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How to Speak at a School Board Meeting

Last Updated: April 8, 2021

wikiHow is a “wiki,” similar to Wikipedia, which means that many of our articles are co-written by multiple authors. To create this article, 14 people, some anonymous, worked to edit and improve it over time. This article has been viewed 39,337 times.

Speaking out at community, town or school board meetings is as American as apple pie. Local boards provide a glimpse of Democracy at its most basic level. Speaking in public however is for most people a most frightful and difficult thing to do. Here is some help to get you ready specifically for speaking at school board meetings.

If you are only interested in one topic, and you need to make an impact, you must know the topic as well as you can. One of the best ways to overcome fear is to be completely prepared.

Step 4 Determine if you will be just making a speech or if you will have to answer questions from the board.

If you are making a speech, and you are new at it, write it down, then practice it until you have every breath of it memorized.

Step 5 Get in front of a mirror and practice, then after that get a friend or two to listen to the speech.

Community Q&A

Do not worry if someone on the board who disagrees with you treats you with derision. If you do not rise to the bait, he or she will look small, as if picking on an innocent member of the community for speaking up. You should not try to debate until you know how and are comfortable with the give and take of the genre. Thanks Helpful 1 Not Helpful 0
Your word is your bond, you can easily lose your reputation by misspeaking at a meeting. If you do not know an answer, offer to research it and get back to the board with additions to your formal remarks. Thanks Helpful 1 Not Helpful 0
Do not pile on. If a subject you are interested has been fully covered and you are not adding anything new to the debate, do no speak. Thanks Helpful 3 Not Helpful 0
Avoid taking it personally. Usually, no one on a board has anything to gain by getting the issue wrong. People who serve on boards want the best for the community the same as you do albeit they may not see it your way. Realize they are working for the same goal. Thanks Helpful 2 Not Helpful 1

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Articles / Leadership

Communicate Effectively with Your School Board

by MiddleWeb · Published 04/18/2018 · Updated 11/14/2019

By Barbara Blackburn, Robert Blackburn, and Ron Williamson

Communication is central to your role as an advocate. If you can’t communicate effectively, your message will never be heard. Of particular importance is the ability of school and teacher leaders to communicate with the school board to advocate for an issue.

Nine Principles of Effective Communication

Conciseness and consistency matter Open with your key point Match to your agenda Make it coherent Understand your audience Name your objective/desired action Courtesy rules Ask questions Tell a story

► Conciseness and consistency matter

It’s important to have a concise message. Oftentimes your listeners are busy, and they do not have a tremendous amount of time to give you. If you take too much time, they will either move on or tune out. Additionally, be consistent in your message. If you send unclear messages that are not consistent, you will confuse your audience.

► Open with your key point

We live in a busy world and your audience will be busy. Start your verbal or written message with your key point. When you are advocating an issue, begin with the most important thing you have to say. This way, if your listener does interrupt you, you will still have communicated your main point.

► Match to your agenda

Next, be sure your message matches your agenda. You may be thinking this is common sense, but you might be surprised how often this does not occur. For example, we heard one principal discuss safety. Her goal was to convince the Superintendent and Cabinet to improve lighting in the parking lot and around the exterior of the building. She created a one page fact sheet, but she never stated that as her goal. Instead, she simply shared information about the importance of school safety without focusing on her agenda. The decision-makers were left with information, but without a clear idea of what the principal wanted.

► Make it coherent

Similarly, you want to have a coherent message. If you stray off topic, you will lose your audience. Unfortunately, it’s too easy to do this. A lack of focus can undermine your advocacy efforts.

► Understand your audience

As you craft your message, you’ll want to understand your audience. As you interact with different stakeholders, you will find that each person has different needs, goals, and prior experiences related to your agenda. Once you discover where they are coming from, you can tailor your message to them, and your chances of being effective are improved.

► Name your objective/desired action

As you are delivering your message, be sure to ask for help with your objective, or ask for a specific action. If we only present material, the stakeholder is left with information but no idea what they’re being asked to do. That’s nice, but what do you want them to do with that information? Notice in the example below that the teachers were very clear on the action they wanted the school board t o take.

► Courtesy rules

As you communicate with stakeholders and influencers, courtesy should be at the forefront. We don’t always see courtesy used in the advocacy process, but if you want to accomplish your goals, you will make more progress if you are considerate. This includes our words, but also our non-verbal communication.

► Ask questions

Another important concept is to ask questions while you are delivering your message. People are more responsive when you talk with them, not at them. Part of effectively asking questions is listening. You should listen just as much as you talk. Asking questions is one way to have a conversation, rather than simply stating information. The use of open-ended inquiry questions promotes dialogue.

► Tell a story

Finally, as you are sharing information, tell a story that supports your ideas. Stories are personal, and people remember stories longer than they remember facts. If possible, you want to tell a first-hand account of a story, something that you experienced. However, secondhand stories can also be effective. Perhaps you can explain a personal experience someone else shared with you, such as how this issue will impact a child in your school. The point is stories are effective, particularly if they tug at the heartstrings.

A Board Presentation That Delivers

Let’s look at a sample presentation for a school board by a district-wide teacher leadership team advocating to school board to provide early release time for collaboration and planning (given 5 minutes on the agenda).

As you know, in our continued efforts to improve student achievement, we have recently focused on increasing our use of evidence-based teaching strategies, identified by John Hattie.

Although we are making progress, we find that teachers need concentrated time to work together. We are asking that, for the next school year, the district consider building four early release days into the calendars. Students would be dismissed after lunch, which would allow teachers to have 2-3 hours of collaboration.

Based on a survey of teachers and interviews with school administrators, we have identified three specific tasks that would occur during the early-release planning time. These are listed in your handout (specific examples provided by teachers in presentation). Each school has also used surveys, focus groups, and interviews to gather parents’ perspectives on the plan.

As you can see from the survey results, 73% of parents support the early release time as long as they are given ample notice of the dates and that we communicate how teachers are working together to improve student learning.

The biggest concern of parents is the need for a plan in case a parent cannot pick their child up early. The principals agreed they would use teacher assistants and other personnel to provide supervision and activities during the time if parents are unable to pick up their children.

We ask that you consider our request. Thank you for your time.

Specific Tips for Communicating with Your School Board

In addition to effective communication, there are specific strategies to communicate with your school board.

♦ Identify a parent or community spokesperson to help deliver your message to the board.

♦ Frame the importance of your issue in your opening statement. Link it to board goals and how students will be successful once they leave your school.

♦ Share examples of your work to illustrate the impact. It can be very helpful to highlight the effect of greater rigor on one or more students.

♦ Give recognition to the individuals who have contributed to your success. It is a time for you to be modest and allow others to be recognized.

♦ Conclude your presentation by aligning your vision with the board’s vision for the district.

When communicating with your school board to advocate for an issue, it’s important to clearly frame your message. You’ll also want to use a variety of strategies during the presentation, such as asking other stakeholders to participate in the presentation.

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How to Speak Effectively at School Board Meetings

Be a better advocate for kids through politics.

Many parents think the best way to help their kids survive a public school system with its competing interests and dwindling resources is to volunteer for PTAs and to provide tons of unpaid labor for the schools, which can be later traded for certain advantages for their particular kids — entrance into a specialized program or choice of better teachers. Over time, I’ve found that speaking at school board meetings is a more effective tool, especially when the goal is help all kids, not just your kid.

Next Monday, I plan to talk at our school board meeting about the need for an 18-21 program in our town. Other times, I’ve spoken out about the impact of school closures on academics, an audit of our special education program that did not get attention, and the appropriate usage of particular federal funds.

In the past week, there’s been a lot of buzz about parents and school closures. Are parents happy with how their school has handled during the pandemic? How many parents are unhappy with the status quo? Will parents pressure schools to reopen? Parents at a nearby town in New Jersey have been protesting their school closures, but they may not represent all parents in our country.

I’m not going to weigh in on parents and school closures right now, because I haven’t been satisfied with any of the polling data yet. I have no clue what the majority of parents think.

However, I do think that parents must be involved in education. Schools in our country are run by government and are, therefore, responsible to parents and residents. As a former political scientist, I believe that all political participation is a good thing and that we must encourage folks to be involved in all levels of government, from national politics to the humble school board meeting.

So, let’s say you have thoughts about your kid’s or your neighbor’s education. Like me, you have concerns that twirl through your mind at 2:00 am. I want you to talk at your local school board meeting about these thoughts, opinions, or concerns. So, how should you do it? How can you be most effective?

Here are some tips:

Educate yourself about how your local school board meeting works. Go to your school district’s webpage. They usually video tape the meetings and put them on YouTube. Fast forward through a meeting to get a sense of who’s who and how they usually run their meetings. School boards must open up discussion to the public at least one or twice during the meeting. Get a sense of when this usually happens (for us, it’s usually at the beginning and the end of the meeting).

Learn how they are handling public input during COVID . Are parents allowed to attend the meeting? Or do they use Zoom or another virtual platform?

Prepare your speech ahead of time. Actually jot down some notes. Usually community input is limited to about three minutes, which equals about a page and a half of words. Even those with a lot of experience with public speaking need an outline to guide them, when they are in the spotlight.

Be professional. If you want these folks to adopt your plans, you must appear to be serious. Do not curse or get angry. If your town allows in-person meetings, then wear nice clothes.

Do your homework. School board members are volunteers with day jobs. They don’t have the time to do their research on every topic related to schools. So, help them out. Show up with numbers, research, and facts that they can use as they make decisions. After your speech, e-mail those numbers to them.

Don’t just criticize, offer solutions. If you have a problem with the status quo, take some time to propose alternatives — low cost ideas are always best — for the board to consider.

Always thank the school board members and administrators for their work with kids. It’s not an easy job, and they work hard, so give them props.

Even if you are unsuccessful in making a change, participating in school board meetings is an empowering event, as all acts of participation are. You’ll actually feel great after doing it. In addition, participating in school politics can be an on-ramp to higher political office, particularly for women. If you find that you love speaking at school board meetings, then perhaps you should get involved in politics in other ways.

So, start writing those speeches, people. And let me know how it goes.

ICYMI — Edutopia published an article that I wrote about special ed — specifically the work of occupational therapists — during COVID. And here’s more context about special education in general.

Picture above: An 1876 second edition of Robert’s Rules of Order on my Etsy shop.

On the blog: I wrote about my anxiety about kids’ anxiety , which has gotten worse because of COVID.

Food. I made that viral TikTok feta pasta last night. It was honestly very yummy. Here are pictures . This week, I also made chicken broth and black bean soup , speeding through the bean soaking process by putting them in a pressure cooker. I also made my own version of beef and barley soup, which I should write up.

Home/Girlie Stuff . I’m totally into tall plant stands right now. Steve is growing little lettuces in the basement right now; he could legally expand his operation in our state now. Sometimes, I list vintage books in my shop that are in rough shape, because their roughness is cool.

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This essay originally appeared on Laura McKenna’s Substack blog .

M any parents think the best way to help their kids survive a public school system with competing interests and dwindling resources is to volunteer for PTAs and to provide tons of unpaid labor for the schools, which can be later traded for certain advantages for their particular kids — entrance into a specialized program or choice of better teachers. Over time, I’ve found that speaking at school board meetings is a more effective tool, especially when the goal is to help all kids, not just your kid.

