1. THE DONEGAL HIGH SCHOOL PROJECT Lessons Learned from a Referendum Campaign

2. History Then … Focus – “keep taxes low” Decades of deferred maintenance Significant growth in student population Deficit Now … New board – move Donegal forward Major tax increase Develop long-range plan

3. Referendum – Round 1 Comprehensive K-12 Plan Included athletic facilities $117,000,000 Special election Designs and elevations developed “Yes” votes energized … but so were “no” votes Defeated 72% to 28%

4. Referendum – Round 2 Focused on common ground from first referendum … New High School  Eliminated “moving parts” Held community forums Acknowledged public input when appropriate:  No additional architect fees  No special election  Eliminated “hot buttons”  Modified design Defeated – 52% to 48% (176 votes)

5. Observation Two approaches to referendum: 1. Sell the project board/administration develops to voters, or 2. Ask the voters what they can support and develop project around those expectations

6. Lesson #1 Every decision is impacted when a referendum is pending:  Annual budget  Contract negotiations  Conference attendance  Customer service

7. Lesson #2 Keep it simple …  Then make it more simple  Acronyms, terms, Acts, etc. need to be defined  Assume zero knowledge of our world … but don’t “talk down”  Minimum information as part of presentation – but:  Anticipate questions and have understandable answer ready (state reimbursement, zoning issues, PSERS rate, etc.)

8. Lesson #3 Don’t assume support (or lack thereof) from:  Teachers  Parents  Senior citizens

9. Lesson #4 Consider community standards in your presentations:  Too flashy?  Too tacky?

10. Lesson #5 Less is more:  Remove excess “moving parts”  Focus on most important item – example: overcrowded conditions  Avoid temptation to answer every question – “I don’t know” or “I can’t predict” is acceptable  Ability to say “we haven’t decided … what do you think?”

11. Lesson #6 Stick to the facts, don’t:  Embellish  Criticize previous board decisions  Predict

12. Lesson #7 Remove reasons to vote “no:”  Athletics  Impact to low-income tax payers  Perceptions of excess (“weight room” vs. “fitness center;” “art classroom” vs. “art studio,” etc.)  Architect fees

13. Lesson #8 Consider “customer service” impact when developing procedures:  Right to Know requests  “Live” person vs. automated attendant  Board meetings

14. Lesson #9 Recognize that matters beyond your control may occur:  Poor economy  Election day weather  Stealth campaign  Placement of question on ballot

15. Lesson #10 Consider “lessons learned” – even if no referendum on the horizon; never too early to:  Listen  Give credit to community, others  Improve relations  Build community support/understanding  Identify key communicators – including opposition:  Civic organizations, seniors, realtors, developers, municipal authorities, ministerium, parents, staff  Develop communication links:  E-mail list, breakfasts, community events

16. Lesson #11 If you anticipate referendum - plan early  Develop strategy:  Sell vs. listen  Large vs. small  Once vs. multiple  Prepare to modify plans – incorporate ideas because “we heard you say …”  Communicate message – then repeat  Develop back up plan

17. Summary Voter support of a referendum for building projects is possible:  As referendum becomes more common  Where public trust is in place  As districts develop and implement PR strategies

18. Contact information: Amy J. Swartz, PRSBA Business Administrator Donegal School District 1051 Koser Road Mount Joy, PA 17552 (717) 492-1305 amy.swartz@donegal.k12.pa.us