted, thus sending the school system
into a frenzy and again raising questions
about the quality of education the
students receive. Then to add to the
trouble, the school system also decided in
2012 to rezone most of its districts,
causing hundreds of students, again, mostly in low-income communities, to be
transferred to other schools, shaking up school demographics and pushing the resource
capacity limits of a majority of the schools.v
Client
Project GRAD Atlanta’s mission is to “collaborate with the Atlanta Public Schools
in order to increase the number of students graduating from high school and college”
and was established in 2000 as part of Project GRAD USA, “the nation’s largest college
access program for students in low-income areas, opening the doors to college with
academic, community and financial assistance.” The acronym GRAD stands for
“graduation really achieves dreams,” and to ensure that happens, the PGA model
consists of five components: math, reading, discipline, family support, and scholarships
and in Atlanta, the organization serves six middle schools and sixteen high schools in
6
Metro Atlanta year-round. It allows
any high school student, regardless
of their GPA, to participate in the
program as long as the parent or
guardian signs an annual
agreement.
As of last year, Project
GRAD Atlanta has successfully
helped more than 2,250 students graduate from high school and receive financial aid
with its Brumley-GRAD Scholarship. To date, more than $2 million in scholarships have
been awarded, and as of spring 2013, more than 244 of those Brumley-GRAD Scholars
have graduated from two-year and four-year colleges across the nation within six years
of entering college.
The organization is now led by Interim Executive Director, Dr. Nanette Reynolds,
who is supported by an operations staff and a field staff specializing in college readiness
and college access. Currently, the team does not have a communications professional so
it relies on its experienced board members who serve on the marketing committee for
communications consulting. In the past, the biggest supporter and brand ambassador in
the community was Dr. Beverly Hall, so PGA did not feel like there was a need to invest
dollars into earned communications efforts.
Service
Project GRAD Atlanta provides “critical academic, behavioral, social services, and
college access interventions for traditionally-underserved populations of students from
7
economically-disadvantaged communities attending the Atlanta Public Schools.”vi PGA
utilizes a team of AmeriCorps staffers every year who are trained by PGA college access
coaches to go into the schools, providing one-on-one guidance counseling for students.
It also provides financial assistance up to $4,000 in college scholarship dollars to
students who earn its Brumley-GRAD Scholarship.
Industry
Typically, college-readiness and preparation is something left to teachers and
guidance counselors who develop personal relationships with the students in their
classes. Project GRAD Atlanta is one of the only nonprofits in Atlanta solely dedicated to
raising graduation rates and providing college-access services to students targeting-risk,
low-income Atlanta Public Schools campuses. The position that it occupies is a new
concept and as a result, it was given direct access from APS officials to have a college-
readiness field staff work within the selected schools.
Competition
Project GRAD Atlanta’s biggest competitor is arguably The Posse Foundation –
Atlanta. It is a part of a larger network of college-access programs, just like Project
GRAD Atlanta, with similar partners and financial support. The organization has three
distinct goals:
1. To expand the pool from which top colleges and universities can recruit
outstanding young leaders from diverse backgrounds.
2. To help these institutions build more interactive campus environments so that
they can be more welcoming for people from all backgrounds.
8
3. To ensure that Posse Scholars persist in their academic studies and graduate so
they can take on leadership positions in the workforce.
The organization was recently endorsed by President Barack Obama who said “The
students that are selected form a ‘Posse’ and are provided with extra supports, and end
up graduating from selective colleges with a very high success rate”vii and was recently
awarded $100,000 from The Coca-Cola Foundation.viii While the organization has a
strong engaging, presence online, it does not have unique channels for its Atlanta
location.
Another top competitor is the Urban League of Greater Atlanta whose mission is
focused on empowerment through seven key areas including education and job skills
training, employment, careers and entrepreneurship, and housing and community
development. It has definitely been established as a visible brand in Atlanta, primarily
known for workforce training as an alternative to college.
Two other competing organizations worth mentioning are C5 Georgia and The
Community Foundation of Greater Atlanta. C5’s mission “is to change the odds for high-
potential teens from under-resourced environments, inspiring them to pursue personal
success, and preparing them for leadership roles in college, work and their
communities” while The Community Foundation of Greater Atlanta manages a variety
of scholarships from donors, each with specific purpose and varying eligibility criteria
and is primarily a service for nonprofits like Project GRAD Atlanta to tap into a network
of individual donors.