Last month, I planned to talk at our school board meeting about the need for an 18-to-21 program in our town and how their proposed plan could be better. Other times, I’ve spoken out about the impact of school closures on academics, an audit of our special education program that did not get attention and the appropriate usage of particular federal funds.

Recently, there’s been a lot of buzz about parents and school closures. Are parents happy with how their school has handled the pandemic? How many parents are unhappy with the status quo? Will parents pressure schools to reopen? Parents at a nearby town in New Jersey have been protesting their school closures, but they may not represent all parents in our country.

I’m not going to weigh in on parents and school closures right now, because I haven’t been satisfied with any of the polling data yet. I have no clue what the majority of parents think.

So, let’s say you have thoughts about your kid’s or your neighbor’s education. Like me, you have concerns that twirl through your mind at 2 a.m. I want you to talk at your local school board meeting about these thoughts, opinions or concerns. So, how should you do it? How can you be most effective?

Here are some tips:

1. Educate yourself about how your local school board meeting works. Go to your school district’s webpage. They usually videotape the meetings and put them on YouTube. Fast-forward through a meeting to get a sense of who’s who and how they usually run their meetings. School boards must open up discussion to the public at least once or twice during the meeting. Get a sense of when this usually happens (for us, it’s usually at the beginning and the end).

2. Learn how they are handling public input during COVID . Are parents allowed to attend the meeting? Or do they use Zoom or another virtual platform?

3. Prepare your speech ahead of time. Jot down some notes. Community input is usually limited to about three minutes, which equals about a page and a half of words. Even those with a lot of experience with public speaking need an outline to guide them, when they are in the spotlight.

4. Be professional. If you want these folks to adopt your plans, you must appear serious. Do not curse or get angry. If your town allows in-person meetings, wear nice clothes.

5. Do your homework. School board members are volunteers with day jobs. They don’t have the time to research every topic related to schools. So, help them out. Show up with numbers, research and facts that they can use as they make decisions. After your speech, email those numbers to them.

6. Don’t just criticize, offer solutions. If you have a problem with the status quo, take some time to propose alternatives — low-cost ideas are always best — for the board to consider.

7. Always thank the school board members and administrators for their work with kids. It’s not an easy job, and they work hard, so give them props.

So, start writing those speeches, people. And let me know how it goes.

Laura McKenna is a New Jersey parent of two teenage boys, one currently studying at Rutgers University and the other a high school student with autism. She has been a special ed teacher in the South Bronx, a grad student, a policy research, a college professor, a blogger, a PTA officer and an education writer. She blogs at Apt. 11d.

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Because differences are our greatest strength

5 school board advocacy tips for parents and caregivers

Learn how to advocate effectively at school board meetings. Use these tips to make a difference in your child’s education by having a say in the decisions that matter most.

By Julie Rawe

Expert reviewed by Lindsay Jones, JD

Your local school board makes decisions about things like budgets and teacher training. Those decisions can affect your child’s education. By speaking up, parents and caregivers can influence these decisions. Use these tips to get started.

1. Find out what your school board meetings are like.

To understand the structure of board meetings, try to go to one or two. You can also sign up for the board’s email list. School boards have to post the agenda for each meeting ahead of time. Knowing which topics they plan to discuss can help you get your talking points ready.

2. Look for an ally on the board.

Before you raise an issue at a board meeting, try to find a board member who’s interested in engaging parents or meeting students’ needs. (One way to do this is to read news stories about board elections or meetings.) Most districts post each member’s contact information online.

3. Look for other parents to join you in speaking up.

Seek out local parents and caregivers whose kids have similar challenges. Tell them you plan to speak about a particular issue and encourage them to join you. Here are some groups that could help you find supportive parents:

Your district’s special education parent committee (often called SEPAC, SECAC, or SEPTA)

Parent organizations like your school’s PTA or PTO

Neighborhood or cultural groups

4. Reach out to a local teachers’ group.

Many schools encourage teachers to develop professional learning communities (PLCs). These groups help teachers collaborate and learn from each other. PLCs are often interested in efforts to get more resources or training to help teachers better support their students.

5. Prepare your remarks.

Find out how long you’ll get to speak at the meeting, and practice your remarks using a timer. Bring the issue to life by talking about your child. It’s also good to try to include a statistic on how many kids are affected.

If you know others who are planning to speak, you can work together to make sure you cover key points. Let the board know if anyone needs an interpreter or needs board materials translated.

Looking for more advocacy tips? Learn more about advocating for your child at school .

Explore related topics

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The 4 main speech types
Example speeches
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Demonstration
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Student Council
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How to write a speech
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Acute anxiety help
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Letting go - free e-course
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4 modes of delivery
How to make cue cards
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9 vocal aspects
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About me/contact

How to write a good speech in 7 steps

By: Susan Dugdale

- an easily followed format for writing a great speech

Did you know writing a speech doesn't have be an anxious, nail biting experience?

Unsure? Don't be.

You may have lived with the idea you were never good with words for a long time. Or perhaps giving speeches at school brought you out in cold sweats.

However learning how to write a speech is relatively straight forward when you learn to write out loud.

And that's the journey I am offering to take you on: step by step.

To learn quickly, go slow

Take all the time you need. This speech format has 7 steps, each building on the next.

Walk, rather than run, your way through all of them. Don't be tempted to rush. Familiarize yourself with the ideas. Try them out.

I know there are well-advertised short cuts and promises of 'write a speech in 5 minutes'. However in reality they only truly work for somebody who already has the basic foundations of speech writing in place.

The foundation of good speech writing

These steps are the backbone of sound speech preparation. Learn and follow them well at the outset and yes, given more experience and practice you could probably flick something together quickly. Like any skill, the more it's used, the easier it gets.

In the meantime...

Step 1: Begin with a speech overview or outline

Are you in a hurry? Without time to read a whole page? Grab ... The Quick How to Write a Speech Checklist And come back to get the details later.

WHO you are writing your speech for (your target audience)
WHY you are preparing this speech. What's the main purpose of your speech? Is it to inform or tell your audience about something? To teach them a new skill or demonstrate something? To persuade or to entertain? (See 4 types of speeches: informative, demonstrative, persuasive and special occasion or entertaining for more.) What do you want them to think, feel or do as a result of listening the speech?
WHAT your speech is going to be about (its topic) - You'll want to have thought through your main points and have ranked them in order of importance. And have sorted the supporting research you need to make those points effectively.
HOW much time you have for your speech eg. 3 minutes, 5 minutes... The amount of time you've been allocated dictates how much content you need. If you're unsure check this page: how many words per minute in a speech: a quick reference guide . You'll find estimates of the number of words required for 1 - 10 minute speeches by slow, medium and fast talkers.

Use an outline

The best way to make sure you deliver a perfect speech is to start by carefully completing a speech outline covering the essentials: WHO, WHY, WHAT and HOW.

Beginning to write without thinking your speech through is a bit like heading off on a journey not knowing why you're traveling or where you're going to end up. You can find yourself lost in a deep, dark, murky muddle of ideas very quickly!

Pulling together a speech overview or outline is a much safer option. It's the map you'll follow to get where you want to go.

Get a blank speech outline template to complete

Click the link to find out a whole lot more about preparing a speech outline . ☺ You'll also find a free printable blank speech outline template. I recommend using it!

Understanding speech construction

Before you begin to write, using your completed outline as a guide, let's briefly look at what you're aiming to prepare.

an opening or introduction
the body where the bulk of the information is given
and an ending (or summary).

Imagine your speech as a sandwich

Image: gourmet sandwich with labels on the top (opening) and bottom (conclusion) slices of bread and filling, (body). Text: Key ingredients for a superb speech sandwich.

If you think of a speech as a sandwich you'll get the idea.

The opening and ending are the slices of bread holding the filling (the major points or the body of your speech) together.

You can build yourself a simple sandwich with one filling (one big idea) or you could go gourmet and add up to three or, even five. The choice is yours.

But whatever you choose to serve, as a good cook, you need to consider who is going to eat it! And that's your audience.

So let's find out who they are before we do anything else.

Step 2: Know who you are talking to

Understanding your audience.

Did you know a good speech is never written from the speaker's point of view? ( If you need to know more about why check out this page on building rapport .)

Begin with the most important idea/point on your outline.

Consider HOW you can explain (show, tell) that to your audience in the most effective way for them to easily understand it.

Writing from the audience's point of view

To help you write from an audience point of view, it's a good idea to identify either a real person or the type of person who is most likely to be listening to you.

Make sure you select someone who represents the "majority" of the people who will be in your audience. That is they are neither struggling to comprehend you at the bottom of your scale or light-years ahead at the top.

Now imagine they are sitting next to you eagerly waiting to hear what you're going to say. Give them a name, for example, Joe, to help make them real.

Ask yourself

How do I need to tailor my information to meet Joe's needs? For example, do you tell personal stories to illustrate your main points? Absolutely! Yes. This is a very powerful technique. (Click storytelling in speeches to find out more.)
What type or level of language is right for Joe as well as my topic? For example if I use jargon (activity, industry or profession specific vocabulary) will it be understood?

Step 3: Writing as you speak

Writing oral language.

Write down what you want to say about your first main point as if you were talking directly to Joe.

If it helps, say it all out loud before you write it down and/or record it.

Use the information below as a guide

Infographic: The Characteristics of Spoken Language - 7 points of difference with examples.

(Click to download The Characteristics of Spoken Language as a pdf.)

You do not have to write absolutely everything you're going to say down * but you do need to write down, or outline, the sequence of ideas to ensure they are logical and easily followed.

Remember too, to explain or illustrate your point with examples from your research.

( * Tip: If this is your first speech the safety net of having everything written down could be just what you need. It's easier to recover from a patch of jitters when you have a word by word manuscript than if you have either none, or a bare outline. Your call!)

Step 4: Checking tone and language

The focus of this step is re-working what you've done in Step 2 and 3.

You identified who you were talking to (Step 2) and in Step 3, wrote up your first main point. Is it right? Have you made yourself clear? Check it.

Graphic:cartoon drawing of a woman sitting in front of a laptop. Text:How to write a speech: checking tone and language.

How well you complete this step depends on how well you understand the needs of the people who are going to listen to your speech.

Please do not assume because you know what you're talking about the person (Joe) you've chosen to represent your audience will too. Joe is not a mind-reader!

How to check what you've prepared

Check the "tone" of your language . Is it right for the occasion, subject matter and your audience?
Check the length of your sentences. You need short sentences. If they're too long or complicated you risk losing your listeners.

Check for jargon too. These are industry, activity or group exclusive words.

For instance take the phrase: authentic learning . This comes from teaching and refers to connecting lessons to the daily life of students. Authentic learning is learning that is relevant and meaningful for students. If you're not a teacher you may not understand the phrase.

The use of any vocabulary requiring insider knowledge needs to be thought through from the audience perspective. Jargon can close people out.

Read what you've written out loud. If it flows naturally, in a logical manner, continue the process with your next main idea. If it doesn't, rework.

We use whole sentences and part ones, and we mix them up with asides or appeals e.g. "Did you get that? Of course you did. Right...Let's move it along. I was saying ..."