9
Promotions
Project GRAD Atlanta does not
have a strategic communications plan or
a staff member to implement public
relations and general outreach tactics;
however it still manages collaborations
with more than 40 partnering corporate and local organizations including the Coca-Cola
Scholars Foundation and the US Department of Education. Throughout the year, it
hosts several signature events including GRAD Think College Rally, Walk for Success,
Family Access Weekend for College Readiness, Brumley-GRAD Scholar Holiday Social,
Senior Scholar Parent Institute, College Signing Day, and GRAD-for-grad. Its website
acts as the main distribution channel with news and information and has a blog,
although the content is not current and overall, there is little presence on social media.
The organization has Facebook and Twitter profiles, but with inconsistent posting
schedules.
Resources
Following Project GRAD USA’s model, the Atlanta-based organization has established
“a local 501 (c) (3) to mobilize community resources.”ix One of its most beneficial
resources is its partnership with Hands on Atlanta to recruit and hire AmeriCorps
staffers every year to work directly with the students in the schools. PGA also utilizes its
network of previously mentioned partners for events and general financial support and
relies on board members who are communications professionals in absence of staff
member with that expertise.
10
Situation Analysis
Where are we now?
Currently, PGA is in a unique space where it has direct access into the schools that it has
identified as traditionally having low graduation and college acceptance rates.
Where do we plan to go?
Looking ahead, success depends on building relationships in the community, securing
buy-in from new APS team, and showing the impact of the program to a larger audience
of connected, corporate professionals and donors. Project GRAD Atlanta wants to be
recognized as an organization that has directly impacted the Atlanta community by
contributing to rising graduation rates and college-going students in low-income
neighborhoods.
Opportunity
Project GRAD Atlanta has the opportunity to communicate a new lifestyle and culture of
college-bound students from low-income communities in metropolitan Atlanta that
traditionally have low high school graduation rates and little to no college-readiness
coaching.
11
Goal
Position Project GRAD Atlanta as the most influential organization to mobilize low-
income students in the metropolitan Atlanta to attend college by creating and
implementing a strategic communications plan to showcase its impact and necessity to
an expanded audience.
Objectives
1. Raise awareness among parents in low-income communities that Project GRAD
Atlanta has already targeted, raising participations in the organization’s college
readiness programs by 25% by September 2015.
2. Secure ten media placements in local publications promoting Project GRAD
Atlanta events and overall impact by September 2015.
3. Increase digital media presence and online engagement by 50% by August 2015.
4. Establish relationships with incoming APS superintendent and new board
members resulting in 100% buy-in by August 2015.
5. Leverage program success stories to raise awareness about Project GRAD
Atlanta’s mission to an extended audience to achieve a 10% increase in corporate
and individual sponsorship by fall 2015.
12
Key Publics
Parents/guardians of potential Project GRAD participants
Parents and guardians of potential Project GRAD participants are ultimately
motivated by the success and happiness of their child and look to have few regrets while
parenting like working too often and just being too busy in general, like most parents.
These parents of APS students, a majority live in low-income neighborhoods below the
poverty levelx, mostly in Southwest and Southeast Atlanta in communities such as
Center Hill, Adamsville, which are known to have high crime rates. Parents of APS
students do not have a
choice of where their child
goes to high school, unless
they are accepted into a
magnet program and when
it comes to college-
readiness, most of these
parents/guardians did not
graduate college themselves—a vast majority of Project GRAD Atlanta recipients are the
first in their families to attend college.
13
Many of these guardians are also senior citizens, who are grandparents, aunts,
and uncles, that have stepped in to
support struggling single mothers
and families with parents that
work around the clock and live in
multigenerational family homes.xi
It was reported that approximately
102,000 grandparents in Georgia
were responsible for raising their
grandchildren.xii The trend is
prevalent primarily in African-
American families and even more
so in Hispanic families, and does relate back to their socioeconomic status.
These parents/guardians are 25-54 and represent a growing demographic that is
active on social media, primarily Facebook and that relies on mobile to access these
platforms. In the city, they listen to radio stations such as HOT 107.9, V103, and Kiss
104.1 for news, and are not typically the demographic to read the Atlanta Journal
Constitution and other regional, print news sources— which relates back to
disproportionate incomes and educational background across the school system.