Click for more about the differences between spoken and written language .

And now repeat the process

Repeat this process for the remainder of your main ideas.

Because you've done the first one carefully, the rest should follow fairly easily.

Step 5: Use transitions

Providing links or transitions between main ideas.

Between each of your main ideas you need to provide a bridge or pathway for your audience. The clearer the pathway or bridge, the easier it is for them to make the transition from one idea to the next.

Graphic - girl walking across a bridge. Text - Using transitions to link ideas.

If your speech contains more than three main ideas and each is building on the last, then consider using a "catch-up" or summary as part of your transitions.

Is your speech being evaluated? Find out exactly what aspects you're being assessed on using this standard speech evaluation form

Link/transition examples

A link can be as simple as:

"We've explored one scenario for the ending of Block Buster 111, but let's consider another. This time..."

What follows this transition is the introduction of Main Idea Two.

Here's a summarizing link/transition example:

"We've ended Blockbuster 111 four ways so far. In the first, everybody died. In the second, everybody died BUT their ghosts remained to haunt the area. In the third, one villain died. His partner reformed and after a fight-out with the hero, they both strode off into the sunset, friends forever. In the fourth, the hero dies in a major battle but is reborn sometime in the future.

And now what about one more? What if nobody died? The fifth possibility..."

Go back through your main ideas checking the links. Remember Joe as you go. Try each transition or link out loud and really listen to yourself. Is it obvious? Easily followed?

Keep them if they are clear and concise.

For more about transitions (with examples) see Andrew Dlugan's excellent article, Speech Transitions: Magical words and Phrases .

Step 6: The end of your speech

The ideal ending is highly memorable . You want it to live on in the minds of your listeners long after your speech is finished. Often it combines a call to action with a summary of major points.

Example speech endings

Example 1: The desired outcome of a speech persuading people to vote for you in an upcoming election is that they get out there on voting day and do so. You can help that outcome along by calling them to register their support by signing a prepared pledge statement as they leave.

"We're agreed we want change. You can help us give it to you by signing this pledge statement as you leave. Be part of the change you want to see!

Example 2: The desired outcome is increased sales figures. The call to action is made urgent with the introduction of time specific incentives.

"You have three weeks from the time you leave this hall to make that dream family holiday in New Zealand yours. Can you do it? Will you do it? The kids will love it. Your wife will love it. Do it now!"

How to figure out the right call to action

A clue for working out what the most appropriate call to action might be, is to go back to your original purpose for giving the speech.

Was it to motivate or inspire?
Was it to persuade to a particular point of view?
Was it to share specialist information?
Was it to celebrate a person, a place, time or event?

Ask yourself what you want people to do as a result of having listened to your speech.

For more about ending speeches

Visit this page for more about how to end a speech effectively . You'll find two additional types of speech endings with examples.

Write and test

Write your ending and test it out loud. Try it out on a friend, or two. Is it good? Does it work?

Step 7: The introduction

Once you've got the filling (main ideas) the linking and the ending in place, it's time to focus on the introduction.

The introduction comes last as it's the most important part of your speech. This is the bit that either has people sitting up alert or slumped and waiting for you to end. It's the tone setter!

What makes a great speech opening?

Ideally you want an opening that makes listening to you the only thing the 'Joes' in the audience want to do.

You want them to forget they're hungry or that their chair is hard or that their bills need paying.

The way to do that is to capture their interest straight away. You do this with a "hook".

Hooks to catch your audience's attention

Hooks come in as many forms as there are speeches and audiences. Your task is work out what specific hook is needed to catch your audience.

Graphic: shoal of fish and two hooked fishing lines. Text: Hooking and holding attention

Go back to the purpose. Why are you giving this speech?

Once you have your answer, consider your call to action. What do you want the audience to do, and, or take away, as a result of listening to you?

Next think about the imaginary or real person you wrote for when you were focusing on your main ideas.

Choosing the best hook

Is it humor?
Would shock tactics work?
Is it a rhetorical question?
Is it formality or informality?
Is it an outline or overview of what you're going to cover, including the call to action?
Or is it a mix of all these elements?

A hook example

Here's an example from a fictional political speech. The speaker is lobbying for votes. His audience are predominately workers whose future's are not secure.

"How's your imagination this morning? Good? (Pause for response from audience) Great, I'm glad. Because we're going to put it to work starting right now.

I want you to see your future. What does it look like? Are you happy? Is everything as you want it to be? No? Let's change that. We could do it. And we could do it today.

At the end of this speech you're going to be given the opportunity to change your world, for a better one ...

No, I'm not a magician. Or a simpleton with big ideas and precious little commonsense. I'm an ordinary man, just like you. And I have a plan to share!"

And then our speaker is off into his main points supported by examples. The end, which he has already foreshadowed in his opening, is the call to vote for him.

Prepare several hooks

Experiment with several openings until you've found the one that serves your audience, your subject matter and your purpose best.

For many more examples of speech openings go to: how to write a speech introduction . You'll find 12 of the very best ways to start a speech.

That completes the initial seven steps towards writing your speech. If you've followed them all the way through, congratulations, you now have the text of your speech!

Although you might have the words, you're still a couple of steps away from being ready to deliver them. Both of them are essential if you want the very best outcome possible. They are below. Please take them.

Step 8: Checking content and timing

This step pulls everything together.

Check once, check twice, check three times & then once more!

Go through your speech really carefully.

On the first read through check you've got your main points in their correct order with supporting material, plus an effective introduction and ending.

On the second read through check the linking passages or transitions making sure they are clear and easily followed.

On the third reading check your sentence structure, language use and tone.

Double, triple check the timing

Now go though once more.

This time read it aloud slowly and time yourself.

If it's too long for the time allowance you've been given make the necessary cuts.

Start by looking at your examples rather than the main ideas themselves. If you've used several examples to illustrate one principal idea, cut the least important out.

Also look to see if you've repeated yourself unnecessarily or, gone off track. If it's not relevant, cut it.

Repeat the process, condensing until your speech fits the required length, preferably coming in just under your time limit.

You can also find out how approximately long it will take you to say the words you have by using this very handy words to minutes converter . It's an excellent tool, one I frequently use. While it can't give you a precise time, it does provide a reasonable estimate.

Graphic: Click to read example speeches of all sorts.

Step 9: Rehearsing your speech

And NOW you are finished with writing the speech, and are ready for REHEARSAL .

Please don't be tempted to skip this step. It is not an extra thrown in for good measure. It's essential.

The "not-so-secret" secret of successful speeches combines good writing with practice, practice and then, practicing some more.

Go to how to practice public speaking and you'll find rehearsal techniques and suggestions to boost your speech delivery from ordinary to extraordinary.

The Quick How to Write a Speech Checklist

Before you begin writing you need:.

Your speech OUTLINE with your main ideas ranked in the order you're going to present them. (If you haven't done one complete this 4 step sample speech outline . It will make the writing process much easier.)
Your RESEARCH
You also need to know WHO you're speaking to, the PURPOSE of the speech and HOW long you're speaking for

The basic format

the body where you present your main ideas

Split your time allowance so that you spend approximately 70% on the body and 15% each on the introduction and ending.

How to write the speech

Write your main ideas out incorporating your examples and research
Link them together making sure each flows in a smooth, logical progression
Write your ending, summarizing your main ideas briefly and end with a call for action
Write your introduction considering the 'hook' you're going to use to get your audience listening
An often quoted saying to explain the process is: Tell them what you're going to tell them (Introduction) Tell them (Body of your speech - the main ideas plus examples) Tell them what you told them (The ending)

TEST before presenting. Read aloud several times to check the flow of material, the suitability of language and the timing.

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Writing Your School Board Candidate Bio

A candidate biography is a short, comprehensive summary of a candidate’s life. A good school board candidate biography showcases your educational leadership and provides voters with an overview of who you are, your leadership in educational initiatives, why you are running, and why voters should support you.

Your biography should include basic information about your education, professional background, and any volunteer work that you’ve done, particularly if that work has to do with school governance or the school district. Highlight information about relevant skills that you’ll bring to job when elected to the board.

Tips for writing an electable school board candidate bio:

Keep it short, concise, and reflect your commitment to educational excellence.
Include your unique qualifications and experience.
Share your goals and vision for the future of education in your district.
Let voters know what you stand for and what you will do to as a member of the school board.
Remind them to support or vote for you on election day!

Get Free Tips to Boost Your Digital Campaign

Find an interesting hook

Try to find a hook in your story that relates to your child as a student or schools in general. Use that hook in your introduction. It should be intriguing and make the reader understand your motivations for wanting to serve on the local school board.

An example of a motivational hook could be: “I am running for school board because my child had special educational needs that were not addressed by the district. I know there are other students that need special help, and I intend to help them get it.”

Include your education and expertise

Your bio for school board should include basic information about your education, professional background, and any volunteer work that you’ve done, particularly if that work has to do with schools or the school district.

Highlight your specific experiences and achievements in education or related fields. Mention any roles, projects, or accomplishments that showcase your leadership, problem-solving skills, and knowledge of educational systems.

Example: “During my tenure on the local education committee, I spearheaded a campaign for better STEM resources, significantly improving our district’s science and technology curriculum.”

Share your vision and goals

In your bio, clearly articulate your vision for education in your district. Consider the future you see for students and teachers. Be specific. For instance, if your goal is to integrate more technology in classrooms, mention it. Or, if you wish to enhance arts education, highlight this. Your candidate statement should address the unique needs and issues that face your district. Voters should understand what changes your goals and priorities will make.

Most candidate information is generally written in the third person. You want a third-person version for your website and campaign brochures . When addressing others, of course, you’ll want to refer to yourself in the first person.

Here’s an example of a board of education bio:

Elaine Johnson: Advocate for Educational Innovation Elaine Johnson is a dedicated leader in education administration and will bring a fresh perspective to our local school board. With extensive experience in education administration, Elaine’s commitment to academic excellence and community engagement sets her apart. A Personal Connection with Education Elaine’s interest in education began with her family. Several of her family members, including her mother and aunt, were educators. This background gave her a unique insight into the education system. Elaine earned her degree in teaching degree and Masters in Education from Upstate University. Her career in education spans over fifteen years. She has a track record of implementing effective educational programs, including revolutionary STEM programs for juniors and seniors. While serving as the Ridgefield elementary school principal, she worked with the state on innovative educational programs. She increased student and parent involvement through the PTA. Engaged in our Community Even beyond the school walls, Elaine has always been deeply involved in our community. She joined the boards of several educational foundations. In this role, she pushed equal access to education and collaborated with youth organizations. These partnerships have enriched students’ educational experiences both in the classroom and beyond. Vision and Goals for our Schools Elaine’s vision is to bring innovative solutions to the school board. Her focus is on creating a challenging and supportive classroom environment. Rather than waiting for student welfare problems to grow, she believes that the school board should be proactive in problem-solving. Let’s Improve our District! Support Elaine Johnson in her quest for educational improvement. Vote for Elaine in the school board election this November. Help improve our children’s education.

Proofread your candidate statement

Before you release your bio, have other people you trust read your the draft and provide feedback. Use online tools like Grammarly to make sure everything is correct with the spelling and grammar. After all, if you are running for a position that deals with education, you need to be able write well!

What’s your elevator pitch?

Now that you have written a full candidate biography, it’s time to break it down.

Once you have written your full candidate biography, you should create a more concise version. This is called an ‘ elevator pitch ’, which is a short description of yourself that explains who you are and why you are running for office. It should be something that can be explained in just 20 to 30 seconds. Memorize this pitch, as there will be many opportunities to use it when you meet individuals or speak to groups.

You can also take written sections of your bio and rework them for use in other campaign materials. Incorporate elements of your bio into public presentations and speeches.

In conclusion

Your personal bio is an important part of successful campaign branding, so it’s important to take the time to write it with detail and enthusiasm!

Writing Your School Board Candidate Statement – With Examples

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How to Speak to Your School Board

How to find your school board calendar and key dates

Find your official school district website. Find the link to the school board website. If you can’t find it, put the name of your school district and “school board” in a search engine. The calendar should always be on the school district’s website.

How to register to speak at a school board meeting

At the school board website, look for “Citizen Participation” or a similar option. Once you select this option, you will see a button or link to “Register to Speak at Regular School Board meeting” or something along those lines.

You may be able to submit a video testimony – but if this option exists, you’ll usually need to sign up several days in advance. Find out what the deadline is! Some districts have a designated time when speaker registration opens – it depends on the system, but might be early, like 6 a.m. Speaking spots can fill up in seconds, so keep an eye on when registration opens, set your alarm, and claim your spot!

Speaking slots are usually limited to a certain length of time (for example, three minutes). Make sure you hit the mark with time to spare. You don’t want to get cut off mid-sentence.

How to talk to your school board

Communicate clearly and directly with your school board members. Tell your story. Establish who you are, and why you care. Let them know that you’re a neighbor. Be prepared. You will not have time to decide what to say once your time starts. Have a prepared statement to speak from. If you are speaking online and want to read your testimony, put it up on your video screen and read from the screen so your eyes are still in the direction of the camera, not looking down at a piece of paper.

You’ll do great. Remember: just showing up is a victory!

Questions to ask school officials (school board, superintendent, principal, etc.)

What are the upcoming issues your school board will be debating and discussing?
How will information about XYZ issues be communicated to the public?
When will public engagement sessions be and how will those be communicated?
How was this policy determined to be in the best interest of our students?
How do I opt out my student from this topic/lesson/project?
How much was consultant XYZ paid? Where can I see their contract?
Where and how will school board meeting minutes be shared?

Additional Resources:

Model Letter to School Board , Civics Alliance

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J.D. Vance went to Yale Law School. Here's what to know about his time there.

Sen. J.D. Vance is former President Donald Trump's vice presidential pick for the 2024 election, as Trump announced on Truth Social on Monday, the same day the Republican National Convention kicked off.

Trump passed over established GOP politicians like Sen. Marco Rubio of Florida and Gov. Doug Burgum of North Dakota for the relatively young Senate newcomer, 39-year-old Vance.

While he is the junior senator from Ohio now, Vance graduated from Yale Law School in New Haven, Connecticut. Here's a little more about his time there.

When did J.D. Vance go to Yale?

Vance attended Yale Law School from 2010 to 2013 after graduating from Ohio State University with a degree in political science and philosophy.

He would go on to write and publish the best-selling memoir "Hillbilly Elegy" in 2016, later becoming the junior senator of the state of Ohio, where he grew up.

Did J.D. Vance mention Yale in Hillbilly Elegy?

Yes, a large part of his memoir is about his time at Yale Law.

According to Vance, he received a generous financial aid package to the prestigious law school due to his disadvantaged economic background.

Vance wrote in his memoir that he did appreciate his education at Yale Law and the people he met there. However, he said he felt the class disparity between him and the others at the school, explaining that many students came from middle class upbringings, whereas he came from a poor family with a parent struggling with substance use.

What did J.D. Vance do while at Yale Law School?

Vance met his wife Usha Chilukuri during their time at Yale Law and later got married in 2014.

According to his memoir, Vance became an editor of the Yale Law Journal , an accolade achieved by former Secretary of Labor Robert Reich , former National Security Advisor John Bolton and other notable individuals.

Vance had author, corporate lawyer and John M. Duff, Jr. Professor of Law Amy Chau as one of his law professors. She would give him some sage advice regarding clerkships and career opportunities.

Rin Velasco is a trending reporter. She can be reached at [email protected]

How to run a school board campaign — and win

Professionals listening to a talk about how to run a school board campaign.

The school board campaign is the foundation for everything that comes after: maximizing tax dollars, representing community interests, and, above all, enhancing student experiences. Though running an effective campaign can make the difference between winning and losing, it can also have an impact beyond the election.

School board campaigns tell the community what they can expect of each school board member: what issues they’ll tackle and how they’ll aim to reform the student experience. Because communities can use campaign promises as a way to gauge success, it’s essential to run a school board campaign that not only resonates with the community but is also true to the candidate’s ambitions.

Here’s how to run (and win!) an authentic campaign for the school board.

How to Campaign for School Board

Campaigning for the school board isn’t just about posters, flyers and public appearances — though those tools all have their place. Instead, it starts with the candidate identifying their reasons for running and doing the research, so they know how to keep their campaign compliant with local rules and regulations.

Though parents or prior educators may seem like good school board members , anyone can run for school board, provided they’re passionate about students and education and ready and willing to turn student needs and community expectations into strong school district policies.

6 Steps to Develop a School Board Campaign

Becoming a school board member involves one thing: winning the election. But it’s not as simple as it seems. To win their campaign, the candidate must first understand why they’re running so they can effectively speak to these issues come campaign time.

The foundation of a winning school board campaign includes:

Researching campaign rules: Start the campaign on the right foot by following all federal, state and local regulations. Candidates should ensure they submit the correct forms, pay the correct fees and meet the right deadlines. Typical requirements include intention statements and economic interest statements.
Determining eligibility: Caring about the school district isn’t enough to make a candidate eligible. Eligibility may vary from district to district, but it often requires that candidates are registered voters, residents of the school district, have at least a high school diploma, can pass a background check and aren’t currently employed by the district.
Outlining responsibilities: Before running, candidates should ensure they can fulfill the position’s responsibilities. Consider factors like campaign costs, time commitments and compatibility with fellow board members.
Defining your reasons for running: A candidate’s reasons for running will be the foundation for their campaign messaging. This might start with their passions, but it should also include research into problems facing the district, solutions the district has already tried and how successful those solutions have been.
Setting a budget: Campaign expenses can quickly add up since budgets need to cover everything from websites to radio ads to flyers. Candidates should establish a budget early, so they know which tactics they can afford and how much they should aim to fundraise.
Recruiting a campaign team: When it comes to school board campaigns, teamwork really does make the dream work. Hire a campaign manager, treasurer and press secretary, at a minimum, but consider bringing on teams of volunteers as well. More feet on the street means greater reach for the campaign; something candidates will need to win.

School Board Campaign Ideas

The fun begins after candidates have established their goals and compliance with election rules. But getting creative doesn’t mean that all data goes out the window. It’s important to remember that every part of the campaign should connect with voters. Addressing the issues that affect voters most can help pave the way to a winning campaign, regardless of the campaign collateral each candidate distributes.

Campaign Slogans

The campaign slogan may be the first thing voters learn about a candidate’s campaign. Slogans should be unique and set the candidate apart from other potential school board members. Keep it short and sweet, but remember to address key voter concerns.

Some examples of effective slogans :

Putting Students First
With Kelly on the board, you won’t be ignored.
A Leader Who Listens

Campaign Logos

A logo is the campaign’s calling card: a simple visual that will bring the campaign to mind for any voter who sees it. Along with the slogan, the logo is a quick and effective way that candidates can connect with their voters. Common logos include an apple, a graduation cap or a star, all of which are popular icons in the classroom and, as a result, easily relatable to a school board campaign.

Campaign Website

When the candidate isn’t present, voters can still connect with them through the campaign website. Think of the website as the virtual campaign office; it should include slogans, key messages and issues, as well as any information on how voters can further connect with the candidate. Keep the website up to date so voters can familiarize themselves with the candidate at any time.

Campaign Flyers and Signs

School board campaign signs and flyers are a great way to help voters put a face to a name. Signs and flyers should be clear and easy to read, favoring simple fonts and graphics. Flyers can include more information than signs, such as the campaign slogan and other vital messages.

Campaign volunteers can hang flyers up around town, but they’re also great to hand out following any appearances, so voters know how to stay connected. On the other hand, signs are great for placing on lawns or in the windows of local businesses; ensure supporters have the signs they need to help promote the candidate.

Campaign Ads

Campaign ads aren’t always the most popular part of a campaign, but they can be an effective way to reach voters. Engaging ads consider the audience, so they should speak to voter concerns and also be as native as possible to the platform on which they appear. Options for campaign ads include radio ads, TV ads, newspaper ads and digital ads, including on search engines and social media.

Be a Winning School Board Member Even After the Campaign Ends

Though a school board campaign is a rite of passage for any school board member, the truth is that it’s just the beginning. Effective school board members usually communicate well during the campaign, but whether or not they’re successful is based solely on how they conduct themselves once they’re on the board. That doesn’t mean they have to go it alone.

Sign up for the Education Newsletter from Diligent to get the latest insights and resources on how to be an effective school board member — including the governance tools school boards need to really make an impact.

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Why is the college board obsfuscating on ap scoring change.

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Roosevelt, N.Y.: Photo of child writing on test booklet during the New York State 2016 Common Core ... [+] math test, grade 4 at Ulysses Byas Elementary School in Roosevelt, New York on April 13, 2016. (Photo by J. Conrad Williams, Jr./Newsday RM via Getty Images)

In a previous article , I described a massive change in the distribution of AP scores.

There were some hints that this was coming. There was a 2021 conference on the English Literature and Language AP exams, titled Mosaic 2021, sponsored by the Chicago Cultural Alliance. John Moscatiello, founder of Marco Learning, attended. On July 6, Moscatiello wrote on X that there was a live presentation by Trevor Packer, the Director of the College Board’s AP program since 2003. Moscatiello notes that “ @AP_Trevor shows data that indicates that ‘the standards being set for 3, 4, or 5 are much too stringent.’ Students who earned a 3 on AP English Language Exam are doing better than students who earned a C, C+, or B- in college English courses.”

He presented the following chart to back up his claims that college grades are not matching up with many AP scores:

AP English Lang test distribution and AP Standard Setting Methodolgy

Moscatiello notes in his tweet that @AP_Trevor shows data that indicates, according to Packer, that “the standards being set for 3, 4, or 5 are much too stringent. Students who earned a 3 on AP English Language Exam are doing better than students who earned a C, C+, or B- in college English courses.”

On this July 6th, based on some tweets by Moscatiello, Jon Boeckenstedt, the Vice Provost of Enrollment Management at Oregon State University, did some digging into this year’s AP scores. “I've done manual checks and double-checks on this, especially on the exams where the results look way out of whack with what you would expect.” Moscatiello's take, according to Boeckenstedt, was that this was “intentional on the part of the College Board, and that it would continue on other exams in the future.”