However, due to the ongoing, widespread coverage, they are well-aware of ongoing
indictments resulting from the cheating scandal, but that does not play a role in their
decision-making, because again, they do not have a choice in where they can send their
child to school unless they relocate to a new school district outside of the city limits. On
14
the topic relocating, some are unhappy with recent school rezoning that resulted in their
children being moved to a school in a different neighborhood.
Potential Project GRAD Atlanta Student Participants
African-American students, ages 14-18, are the largest demographic group in the
APS (5,171 females and 4,602 males)xiii and they are typically influenced by their
immediate family and environment, thus needing a big emphasis on family and
community buy-in for participation. This group also includes a growing number of
Spanish-speaking students who reside in the same communities, most who are first-
generation U.S. citizens.
Project GRAD Atlanta’s field staff of AmeriCorps workers are currently targeting
and engaging with them in the school and the ones with the closest relationships. These
students are active on social media, primarily Facebook, Twitter, and Instagram.
Project GRAD Atlanta Alumni/Scholarship recipients
Most of the scholarship recipients and alumni are first-generation college students.
Some have close relationships with the GRAD staff and keep in contact, but many have
not been reached out to or heard from since receiving their scholarships. Currently, the
only established network of program alumni is the Brumley-GRAD Ambassadors
(BGAs) for those who wish to be “connectors between Project GRAD Atlanta and their
respective postsecondary institutions.”xiv
Potential and Existing donors/ event sponsors
15
Donors and sponsors are motivated by their own organization’s mission and
dedication to corporate social responsibility as well as receiving recognition in the local
community. Credibility is key and these people are often influenced by like-minded or a
competing organizations’ endorsement of a cause. They help support the executive
director’s vision of increasing awareness and building attendance for signature events
throughout the year and bring both monetary donations and corporate participation in
mentoring/college preparation services for the GRAD students.
Atlanta Public Schools key stakeholders
New to Atlanta and APS is incoming superintendent, Dr. Meria Carstarphen,
along with six new board members out of nine total, and ten new principals, six of which
are working at PGA schools.xv Dr. Carstarphen, specifically, is not from the Atlanta area,
therefore it is unknown how aware she is of the organization but she has made it clear
that she is motivated by the overall success of the school system and student
performance and is charged to strengthen the school system with emphasis on her
team’s accountability. She recently named David Jernigan, former executive director of
KIPP Metro Atlanta, as her deputy superintendent.xvi Board members of particular
interest serving districts in which PGA schools reside are Leslie Grant (District 1), Byron
Amos (District 2), and Eshe’ Collins (District 6).xvii
All of these stakeholders are possibly influenced by traditional media publications such
as the Atlanta Journal Constitution and have already communicated their new
vision/theme of “restoring the pride” within the school system to the AJC. From PGA’s
perspective, past successes stemming from relationships with APS stakeholders such as
16
former superintendent Dr. Beverly Hall included new partnerships in the community
and little efforts in gaining earned media attention.
Brand Positioning and Framing
Brand Positioning
To create a culture of college-bound youth, Project GRAD Atlanta is devoted to
empowering the youth of the Atlanta Public Schools through its college readiness and
access initiatives. The organization must capitalize on its niche and position itself as the
most effective intermediary between the school system, students, and parents,
communicating the importance of continuing education past high school and actually
equipping them outside of school.
Frames
Emotion: Should create the visualization of what Atlanta looks like with more of its
youth going to college and tap into the emotions of parents and older members of that
community.
Social Responsibility: Ensuring the future of our communities is a collective
responsibility, not just the responsibility of a parent. Project GRAD Atlanta must be in
the forefront demonstrating accountability and its responsibility to the Atlanta Public
Schools and the low-income students of the city and their families.
Incentive: Must make the benefit of participating, a scholarship and network of
mentors, obvious to potential students and their parents. A scholarship lessens the
17
burden on these parents and a network of professional mentors gives the student the
guidance they need to succeed.
Issues: Project GRAD Atlanta only serves students who have been targeted according to
their school's low graduation rates. Even though statewide the rate has increased, there
is still a disparity within the metropolitan Atlanta area due to socioeconomic barriers.
Messages
Intended audience: All
Primary message: Project GRAD Atlanta is the only organization in the Atlanta
community 100% committed to ensuring low-income students are equipped to
pursue college degrees.