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On July 11 Moscatiello wrote an article in the Fordham Institute site called The Great Recalibration of AP Exams”, a title he used in a July 2 tweet. He noted that the College Board website describes the processes to set scores: “annual studies of AP student performance in college consistently find that AP students with scores of 3 or higher outperform in subsequent college coursework the comparison groups of college students who took the colleges’ own AP-equivalent course.”

Researchers who have tried to ascertain the validity of these College Board claims have found that the data is suddenly unavailable. As noted in my previous article, data from the College Board suddenly became more opaque. “ Used to be, with a little work, you could download very detailed data on AP results from the College Board website,” notes Jon Boeckenstedt in his blog Higher Ed Data Stories . “Those days are gone. They still publish data, but it's far less detailed; what's more, what is easily accessible is fairly sterile, and what's more detailed seems to be structured in a way that suggests the company doesn't want you digging down into it.” “There is no reason to doubt the efficacy of this [College Board] research, but since almost none of it is publicly available, there is no reason to accept it at face value either,” agrees Moscatiello.

“This is important,” notes researcher Tom Loveless on X. “AP is undermining its own legitimacy through an opaque recalibration of scores. The sad thing is, if colleges begin doubting AP scores, a lot of working-class kids will lose a way to reduce college costs by reducing time-to-degree.”

Researcher and scholar Chester E. Finn, Jr., in Education Next , wondered: Are AP Exams Getting Easier? “Because this is opaque for non-specialists, and because specialists, too, can make mistakes, any change in standard-setting and scoring methods on a high-stakes test like AP inevitably invites skepticism, especially when its practical effect seems to have been a big expansion in the number and percentage of ‘qualifying’ scores.”

So I set out on a quest to find where and how the College Board announced and described this major change in scoring.

I started by Googling “how are advanced placement tests scored?” The first link was to the AP Student page. In the FAQ’s, there is a a question: “How are AP Tests Scored?” I hit the link, ready to find the answer. Hmmmmm. No mention of recalibration or, as I heard they are renaming it, “validation”: “The total scores from the free-response section and the multiple-choice section are combined to form a composite score. These composite scores are then translated into the 5-point scale using statistical processes designed to ensure that, for example, a 3 this year reflects the same level of achievement as a 3 last year.”

There’s a link to “read more” but it has the exact same copy. There is a link to Courses and Exams on the site, but there is no link to anything related to recalibration or scoring.

I went back to the Google results and scrolled down and reached AP Central, a site for AP teachers and administrators. When you go to the link for Courses and Exams, it is identical to the student page with, no link to anything related to scoring. There is no link to anything related to scoring the tests.

As I scroll further down, I find a Google link that gets one to a discussion on a section of the Courses folder on scoring:

You cannot get this information directly from the College Board website. You can only get it if you search specifically for this file and it only resides on the professional’s page (AP Central). This is the entirety of the College Board’s description of the Great Recalibration (bolding mine):

Psychometricians utilize this assembled information to identify appropriate standards for setting AP scores that will be valid in predicting success when students are placed ahead into subsequent courses in the same discipline at a range of colleges and universities. These processes ensure that AP Exam scores achieve the “predictive validity” that has been a hallmark of the AP Program for decades. As a result of these processes, annual studies of AP student performance in college consistently find that AP students with scores of 3 or higher outperform in subsequent college coursework the comparison groups of college students who took the colleges’ own AP-equivalent course.

While colleges and universities are responsible for setting their own credit and placement policies, AP scores provide evidence and recommendations for how qualified students may receive college credit or placement.

Why have some AP subjects’ score distributions changed recently?

AP’s standards are anchored in evidence. We periodically conduct research on each AP subject around the performance of AP students who use their AP credit to place out of introductory college courses. In this way, on a rotating basis, each AP subjects’ standards are verified every 5-10 years. This research results in one of three outcomes: the data support a larger proportion of AP students receiving credit-qualifying scores; the data confirm and maintain the same standards as in the past; or the data require reducing the percentage of students receiving particular scores within the 1-5 range.

What has changed about the way AP Exam performance levels are set?

In the past, AP’s standards were set via panel-based and content-based judgements (sic). Now that the number of students and colleges that receive and award AP credit is much larger than in the past, we have access to much richer data on AP and college students than in the past. Researchers and psychometricians can use this evidence to set standards that more accurately predict how well students will perform if they place out of an introductory college course.

The AP Program can use this robust data in the well-established Evidence Based Standard Setting (EBSS) protocol to set the 1-5 AP Exam performance levels. To set the levels, this protocol combines analyses of college grading practices, college instructor comparisons of AP content to their courses, AP and college student performance on other assessments, the performance of AP students who place ahead in college compared to those who do not, and many other data points relating to college readiness and success. This process ensures even greater alignment between student performance on an AP Exam and in the corresponding introductory college course.

Do colleges and universities support AP’s standards?

Yes. College faculty from across a wide spectrum of U.S. colleges and universities participate in the EBSS process and typically rate the AP Exam as significantly more difficult than their own institutions’ final exams for the comparable introductory courses. The faculty focus on several key comparisons: AP students are typically the most academically able students, the top 10-15% of high school students in that particular subject, and their PSAT and SAT scores are typically much higher than those of the college population at large, indicating very strong academic readiness and abilities in comparison to the general college population. Moreover, AP students typically receive 2-3 times more instructional hours in their AP course than students who wait to take the comparable introductory course in college. Accordingly, college faculty generally support AP grade distributions in which 70-80% of AP students receive AP grades equivalent to a college C or better (i.e., an AP 3 or higher).

This is the full text of the College Board reasoning for this massive change in the scoring of AP tests. There are no links to this on either the AP Student or AP Central pages. It appears that the College Board has been less than candid or transparent in discussing this change. In the coming days, it is likely we will be hearing more from the College Board about this change. I have reached out to them and have not heard back.

AP teachers I have spoken to are generally supportive of the claim that the scores tend to underpredict student college grades and that some adjustment in warranted. The rationale for the changes may be sound, but the College Board’s tact of unsupported platitudes and obscured data make testing this claim virtually impossible. I look forward to seeing a more fact based rationale backed by transparent and accessible data at the AP Conference in Las Vegas next week.

The big question on everyone’s mind is whether this will undermine confidence in the Advanced Placement program. Stay tuned.

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National Politics

Florida school board, sued for book bans, wants to take testimony of 7-year-old student

Florida has more book removals and more book challenges than any other state, free speech groups say..

A Florida school board is trying to take the deposition of one of its 7-year-old students in the hopes it helps tank a federal lawsuit filed over some of its book ban decisions.

The Escambia County School Board, which is simultaneously arguing its own members can't be deposed, says it "has the right to explore the claims and defenses in the case directly with the students."

A deposition is out-of-court testimony by a witness given under oath, often at an attorney's office, for a lawsuit.

"What a parent thinks their child wants to read and is interested in and what the child actually wants to read and is interested in may be different," a defendant's attorney wrote to those suing in emails found in court records .

The case at hand was filed by national free speech group PEN America, book publisher Penguin Random House, book authors and the parents of students who were denied access to school library books.

Those students range from elementary schoolers to high schoolers. Parent Ann Novakowski joined the lawsuit on behalf of her now-7-year-old, "J.N.," because she wants "her child to have access to these books, and others like them, among other reasons, so that she is presented with different viewpoints and experiences and, thus, better prepared to engage with a wide range of people," according to the complaint .

The parties have agreed to depositions of the older students with some limitations and parental supervision, according to court records, but the plaintiffs draw the line at elementary-age children.

"It would require young J.N. to devote time away from family and friends to prepare for her testimony and to face questioning by opposing counsel in deposition – an experience that is enormously difficult and stressful for adults, let alone a seven-year-old," they wrote in a court motion last week.

Those suing say J.N. and other students like her have been negatively affected by the removal of several books, including " And Tango Makes Three ," a children's picture book about a same-sex penguin pair raising a chick together.

It comes at a time when conversations about " book bans " have swept the nation. Florida has been a focal point, with advocacy organizations finding the state has more book removals and more book challenges than any other.

And Escambia, Florida's westernmost county, has been one of the epicenters of controversy . It's gotten hit with two federal lawsuits that could set important First Amendment precedent for the nation, with county officials arguing they have the right to remove any school library book, for any reason.

But first, the legal parties have to get through the depositions.

Plaintiffs want judge to restore nearly 200 titles to shelves

In the meantime , plaintiffs in the PEN America case are asking U.S. District Judge T. Kent Wetherell, before making a final decision on the case, to return seven of the nearly 200 challenged books that remain restricted in county public schools as of late June.

"For well over a year, defendant Escambia County School Board ... has restricted access to books in its school libraries based on nothing more than discriminatory viewpoint-based challenges by local residents who dislike the messages in those books," the wrote in a motion filed last week.

The books refer to LGBTQ or race topics. Most of them were first restricted pending review nearly two years ago.

The school district has also pulled hundreds of unchallenged books for review. They were flagged as possibly contrary to one of the multiple laws passed by Gov. Ron DeSantis and the GOP legislative supermajority that led to the state book removal surge.

Diving into depositions: Questioning can be heated

Depositions usually entail someone taking questions — sometimes heated, hard ones — from attorneys. The plaintiffs in the case at hand say it's not only hard on the 7-year-old but also unnecessary, with her mother able to answer the questions on her behalf.

"The courts have consistently held that a student’s potential access to a book outside of school is irrelevant to that student’s standing to challenge restrictions on access to that book within school," the plaintiffs also argued. "To the extent that the Board seeks to examine J.N. regarding her ability to access these books outside of the school library (a topic they have raised in the student depositions that have taken place so far in this case), that is not a basis to depose her."

If the court determines the elementary schooler should sit for a deposition, her attorneys say it should "significantly limit" it. But the Escambia County School Board also is asking the court to prevent the deposition of its five members and superintendent. Board members say they're protected by "legislative privilege."

"It cannot be disputed that the Board’s actions in deciding to remove or restrict certain books were legislative in nature," they said in a late June filing . "Requiring the Board members to testify as to their motives and underlying thoughts concerning their decision to remove or restrict the books at issue would eviscerate the privilege’s purpose, which is to protect the 'legislative process itself.'"

The defendants also cited legal protections held by some government officials and say depositions are unnecessary anyway because deliberations happened before the public.

County school officials also are trying to get out of depositions in a separate high-stakes lawsuit filed against them, this one by the authors of "And Tango Makes Three."

The authors say the board members removed "And Tango Makes Three" from its school shelves "because of its positive depiction of a same-sex couple and their family." And they produced emails they say show at least one member had "individual animus" toward it because of such content.

Two days before the board members voted on whether to remove the title, a constituent emailed board member Kevin Adams that she was opposed to the book because it "(promoted) transsexual decisions and homosexual ideas." Adams responded the next day, "I agree with your concerns and will vote accordingly." He did not respond to a request for comment.

Book ban lawsuit filed against state: Florida says governments can ban school library books just because they disagree with them

First Amendment laws that took effect: New laws that involve the First Amendment are soon taking effect in Florida

This reporting content is supported by a partnership with Freedom Forum and Journalism Funding Partners. USA Today Network-Florida First Amendment reporter Douglas Soule can be reached at [email protected] .