Project GRAD Atlanta’s mission is to collaborate with the Atlanta
Public Schools in order to increase the number of students graduating
from high school and college.
PGA provides coaching, technical assistance, and best practices to
principals, teachers, parents, and students to enhance college readiness
and awareness.
Since fall 2004, 1417 Brumley-GRAD Scholars have attended more
than 189 colleges and universities in thirty-four (34) states across the
United States. xviii
18
Intended audience: Parents
Primary message: We are committed to ensuring your sons and daughters
have every opportunity to continue their education for a better future.
Ninety percent (90%) of the students GRAD Atlanta serves are low-
income. This percentage is almost double the 50% average poverty rate
in Georgia public schools.
Ninety-six percent (96%) of GRAD students are African-American and
most GRAD students are the first in their families to attend college.
Intended audience: Potential Donors/Event Sponsors
Primary message: Your financial support helps promote our mission of ensuring
metropolitan Atlanta students live in college-bound communities.
Between 2004 and 2012, GRAD has given more than $1.9 million in
scholarships.
PGA provides up to $4,000 in college scholarship dollars to all
students who qualify, and helps students access resources and support
so that they may graduate from college.
Business and civic leaders on the Project GRAD Atlanta Board of
Directors include two Wells Fargo Bank Vice Presidents; Newell
Rubbermaid’s Vice President of Corporate Relations; and retired
executives from Georgia-Pacific Corporation and The UPS Foundation,
among others.
19
Intended audience: Atlanta Public Schools decision-makers
Primary message: We stand with you, ready to equip the youth of Atlanta with
the tools they need to succeed past high school and be admitted to post-
secondary institutions.
In 2012, ten out of 22 Gates Millennium Scholarship recipients from
the Atlanta Public Schools were GRAD students.
From 2004 to 2011, the Math GGT (Georgia Graduation Test) gap
between GRAD high schools and the state decreased by nine percent.
From 2004 to 2011, the English GGT gap between GRAD high schools
and the state decreased by nine percent.
20
Strategies and Tactics (by key public)
Strategy 1: Showcase Project GRAD in the communities and not just
through the schools, making it easier for parents and students to
participate in the programs.
Key Public: Parents/Guardians
Tactic 1.1 Host Saturday seminars/meet and greets in apartment and community
recreation centers that are located around the GRAD schools to familiarize
parents/guardians with services and staff.
Tactic 1.2 Create hands-on curriculum and produce take-home packets for parents
for 11th and 12th grade students educating them on test schedules, state graduation
requirements, and how GRAD’s services can help their child.
Tactic 1.3 Develop brochures for parents of 9th and 10th grade students introducing
them to GRAD and general college access requirements. (See appendix)
Strategy 2: Highlight PGA’s everyday work and success stories by focusing
on content creation for both traditional and digital communications
materials.
Key Publics: All
Tactic 2.1 Produce webinar for PGA and AmeriCorps staff on the how-to’s of
creating content in the field.
21
Tactic 2.2 Initiate contests through Facebook and other social media platforms
with calls for photos, videos, and essays from students and families impacted by
PGA.
Tactic 2.3 Invite PGA students, AmeriCorps staff, and parents to be guest bloggers
for the website.
Strategy 3: Initiate low-cost digital advertising plan to boost social media
engagement and website traffic.
Key Publics: All
Tactic 3.1 Create Facebook ad plan and boost specific posts to drive traffic back
to website.
Tactic 3.2 Apply for Google Ad Words nonprofit grant and create account.
Tactic 3.2.1 Test keywords related to college access in Atlanta for SEO
optimization.
Tactic 3.2.2 Develop separate ad campaigns for general program awareness,
special events, and soliciting donors.
Tactic 3.3 Launch TV ad targeting campaign through Twitter.
Tactic 3.3.1 Identify list of TV shows that attract each key public.
Tactic 3.3.2 Create specific content for each ad group and post. (See
appendix for example)
22
Tactic 3.3.3 Utilize free online analytic tools such as Simply Measured and
Twitter’s own reports to evaluate the effectiveness of the posts and how to
better engage with the targeted audience.
Tactic 3.3.4 Develop reporting Excel sheet and evaluation checklist for each
campaign.
Strategy 4: Brand Project GRAD through traditional advertising to reach
older key publics.