Our Mission

Improving High School Classroom Discourse

Students often need scaffolding to engage in high-level academic discourse—and with this guidance, discussions will flourish.

Students and teacher having a group discussion

There’s an old adage passed around in education circles that states, “Those who do the talking do the learning.” This turns out to be only partially true. In 2023, research showed that, despite high levels of student discourse, the maximum amount of high-quality discussions in classrooms around the world equated to two minutes per day . As such, the more appropriate adage is “Those who do the high-quality discussion do the learning.”

Yielding twice as much academic growth as the average strategy, high-quality discussions provide a substantial amount of benefit to student learning. This is especially true at the deep level of learning . To develop this level of growth, students need to engage in discussions on a routine basis throughout the school year.

Deep learning may be best defined as the relationship between two or more ideas. This is a type of learning where students analyze, synthesize, and evaluate core content . For instance, students may be comparing the different states of matter (solids, liquids, and gases) or comparing and contrasting the allegiances during the American Revolution (patriots and loyalists).

This isn’t to say that teachers are not modeling deep learning when they explain ideas to students via direct instruction. The challenge is that for students to learn at the deep level, they must transfer the teacher’s understanding through other means, which are most powerfully accomplished through strategies that involve student discourse. As author and educator Jay McTighe shares, “You can’t explicitly teach deep learning.”

If you find that students are struggling with engaging in this type of discourse in your classroom, consider the following approaches.

Strategies to Encourage Classroom Discussion

1. Use choral and echo reading. Here, students either state text-based material together with the teacher or repeat what a teacher or a peer stated in class. This strategy helps students develop familiarity with academic language and builds the habit of hearing student voices in the classroom.

2. Require full sentences. As students answer questions in class, task them with using complete sentences. Often students write the way they talk. If you reinforce the idea that we will talk the way we see quality writing and reading, then students will begin developing the habit of making complete responses in full sentences.

3. Require full sentences with academic vocabulary. Over time, task students with using academic vocabulary in their responses.

4. Ask students to summarize yesterday’s lesson in one to three sentences. When students enter the room at the beginning of the day, consider having them write a few sentences summarizing yesterday’s lesson. Next, have them state their summary to a peer and begin with a connective, such as on the whole... , in conclusion... , or in summary… .

5. Have students write a question, exclamation, or sentence from a picture. Provide students with a picture or a series of pictures, and ask them to share a sentence, question, or exclamation with a peer. Next, have the peer share a sentence that either springs from the first sentence or is a completely new idea.

As students grow in their practice of engaging in dialogue, teachers may consider using the following practices.

Tasks for Digging Deeper

1. Three interval. Give students two ideas to compare, and ask them to build three increasingly complex sentences with a peer. The first sentence is a complete sentence, followed by a complete sentence with academic vocabulary. Finally, students create a sentence by including coordinating conjunctions (e.g., but , so, yet ), subordinating conjunctions (e.g., although , while , if , and since ) and appositives (e.g., George Washington, the leader of the revolutionary army, was the first president of the United States ).

2. Two-box induction. Provide students with two boxes, and ask them to compare what is similar and different in each box. Slowly reveal the ideas, and ask them to come up with why a set of ideas is in each box. For instance, one box may have all living things, and the other box has nonliving things. The students should compare each example (e.g., rock and flower) and eventually state a summary comparing the two (e.g., one box illustrates abiotic factors, while the other box illustrates biotic factors).

3. Frayer Model. Use a graphic organizer to help boost students’ vocabulary, and then provide them with four different questions that require complex sentences to answer.

4. Notice, wonder, create. Asking students to share what they notice and wonder about from a prompt with missing information can be a powerful way to get them to expand their discussion. In an earlier blog, I shared numberless word problems and slow reveal graphs as ways to engage in this practice.

To create endurance for students to engage in multiple sentences across multiple ideas, consider the following points.

Extending Deep Conversations

1. Five interval. Building off the three intervals, students construct two additional sentences that include one sentence with either comparing (e.g., On the other hand… ) or contrasting connectives (e.g., In addition to… ) and finally a summary sentence.

2. Text-to-text, text-to-self, text-to-world. This is a discussion protocol that enables students to compare and contrast different books, experiences in their lives, and the wider world. It’s a great way to extend conversations and lean on student opinion. This can move students to learning more about claim, evidence, and reasoning and lead to other protocols such as Socratic seminars and Four A’s.

3. Final word. During this discussion protocol, students respond to a quote within a text. This protocol is a powerful way to develop critical thinking and listening skills.

Deeper learning is doable for students when teachers find short and sharp practices that promote complex discussions in daily routines and practices. Using a range of practices that meet the diverse needs of students, teachers can ensure that all students have access and opportunities to develop deep learning.

Election 2024
Environment
Politics + Government

Lawrence school board’s spyware renewal leaves student journalists’ concerns unresolved

By: grace hills - july 16, 2024 11:12 am.

From left, Jack Tell, Natasha Torkzaban, Maya Smith and Morgan Salisbury meet with district officials on April 19, 2024, to discuss their concerns with the district’s use of Gaggle’s spyware. (Sherman Smith/Kansas Reflector)

LAWRENCE — Former Lawrence High School students say school board members ignored their concerns with privacy, free speech and intellectual property rights by extending the district’s contract with AI surveillance company Gaggle.

The former students, who initiated meetings with school board members earlier this year while serving as editors of the student newspaper, also question whether board members fully understand the implications of spying on students.

Natasha Torkzaban, one of the former editors, says their fight is “definitely not done.”

“We’re hopefully going to find a solution to this,” she said.

Lawrence schools implemented Gaggle’s spyware on district-owned devices last November to flag “possible student situations,” which involve the intervention of a mental health coordinator, the district said. The board voted 6-1 last week to renew Gaggle’s contract for the next school year at a cost of $53,000.

But the vote did not deter the former students’ interest in making their voices heard.

Torkzaban, Morgan Salisbury, Jack Tell and Maya Smith, all former editors of Lawrence High School’s student newspaper, The Budget, had presented concerns about Gaggle to some board members in a meeting in April.

The editors’ concerns centered around constitutional protections for freedom of speech, specifically school newspapers, and from unreasonable searches and seizures for all students. In their presentation, the editors said constant monitoring from Gaggle would prevent them from providing “honest, uncensored reporting.”

During the July 8 school board meeting, superintendent Anthony Lewis said the board had been working with student journalists to protect their “journalistic integrity” by no longer monitoring their devices.

“He said it in a way that was like, ‘We worked with our journalism students and reached a solution,’ kind of glossing over the fact that it was only after six or seven months of consistently, weekly pushing them that they were actually willing to talk,” Salisbury said. “And then another couple months of discussion and arguments after that to get them to work toward a solution that would work for us too.”

The district removed Gaggle from approximately 160 devices used by journalism students after the students met with board members in April. This decision allowed senior student journalists like Salisbury, Torkzaban, Smith and Tell to have Gaggle-free devices for about a month until their last day of school in mid-May. The board subsequently declared the issue of free press resolved.

“That issue wasn’t solved,” Torkzaban said. “Because on the last day of school, one of my admin walked in and gave me a piece of paper that I wrote freshman year, four years ago, and said it had been Gaggled.”

“Gaggled” is a new verb in the Lawrence school district, meaning a student’s work has been flagged by Gaggle’s software and administrators have been notified. Student journalists tested what gets “Gaggled” and discovered significant issues. For instance, when a student emailed a teacher in crisis and used the word “suicide,” the email never reached the teacher. The AI software flagged the email and sent it to a Gaggle representative for analysis, who then forwarded it to the school administration. The student was never informed that the teacher did not receive the email.

This issue — among others involving innocuous student artwork getting flagged and removed from students’ devices — was brought up at the board meeting as another issue that had been “solved.” Again, the board credited their “work” with the student journalists to resolve the issue.

In reality, Salisbury said, administrators told the editors to stop testing the software.

“They didn’t like us testing the product they had put on us unwillingly, but then they get to use it when we do find something that’s severe or needs to be fixed and useful — they get to use it as brownie points to say, ‘Look at us, working with students.’ ”

Lawrence High School journalism teacher Barbara Tholen

The editors said there were moments where they would inform the school board of their findings, and it was a shock to board members. Editors worried that board members still don’t understand the scope and implications of Gaggle.

In an interview, school board president Kelly Jones said the district formed a generative AI committee that will go into practice by September.

“Any time you use these monitoring devices there is a Big Brother component,” Jones said. “I’m not going to ignore that.”

Another problem the editors cited was a lack of communication about Gaggle. Students and parents received an email about Gaggle in December, a month after Gaggle’s implementation.

The editors say students often are confused about how Gaggle works. Students were frequently called into the office to discuss their “Gaggled” work and, at times, were even escorted by school security officers. Oftentimes these visits were for inconsequential things, like a student having a PDF copy of “Romeo and Juliet.”

Because of a lack of understanding, some students believe that Gaggle can see everything, the editors said. According to the district, Gaggle does not monitor personal devices. Torkzaban said when some students receive concerning messages, they think, “Well, I don’t have to report this because a teacher can already see that a kid texted me this.”

“We need students to communicate openly with us. That saves lives,” said Barbara Tholen, The Budget’s adviser, while addressing the board during the July 8 meeting.

The editors said some board members have framed their concerns as if they don’t care about their peers’ mental health, which isn’t true.

According to Lewis, the superintendent, since Gaggle’s implementation, the software has flagged 260,000 items. Of those, the district acted on 1,000 of them, and 28 were “possible student situations.”

“I think you have to look at things holistically,” Salisbury said. “It’s very clearly not that simple. And when there’s so much harm, like noticeable, recordable harm that Gaggle has done, it’s really difficult to see the board ignore it or never address it and just say that Gaggle is benefiting students when there’s been no real evidence of that.”

Correction: An earlier version of this story misattributed quotes to Jack Tell. The story has been updated to correctly attribute those quotes.

Our stories may be republished online or in print under Creative Commons license CC BY-NC-ND 4.0. We ask that you edit only for style or to shorten, provide proper attribution and link to our website. AP and Getty images may not be republished. Please see our republishing guidelines for use of any other photos and graphics.

Grace Hills

Grace Hills is the summer intern. She’s a senior studying journalism and political science at the University of Kansas.

Kansas Reflector is part of States Newsroom , the nation’s largest state-focused nonprofit news organization.

Related News

Kansas State University Research and Extension agents are reporting higher numbers of grasshoppers this summer thanks to a warm, wet spring across the western half of Kansas

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Education and Communications
Communication Skills
Public Speaking

How to Make a Good Speech for School

Last Updated: February 26, 2024 Fact Checked

This article was co-authored by Patrick Muñoz . Patrick is an internationally recognized Voice & Speech Coach, focusing on public speaking, vocal power, accent and dialects, accent reduction, voiceover, acting and speech therapy. He has worked with clients such as Penelope Cruz, Eva Longoria, and Roselyn Sanchez. He was voted LA's Favorite Voice and Dialect Coach by BACKSTAGE, is the voice and speech coach for Disney and Turner Classic Movies, and is a member of Voice and Speech Trainers Association. There are 12 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 1,268,763 times.

A good speech in school will earn you the admiration of your teachers and peers alike. You probably won't deliver the kind of speech you hear in the movies, but that's a good thing: people will enjoy your original take much more. From getting an idea to conquering stage fright, here are the steps to take if you want to make your final speech a memorable, exciting success.

Sample Speeches

Writing the Speech

If you're not sure which theme to choose, write down or summarize a few stories and statements you could include in your speech. Pick the ones you like best and see if there's a unifying theme to tie them together.
See What to Do and What Not to Do for more advice on themes.

Step 2 Pick a tone that makes you comfortable.

Don't interrupt one point with a clause, or section set aside by commas or parentheses. Instead of saying "Our tennis and basketball teams, which we all know won the regional championships two years ago, need increased funding to compete," say "Our tennis and basketball teams both won the regional championships two years ago. Now we need to increase their funding to compete with other schools."
You can reference your school's slang once or twice to get a laugh, but don't overdo it, especially if there are parents in the audience.

Step 4 Write down original stories and messages.

Find a broad message that your whole audience can connect to their own life, but still deals with a specific idea. For instance: "Become an even better version of the hero who inspired you." (But don't steal your "original" idea from this website!)
Your stories can be specific incidents in your life or from history, but you should connect them to a more general idea. For instance, you could tell a story about your sibling's hospital visit, then go on to talk about overcoming fear and hardship in general.
If you like what you're writing but it doesn't fit the theme you had planned, it's fine to adjust your topic or switch it entirely. Switch back and forth between writing stories and brainstorming a theme if you keep getting stuck.

Step 5 Find a gripping way to begin your speech.

Surprise your audience by diving right into a tough story. "When I was ten years old, I lost my father."
Make your audience laugh by telling a joke, especially one that everyone in the room will get. "Hello everyone. Let's have a round of applause for the guy who installed air conditioning."
Start with a grand, thought-provoking statement. "Our galaxy contains billions of earth-like planets, and we're only just beginning to discover them."
Most likely, someone else will introduce you, and many of your classmates know you already. Unless you're asked specifically to introduce yourself, you can get right to the good stuff.

To use an example from earlier, if your theme is "Become an even better version of the hero who inspired you," you could begin your speech with two or three sentence about your hero, then say "You all have heroes who inspire you, but you don't have to just follow them. You can become even greater than the people you look up to."

Step 7 Move from one idea to the next in a natural order.

Include phrases such as "Now I'd like to talk about..." and "But we should also remember..." when moving on to your next idea.

Step 8 End with a memorable statement that captures your speech.

Build up to a big ending, then crack a joke to wrap up a funny speech. "And I know when you walk to the ballot box tomorrow, you'll be ready to do the right thing. Protect the interests of yourself and your school by washing your hands afterward. Do you know how many people touch that thing?"
If you're giving a commencement speech, leave people feeling excited or awed about the future. This is a big moment and you have the power to help them realize it. "Years from now, you will be the father or mother your kid looks up to. The writer who changes the way we think. The inventor who creates new ways to live. Come up to the stage and start becoming heroes!"

Step 9 Edit and polish it as much as possible.

Have a teacher, family member, or trusted friend check it over for grammar mistakes and offer feedback. Spelling isn't as important, since you'll be speaking out loud.

If your topic involves a lot of numbers, plan to write them on the board so your audience can remember them

Step 11 Turn the speech into note cards, then practice!

Your notes are there to remind you what to say next and of important facts. "Move on to bear wrestling story (guy's name is Paul Bunyan)" is the level of detail you need.

Practicing and Delivering the Speech

Step 1 Think about movement and materials.

Practice giving your speech in as situation as similar to your actual speech as possible.
In general, you should stay fairly still while giving a speech. Small hand gestures and occasionally moving to a new spot are fine, especially if they help you feel and appear confident

Step 2 Practice speaking loudly and clearly.

If you speech is too long, you absolutely need to cut some material out of it or shorten the longer stories or ideas. If you're giving a commencement speech, aim for a 10 or 15 minute maximum. An election speech should be no more than a few minutes, and your teacher should be able to tell you the time limit for a class assignment speech.

Step 4 Talk slowly and pause between ideas.

If you can't stop rushing, work out how long you should spend on each section and write the number of minutes at the top of each index card or paragraph. Practice near a clock so you can check whether you're on pace.

Step 5 Deliver your speech to a mirror until you can do it without reading.

Use slightly different words each time once you have the main ideas down. Try not to get caught up on exact memorization; using a new phrase to communicate the written idea makes your speech sound more natural.

Step 6 Pay attention to other details once you become comfortable with the content.

Practice varying your facial expression if your face looks fixed and mechanical.
Try to vary the tone of your voice as well. Don't make it sound like you're reciting every word from memory; pretend you're speaking in ordinary conversation.

Step 7 Practice in front of a test audience.

Try to make eye contact with different members of your audience throughout the speech. Don't stare at any one person for too long.
Resist the temptation to hide by standing near a corner or large object.
Don't fidget, tap your foot, or make other nervous gestures. Try slowly walking back and forth across the stage to get rid of your nervous energy.

Step 8 Use their feedback to practice more.

Dressing nicely will increase your confidence and gain respect and attention from your audience.

What to Do and What Not to Do

Step 1 Choose an appropriate theme (for an election speech).

Memories your class shares and personal memories that many people will connect to, such as your first day at the school.
Overcoming obstacles. Talk about how your classmates overcame problems related to academics, finances, and health, and how proud everyone is that they're standing here.
The diversity of your classmates and celebrating the rich variety of experiences, personalities, and interests at your school. Describe some of the many ways people will go on to do good in the world.

Step 3 Use techniques to make your speech more memorable.

Address your audience directly. Ask them questions to get them thinking, although you shouldn't expect an answer.
Use groups of three. The human brain loves repetition, and especially trios. Start three sentences with the same phrase, speaking louder each sentence.
Use emotive language. Try to provoke a strong emotional response in your audience, not present a list of facts to them.

Step 4 Thank specific people, but don't go on too long.

Don't tell stories that only a few friends will understand. Even references that your whole class will get should be used sparingly if there are parents in the room as well.

Go change the world!
Today is not the last day of your education, but the first.
The future belongs to you.
If elected, I will be the voice of the students.
It's time for change!

If you're giving a high school commencement speech, remember that not everyone in your class will be attending college. Don't joke about your education letting you avoid a "bad" profession; chances are good there's a parent who has that job out in the audience.=

Common Questions: Tips for Writing & Rehearsing a Speech

How do you start a speech for school?

Start by introducing yourself and thanking the audience. You can kick off the speech with a relevant “what if” question that gets the audience thinking and expand on it. Or try starting with a strong statement or quote related to your topic, then follow it up with an impactful question to answer in your speech. [14] X Research source

Where do I start when I'm writing a speech?

Start by sitting down and brainstorming to get your creative juices flowing. What is the focus of your speech? Who is your audience? Why is your speech important? Once you have some notes down, start refining your ideas until you get to one main point or theme that you’ll base your speech on. [15] X Research source

What parts should I include in a speech to make it the most effective?

Create a speech that has a clear introduction for your main point or thesis statement. Then, include and expand on 2-3 main points to make up the body of your speech. To conclude, summarize and restate your thesis to include your key points, and then make your closing statement. [16] X Research source

How do I get better at giving a speech I've written?

Read the speech out loud several times to get a feel for it. Record or take video of yourself giving the speech to find any weak spots and adjust anything that feels awkward or choppy. Ask friends or family to watch you rehearse and give you honest feedback. Then, just keep practicing until you've nailed it. [17] X Research source

Look at everyone in the audience, not just one person. Thanks Helpful 1 Not Helpful 0
Make sure you don't offend or embarrass your audience. Thanks Helpful 1 Not Helpful 0
Before you start, pick a spot on the wall to focus on. Throughout the speech, keep looking at that spot after each sentence. This shows to your audience and teacher that you can make eye contact! Thanks Helpful 1 Not Helpful 0

Things You'll Need

Writing tool
Index cards

↑ [v161163_b01].12 November 2019.
↑ https://finley-h.schools.nsw.gov.au/content/dam/doe/sws/schools/f/finley-h/localcontent/how_to_write_a_speech.pdf
↑ https://www.toastmasters.org/magazine/articles/for-the-novice-six-simple-steps-to-writing-a-fantastic-speech
↑ https://www.unr.edu/writing-speaking-center/student-resources/writing-speaking-resources/speech-introductions
↑ [v161163_b01]. 12 November 2019.
↑ https://www.bbc.co.uk/bitesize/topics/zv7fqp3/articles/z4w96v4
↑ https://classroom.synonym.com/write-good-speech-school-4859.html
↑ https://www.unr.edu/writing-speaking-center/student-resources/writing-speaking-resources/speech-delivery
↑ https://www.indeed.com/career-advice/career-development/how-to-start-off-a-speech
↑ https://open.maricopa.edu/com225/chapter/selecting-a-topic-brainstorming-your-ideas/
↑ https://www.amherst.edu/academiclife/support/writingcenter/public-speaking/resources-for-public-speaking/speech-structure
↑ https://open.maricopa.edu/com225/chapter/practicing-your-speech/

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To make a good speech for school, choose a theme or topic to focus your speech on so it's easier to write. When you're writing your speech, stick with simple language so your audience understands and doesn't get bored. Also, try to start your speech with a joke, story, or shocking fact that will immediately grab their attention. Remember to talk directly to your audience by asking rhetorical questions and making references they'll understand. End your speech with something memorable, like an inspirational quote or a call to action. To learn more about how to practice and memorize your speech before you present it, keep reading! Did this summary help you? Yes No

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Who is Jeff Kaufmann? Meet the Iowa Republican formally nominating Donald Trump at the RNC

Iowa Republican Party Chair Jeff Kaufmann delivered a speech Monday at the Republican National Convention to formally nominate Donald Trump for president.

As far as the party is aware, this is the first time an Iowan has been granted the opportunity to give the nomination speech at the RNC, Kaufmann told the Register last week.

Who is Jeff Kaufmann?

Kaufmann has served as the chairman of the Republican Party of Iowa since 2014. During his tenure, the Iowa GOP has dominated state government.

Iowa has had a Republican governor since Gov. Terry Branstad returned to office in 2011. The party won control of both chambers of the Iowa Legislature in 2016 and has held on to power since. All of Iowa's federal seats in the U.S. House and Senate also belong to Republicans.

More: Which Iowans were selected as delegates for the RNC? Here's the list

Before running the party, Kaufmann served eight years in the Iowa Legislature. During that time, Kaufman served in leadership positions for the party as well as Speaker Pro Tem. He advocated for fiscal conservatism, Second Amendment rights and property rights.

Before going into state politics, Kaufmann served as a township trustee and president of the Wilton School Board.

He is also a member of the Cedar County Board of Supervisors and is a history and government professor at Muscatine Community College. Kaufmann is also a seventh-generation livestock farmer, according to the Iowa GOP website .

More: Iowa Republicans excited, reflective as they arrive at Republican National Convention

When is Jeff Kaufmann speaking at the RNC?

Kaufmann spoke around 1:45 p.m. Monday to make his nomination.