Key Publics: Older parents/guardians, APS stakeholders
Tactic 4.1 Leave behind informational flyers at apartment front offices and
senior citizen community centers such as the Harriett G. Darnell Multi-Purpose
Facility.
Tactic 4.2 Place advertisements on MARTA trains and at strategic bus stops
throughout PGA communities.
Tactic 4.3 Place advertisements in local family magazines and free community
newsletters found at public venues such as local libraries and recreation centers.
Tactic 4.4 Place PSAs on popular morning shows such as the Tom Joyner
Morning Show.
Strategy 5: Increase program outreach and communications efforts to
reach Spanish-speaking families in the same low-income communities.
Key Public: Spanish-speaking parents/guardians
23
Tactic 5.1 Create section on website with translated brochure, fact sheet, and
registration materials.
Tactic 5.2 Place translated advertisement on MARTA trains and at strategic
bus stops. (See appendix for example)
Tactic 5.3 Leave behind translated print materials with ESOL instructors and
workforce counselors in PGA schools to be shared with parents/guardians of
Spanish-speaking students.
Strategy 6: Establish a social media plan to increase everyday web visibility.
Key Public: All
Tactic 6.1 Write social media policy for PGA staff detailing do’s and don’ts of
posting to social media and how it fits within their role.
Tactic 6.2 Develop printable social media messaging template to be used for
all profiles, specifying content to use on a particular day with suggested topics
and keywords to attract the target audience.
Strategy 7: Increase event awareness by leveraging digital media.
Key Public: All
Tactic 7.1 Plan social media campaigns to promote all signature events that
include post-event evaluation.
Tactic 7.2 Distribute event invites with social media profiles and specific
event hashtags for optimal engagement.
24
Tactic 7.3 Create messaging guide with tips for staff managing profiles during
events.
Strategy 8: Engage and enable current PGA scholarship recipients and
alumni to become program ambassadors for PGA through their own
networks.
Key Public: Project GRAD Atlanta scholarship recipients
Tactic 8.1 Send an e-newsletter announcing ambassador program registration
and continue to send the publication monthly with current PGA news and
content that they can share with friends and family.
Tactic 8.2 Host a monthly mixer in Atlanta to meet with current and alumni
students and their friends and family.
Tactic 8.3 Host one hour speaker’s bureau similar to TED Talks in PGA
schools using scholarship recipients as key speakers.
Strategy 9: Highlight and showcase GRAD through strategic public relations
to reach APS stakeholders and corporate donors.
Key Public: APS stakeholders and potential corporate donors
Tactic 9.1 Develop media list of print and online reporters and bloggers who
focus on education, nonprofits, and community news in metropolitan Atlanta.
Tactic 9.2 Develop press releases templates for signature events.
Tactic 9.2.2 Pitch stories prior to major events highlighting honorees and
how the event benefits the greater community.
25
Tactic 9.3 Create and electronically distribute the “State of GRAD” report
preceding APS board meetings.
Tactic 9.4 Invite APS superintendent and board members for luncheon once
a year at the end of the school year, following graduations.
Tactic 9.5 Write open letter to APS to be placed on website and pitched to
local publications proceeding each school year.
Strategy 10: Seek corporate donations and event sponsorship by reinforcing
the positive impact of GRAD programs in the schools and how it contributes
to a stronger community and workforce.
Key Public: Potential corporate partners
Tactic 10.1 Update “Results” section of website making it more interactive
and showcasing personal stories.
Tactic 10.2 Create a promotional video showing GRAD in the community.
Tactic 10.3 Develop sponsorship kit to be sent electronically including a video
message from the Executive Director and an infographic showing GRAD’s
impact.
Tactic 10.4 Email quarterly report.
Tactic 10.5 Develop promotional packages for each signature event with
donor cards to solicit financial support.
Tactic 10.6 Produce annual report.
26
Tactic 10.6.1 Launch free Issuu.com profile and post report digitally to
share.
Calendar and Budget
This plan is set to be implemented over the course of 15 months beginning in September
2014 with an estimated budget of $2,600. (See attached documents)
Evaluation (by objectives)
1. Raise awareness amongst parents in low-income communities that
Project GRAD Atlanta has already targeted, raising participation in
the organization’s college readiness programs by 25% by September
2015.
The best way to track the success of this objective is by monitoring just how many
new students’ sign up for GRAD services between now and September 2015. This
means actually counting the number of new students who register and capturing
information such as their address and what high school they attend so that we
can accurately evaluate if we are targeting the right communities. It is also
important to survey the families to identify exactly what influenced them to join
in the first place to measure the effectiveness of the outreach efforts.
2. Secure ten media placements in local publications promoting Project
GRAD Atlanta events and overall impact by September 2015.
27
Counting media impressions is the most effective way to track this objective. The
criteria would be to only count stories that GRAD has pitched and messages we
own, not just “name drops” and mentions in related articles. We are looking for
stories that in include quotes from our executive director, board members,
partners, etc. related to our events and overall impact in the schools. Utilizing a
free alert tool such as Google Alerts to track mentions of the organization and key
staff persons on a monthly basis is an effective way to measure the success of
achieving this objective.
3. Increase digital media presence and online engagement by 50% by
August 2015.
By establishing a baseline now of the content that GRAD already has on the web
and who is engaging with the organization, we can easily evaluate this objective
over the next year. Using free analytic tools like Simply Measured to monitor
weekly increases in website traffic, the quality of the social media following,
content engagement analysis, clicks to sign-up for the e-newsletter, number of
times posts are shared, etc. are key indicators of the success of this objectives
over the next year.
4. Establish relationships with incoming APS superintendent and new
board members resulting in 100% buy-in by August 2015.
To evaluate this objective, is almost two-fold. On one hand, all we have to do is
count the number of conversations and face-to-face sit-downs over the course of
the next year, but what we want is to see progress. This has to be evaluated from
more so of a qualitative perspective because ultimately it is not about how many
times we get their attention, but about what conversation is being taken place and
28
what the next steps are in making the partnership between GRAD and APS
stronger. Every outreach effort such as an official board meeting invite needs to
have a deliberate agenda and wanted outcome and we must track the resulting
actions and successes and/or failures that immediately follow over the course of
the next year.
5. Leverage program success stories to raise awareness about Project
GRAD Atlanta’s mission to an extended audience, resulting in a 10%
increase in corporate and individual sponsorship by fall 2015.
Simply put, this objective is going to be measured by the amount of new dollars
brought into the organization in fall 2015 against the amount of new dollars
brought in fall 2014. The best way to measure the effectiveness of using our
existing success stories and results to bring in new donations is to conduct a
survey to determine how they found out about the organization and if they were
influenced to give because of a particular story they heard about the organization.
By using analytic reports from the Google and Issuu.com, measuring number of
visits to the online donation page, results page, and annual report views on a
monthly basis can help indicate how successful the communications efforts are
for this particular objective.
Conclusion
Project GRAD Atlanta is starting a movement in metropolitan Atlanta by opening
doors for students who might not have seen the possibilities of graduating high school
and attending college. By implementing this strategic communications plan, we believe
29
the organization will move closer to achieving its overall mission through the five
objectives outlined.
The strategies and corresponding tactics in this plan were developed primarily to
raise awareness about Project GRAD Atlanta and how its services can better an entire
community. From this day forth, Project GRAD Atlanta will have a necessary tools to tell
its story and will be able to continue to spread its mission while increasing
participation, earning buy-in from APS officials, and attracting more donors and
sponsors.
References
i Roderick, M., Coca, V.,Nagaoka, J. (2011). Sociology of Education. Vol. 84 Issue 3, p178, 34p, 1 Diagram, 8 Charts ii Haveman, R., Smeeding, T. (2006). The Role of Higher Education In Social Mobility. Retrieved from
http://ejournals.ebsco.com.proxy.library.georgetown.edu/Direct.asp?AccessToken=954J5IX8XQUQ9PQI9K4U14IE59RQ8XD9XQ&Show=Object
iii Badertscher, N. (2012). For dropouts, often regrets and challenges. Retrieved from
http://www.ajc.com/news/news/local/for-dropouts-often-regrets-and-challenges/nRMLN/ iv Weinman, M. (2014). Graduation rates up at North Atlanta High. Retrieved from
http://www.reporternewspapers.net/2014/04/04/graduation-rates-north-atlanta-high/ v No author. (2012.) Atlanta Public Schools Superintendent’s Final Redistricting and Closure Recommendations.