“I am beyond humbled and honored to be asked to deliver the speech that nominates Donald J. Trump to be our Republican nominee for president," Kaufmann told the Register.

Kaufmann also represented Iowa during the roll call vote announcing that "the inspiring home of Caitlin Clark" would cast all of its 40 delegates for Trump.

How to watch the Republican National Convention

C-SPAN will carry the entire convention uninterrupted for all four days.
CBS television stations will have live coverage starting at 10 p.m. ET all four days.
NBC News will broadcast "Decision 2024" live during the same time it streams the program, from 10 p.m. to 11 p.m. the first two nights of the convention, and from 9 p.m. to 11 p.m. the final two nights.
ABC News will have live coverage from 10 p.m. to 11 p.m. all four days on its main broadcast network, hosted by David Muir.
Fox News will air coverage during its regular prime-time lineup of shows, and will broadcast a nightly one-hour special starting at 10 p.m., hosted by Bret Baier and Martha MacCallum.
CNN will air live coverage at 2 p.m. Monday, when Trump is expected to be formally nominated via a roll call. The network will then have a combination of coverage and analysis each night from 8 p.m. to midnight, anchored by Jake Tapper and Anderson Cooper.
MSNBC will broadcast a prime-time special from 8 p.m. to 10 p.m. Tuesday, hosted by Rachel Maddow. The network will have coverage from 8 p.m. to midnight on Wednesday and Thursday.

More: Iowa's Brenna Bird, Jeff Kaufmann granted speaking roles at Republican National Convention

Kate Kealey is a general assignment reporter for the Des Moines Register. Reach her at [email protected] or follow her on Twitter at @ Kkealey17 .

Reporting contributed by Gabe Hauari.

Who Is Usha Vance, the Wife of J.D. Vance?

The two met at Yale Law School, and Ms. Vance has helped him along in his political rise ever since — including now as Donald J. Trump’s vice-presidential pick.

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Usha Vance, wearing a belted dress with large white flowers printed on it, smiles and holds the hand of J.D. Vance, who is wearing a navy suit and red and blue striped tie onstage, clutching a piece of paper to his chest.

By Joseph Bernstein

Published July 15, 2024 Updated July 17, 2024

If you were to build a member of the American elite from scratch, she might look something like Usha Vance.

The wife of Senator J.D. Vance of Ohio, Donald J. Trump’s newly announced running mate, certainly has the credentials. A corporate litigator at a prestigious San Francisco law firm, Ms. Vance has clerked for Chief Justice John G. Roberts Jr., and for Justice Brett M. Kavanaugh when he was an appeals court judge. She earned degrees from Yale and Cambridge.

It’s a conspicuous résumé for a woman whose husband gave a speech in 2021 titled “The Universities are the Enemy” and rarely missed a chance to bash the establishment as he campaigned for the Senate in 2022, as The New York Times previously reported.

But Ms. Vance is something of a political cipher.

The daughter of Indian immigrants, Usha Chilukuri grew up in a San Diego suburb. Friends from her childhood and adolescence described her as a “leader” and a “bookworm.” Brainy, ambitious and pragmatic, she moved from an extracurricular-studded four years at Yale to a Gates Fellowship at Cambridge, where she moved in mostly liberal and left-wing circles. As of 2014, she was a registered Democrat.

She and Mr. Vance met at Yale Law School, and the pair were married in Kentucky in 2014, and blessed by a Hindu pundit in a separate ceremony.

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What is Project 2025? Is it Trump's plan? What to know about the right-wing plan for a conservative nation

Social media has been abuzz with the ultra-conservative initiative Project 2025. So just what is it?

The Heritage Foundation, a right-wing think tank out of Washington, D.C., launched the 2025 Presidential Transition Project to "assemble an army of aligned, vetted, trained, and prepared conservatives to go to work on Day One to deconstruct the Administrative State."

It is based on a more than 800-page "Mandate for Leadership," published in April 2023 by the Foundation, reimagining the executive branch and as a plan to overhaul multiple federal government agencies, including the FBI, Department of Justice and Department of Education, and that isn't even talking about the want to ban certain words from the legislature and what jobs in the federal government will be appointed.

All of this is intended to be the playbook for the next conservative president to follow .

Here's what we know about Project 2025 and what it could mean for the 2024 presidential election.

What is Project 2025?

For many it is being referred to as just Project 2025, and it has become a hot topic among celebrities, political figures, media and on social media in recent weeks.

The "Mandate for Leadership" outlines conservative agendas that would mean the repeal of parts of initiatives President Joe Biden and former President Barack Obama brought forth during their tenure at the White House, including student debt forgiveness and the Affordable Care Act. Beyond that, the deportation of undocumented immigrants is high up on Project 2025's to-do list.

There is also a section of this plan that appears to undo LGBTQ+ rights in multiple different areas, including banning people with HIV or those who are transgender from serving in the military, rescinding regulations that bar discrimination “on the basis of sexual orientation, gender identity, transgender status, and sex characteristics,” and also seems to oppose same-sex marriage and gay couples adopting children by seeking to "maintain a biblically based, social science-reinforced definition of marriage and family."

Here are just some other items that Project 2025 entails:

Passing sweeping tax cuts and changes to the tax code which will impact those with lower incomes while benefiting those with a higher income .
Reversal of DEI programs
Development of new nuclear weapons and building of more nuclear power plants
Dismantling of the National Oceanic and Atmospheric Administration due to it being "one of the main drivers of the climate change alarm industry.”
Ending Head Start and dismantling the Education Department
Outlawing pornography

Why are people worried about Project 2025?

One of the main things in this playbook? The reinstatement of a Trump executive order augmenting a president's power to hire and fire federal officials by replacing civil servants with political appointees throughout government.

Project 2025 has been “pre-screening the ideologies” of thousands to become part of the federal government once a conservative takes office to have, “a pre-vetted, pro-Trump army of up to 54,000 loyalists."

Project 2025 and the Heritage Foundation leadership have also called this group "conservative warriors," and enacted imagery of them marching into Washington, D.C., like an army.

While the Heritage Foundation's nearly 900-page mandate is a blueprint for a far-right way of "taking back control" of the federal government, it is also the rhetoric that is coming from people like the group's president, Kevin Roberts.

“We are in the process of the second American Revolution, which will remain bloodless ― if the left allows it to be,” Roberts said on a conservative media outlet called Real America’s Voice.

"Project 2025 should scare every single American," said President Joe Biden, in a speech slamming former President Donald Trump for having any part of Project 2025. "It would give Trump limitless power over our daily lives and let him use the presidency to enact 'revenge' on his enemies, ban abortion nationwide and punish women who have an abortion, and gut the checks and balances that make America the greatest democracy in the world."

Is Project 2025 part of Trump's plan if he wins the 2024 presidential election?

Though the plan's organizers want Trump to follow Project 2025 if he wins the November election ― it even has his name in different areas throughout the plan ― the businessman turned politician has tried to distance himself from the Heritage Foundation after Biden slammed him in the press for being affiliated with the group.

Trump took to his Truth social media account in an attempt to lead the narrative away from his affiliation with Heritage Foundation writing. "I know nothing about Project 2025. I have no idea who is behind it. I disagree with some of the things they’re saying and some of the things they’re saying are absolutely ridiculous and abysmal. Anything they do, I wish them luck, but I have nothing to do with them."

In a post early Thursday morning he wrote, " I know nothing about Project 2025. I have not seen it, have no idea who is in charge of it, and, unlike our very well received Republican Platform, had nothing to do with it. The Radical Left Democrats are having a field day, however, trying to hook me into whatever policies are stated or said. It is pure disinformation on their part. By now, after all of these years, everyone knows where I stand on EVERYTHING! DJT"

And while Trump denies knowing the people who are "in charge of it," some are members of his previous staff.

Russ Vought (Project 2025 writer) headed the Office of Management and Budget under Trump
John McEntee (senior adviser for Project 2025) was the director of the White House Presidential Personnel Office under Trump
Paul Dans (head of Project 2025 team), former Trump staffer
Spencer Chretien (head of Project 2025 team), former Trump staffer
Troup Hemnway (head of Project 2025 team), former Trump staffer

Project 2025 said it “does not speak for any candidate or campaign” in a July 5 post on X , formerly Twitter. Its playbook is comprised of suggestions the coalition believes will benefit the "next conservative president."

Who is involved with Project 2025?

The Heritage Foundation has pulled together 100 coalition partners of conservative groups in the country. Here are the partners of Project 2025 reported by the Heritage Foundation:

1792 Exchange
American Accountability Foundation 
American Association of Pro-Life Obstetricians and Gynecologists
Alabama Policy Institute 
Alliance Defending Freedom 
ACLJ Action
American Commitment
American Compass 
American Cornerstone Institute
The American Conservative
American Council of Trustees and Alumni
American Family Association
America First Legal 
American Juris Link
American Legislative Exchange Council 
The American Main Street Initiative 
American Moment 
American Principles Project 
The American Family Project
The American Redistricting Project
Americans United for Life
AMAC Action
California Family Council
Centennial Institute
Center for a Secure Free Society
Center for Equal Opportunity 
Center for Family and Human Rights 
Center for Immigration Studies 
Center for Military Readiness
Center for Renewing America 
Citizens Against Government Waste
The Claremont Institute 
Coalition for a Prosperous America
Competitive Enterprise Institute 
Concerned Women for America 
Conservative Partnership Institute
Defense of Freedom Institute
Discovery Institute
Eagle Forum
Ethics and Public Policy Center
Fairer America
Family Policy Alliance 
Family Research Council 
Feds for Freedom
First Liberty Institute
For America
Forge Leadership Network 
Foundation for American Innovation
Foundation for Defense of Democracies
Foundation for Government Accountability 
Freedom’s Journal Institute
The Frederick Douglass Foundation
Calvert Task Group
The Heartland Institute
The Heritage Foundation
MacArthur Society of West Point Graduates
Hillsdale College 
Honest Elections Project
Independent Women’s Forum 
Institute for Education Reform
Institute for Energy Research 
Institute for the American Worker 
The Institute for Women’s Health
Intercollegiate Studies Institute
Dr. James Dobson Family Institute
The James Madison Institute 
Job Creators Network
Keystone Policy
The Leadership Institute 
League of American Workers
Liberty University 
Mackinac Center for Public Policy
The Malone Institute
Media Research Center
Mississippi Center for Public Policy
Moms for Liberty
Mountain States Policy Center
National Association of Scholars
National Center for Public Policy Research
Native Americans for Sovereignty and Preservation
Noah Webster Educational Foundation
Oklahoma Council of Public Affairs
Project 21 Black Leadership Network
Pacific Research Institute
The Palm Beach Freedom Institute
Palmetto Promise
Patrick Henry College
The Patriot Foundation Trust
Personnel Policy Operations
Public Interest Legal Foundation
Recovery for America Now Foundation
Republicans Overseas Foundation
Stop Abusive and Violent Environments
Stand Together Against Racism and Radicalism in the Services
Students for Life of America
Susan B. Anthony Pro-Life America
Tea Party Patriots
Texas Public Policy Foundation
Teneo Network
Turning Point USA
Young America’s Foundation

USA TODAY contributed to this report.

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