Retrieved from http://www.atlantapublicschools.us/cms/lib/GA01000924/Centricity/Domain/45/Final%20-%20Version%20Posted%20May%207.pdf
vi No author. (Date not given). History. Retrieved from http://atlanta.projectgrad.org/about-us/history/ vii No author. (Date not given). About Posse. Retrieved from http://www.possefoundation.org/about-posse viii No author. (2014). Coca-Cola Foundation Awards $100K To Fund Pre-Collegiate Training Program.
Retrieved from http://www.possefoundation.org/news/detail/coca-cola-foundation-awards-100k-to-fund-pre-collegiate-training-program
ix No author. (Date not given). Our Model – District Partnerships. Retrieved from http://projectgrad.org/partnership-model/our-model/
x No author, (2009). Atlanta, Georgia Poverty Rate Info. Retrieved from http://www.city- data.com/poverty/poverty-Atlanta-Georgia.html
xi Joyner, T. (2011). Georgia sees an increase in multigenerational households.Retrieved from http://www.ajc.com/news/news/local/georgia-sees-an-increase-in-multigenerational-hous/nQJrG/ xii No author.(2009).Grandparents Raising Grandchildren. Retrieved from
http://dhs.georgia.gov/grandparents-raising-grandchildren xiii Georgia Department of Education. (2014). Enrollment by Ethnicity/Race , Gender and Grade Level
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(PK-12). Retrieved from http://app.doe.k12.ga.us/ows-bin/owa/fte_pack_ethnicsex.entry_form
xivNo author. (Date not given). Retrieved from http://atlanta.projectgrad.org/files/2012/09/2009- Organization-Description.pdf
xv Bloom, M. (2014). APS hires 10 new principals. Retrieved from http://www.ajc.com/news/news/local- education/aps-hires-10-new-principals/ngCRS/
xvi Downey, Maureen. (2014). Atlanta school chief turns to KIPP charter school network to hire her deputy. http://www.ajc.com/weblogs/get-schooled/2014/jul/10/atlanta-school-chief-turns-kipp-charter-school-net/
xvii No author. (No date given). APS Board Members. Retrieved from http://www.atlanta.k12.ga.us/Page/40514
xviii No author. (Date not given). Project GRAD At-A-Glance. Retrieved from http://atlanta.projectgrad.org/files/2012/09/Project_GRAD-at-a-Glance.pdf
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Appendices
Appendix A: SWOT Analysis
Strengths
Niche organization
Well-connected executive
staff and board members
Field staff that has access to
go into schools and meet
students
Strong partnerships and
donor base
Weaknesses
No communications
professional on staff
Low attendance numbers for
key events
Inconsistent posting on social
media profiles
Lack of media attention
Opportunities
Optimize social media
presence
Engage program alumni as
brand ambassadors
Increase media outreach for
notable accomplishments
Promote events to larger
audience
Boost credibility amongst
school system
Threats
Reputation damage resulting
from Dr. Hall’s involvement
in cheating scandal
Not securing the buy-in of the
incoming superintendent and
board members of the Atlanta
Public Schools
Competing organizations
such as The Posse Foundation
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Appendix B: Interviews
One-on-one interviews, surveys, and in-depth conversations with Project GRAD Atlanta
staff and board members were initiated on June 6, 2014 as part of the primary research
process. Over the course of the next eight weeks, 30-minute conference calls were held
every Tuesday with Interim Executive Director, Dr. Nanette Reynolds.
Questions asked of the PGA staff included:
1. What is your vision for this organizations brand in the next five years? Ten years?
2. What PR and communications efforts have been successful in the past?
3. What would be the most beneficial communications effort? PR? Social media?
4. Describe the families that you serve. What are they like? How do they
communicate?
5. Tell me about how PGA interacts with APS and what changes can you expect in
the upcoming school year with the incoming superintendent?
6. How much access do you have directly in the schools?
7. Explain how your field staff of AmeriCorps workers fits into the PGA program
model.
a. How did this relationship come about?
8. How do you currently solicit donations and event sponsors?
9. What roles does the Board play in deciding the direction of the communications
efforts?
10. Have you set aside a budget for communications? If so, how much?
33
Sample results from staff survey
34
35
Appendix C: Creative Materials
Informational brochure for 9th and 10th grade parents( Tactic 1.3)
36
Translated MARTA ad (Tactic 5.2)
37
Sample TV targeting post on Twitter (Tactic 3.3)