OUR TEAM

MADELINE ELLIOT, Strategy Director

RAMON HARDY, Strategy Director
CATHERINE HART, Strategy Director
DYLON HOFFPAUIR, Account Liaison
ALEXANDRA MOUTON, Writing Director
OLIVIA WAJDA, Design Director
SIERRA WINSTON, Event Director
CONTENTS
INTRODUCTION......................1
RESEARCH................................3
GOST......................................18
IMPLEMENTATION...............20
SWOT ANALYSIS..................................................................3-4
ORGANIZATIONAL RESEARCH...........................................5-7
SITUATION RESEARCH...........................................................8
PUBLICS RESEARCH..........................................................9-10
KEY PUBLICS....................................................................11-12
PRIMARY RESEARCH............................................................13
MEDIA RESEACH...................................................................14
CLIENT OVERVIEW, HISTORY & MISSION.............................1
FINANCES, ECONOMIC & POLITICAL INFLUENCES............2
CULTURE OF ORGANIZATION...............................................2
PUBLIC OPINION....................................................................2
POSITIONING STATEMENT..................................................18
GOAL.....................................................................................18
OBJECTIVES...........................................................................18
STRATEGIES..........................................................................18
TACTICS.................................................................................19
STRATEGIC APPROACHES....................................................20
ACTIONS................................................................................20
COMMUNICATION CHANNELS & RATIONAL....................21
THEME...................................................................................22
SPECIFICS REGARDING DELIVERABLES FOR CLIENT........23
MEDIA SCHEDULE................................................................24
TASK SCHEDULE/ TIMELINE...........................................25-26
BUDGET.................................................................................27
KEY PUBLIC(S).......................15
ISSUES....................................................................................15
ORGANIZATION....................................................................15
OPINION RESEARCH............................................................15
COMMUNICATION...............................................................15
DEMOGRAPHICS/PSYCHOGRAPHICS................................16
BENEFITS...............................................................................17
EVALUATION.........................28
AWARENESS OBJECTIVE.......................................................28
ACTION OBJECTIVE.........................................................28-29
APPENDICES..........................30
SOURCES...............................................................................30
LETTER OF AGREEMENT.................................................31-33
PRIMARY RESEARCH INSTRUMENT..............................34-38
PRIMARY RESEARCH RESULTS......................................39-45
SMP..................................................................................46-52
EVENT PLAN MEMO.......................................................53-70
SECOND EVALUATION INSTRUMENT...........................71-75
SECOND RESEARCH RESULTS.......................................76-82
DELIVERABLES/TACTICS.................................................83-97
MEDIA COVERAGE..........................................................98-99
EVENT LOGO......................................................................100
OFFICIAL CORN TOSS RULES.....................................101-106
EVENT PHOTOS...........................................................107-108
PRESENTATION...........................................................109-116
Founded in 2007, Greater Baton Rouge Hope Academy is organized as a 501(c)(3) nonproft organization governed
by a Board of Trustees. Each student has unique learning patterns, so Hope Academy is established to provide a
venue for students to have academic, social and emotional progress. Their mission is to provide the highest level of
education possible for students with developmental or learning disabilities.

Hope Academy proudly admits students from Kindergarten through 12th grade. They provide teaching techniques
that are customized to meet the requirements of the individual student. Hope Academy accepts students with any
type of disability from approximately nine parishes in the Greater Baton Rouge, La. area including East Baton Rouge,
West Baton Rouge, Livingston, Ascension, East Feliciana, West Feliciana, St. Landry, Pointe Coupee, and St. James.
They accept students with:
Mild/Moderate learning challenges;
Autism;
Aspergers Syndrome;
ADHD Learning disabilities;
Students on grade level who beneft from low pupil/teacher ratios;
Dyslexia; and
Down Syndrome.

The organization also provides aid to older special needs students, not wishing to pursue high school diplomas, who
are in need of functional life skills. They have a Functional Life Skills Lab that students can utilize.
Hope Academys curriculum is utilized with proven research-based methods to meet each students needs. The school
allows each child to learn and progress at his or her own unique level and pace. The educators set benchmarks
and projected timelines for each student. Hope Academy ensures that there is a low staf to student ratio in each
classroom. Furthermore, social skills programs are included daily in the classrooms to give students confdence in
social situations.
Admission is granted on an individual basis determined through interviews with the parents and students. Hope
Academys goal is to accept all students, but certain medical, behavioral and emotional issues may be outside their
current capabilities.
Athletics and extracurricular activities are available for students to join at Hope Academy. This opportunity allows
participants to enhance their social skills and self-esteem. Hope Academy claims that students who come to Hope
Academy have been excluded from extra curricular activities in the past, so they encourage all students to participate.
INTRODUCTION
CLIENT OVERVIEW, HISTORY & MISSION
1
2
A 501(c)(3) nonproft organization is tax-exempt if it is organized so that none of its earnings are allocated to any
private shareholder or individual (IRS.gov, 2014). In addition, the organization may not infuence legislation and it may
not participate in any political campaign activity for or against political candidates (IRS.gov, 2014). Hope Academy is
considered a charitable organization, which can receive tax-deductible contributions.
FINANCES, ECONOMIC & POLITICAL INFLUENCES
The culture of Hope Academy is one of inclusion, encouragement, positive relationships and recognition of
accomplishments, (Hopeacademybr.org, 2014). According to the National Dissemination Center for Children with
Disabilities, the key to success in the classroom lies in having appropriate adaptations, accommodations, and
modifcations made to the instruction and other classroom activities, (National Dissemination Center for Children
with Disabilities, 2010). Hope Academy ensures that there is a low staf to student ratio in each classroom, includes
small groups and one-on-one instruction. According to Hope Academy, those with learning and developmental
challenges have trouble with relationships and reading facial expressions and body language. Social skills programs
are inserted daily in the classrooms to give students confdence in social situations.
CULTURE OF ORGANIZATION
The public opinion of Hope Academy is overwhelmingly positive. According to greatschools.org, the community rated
Hope Academy 5 out of 5 stars (greatschools.org, 2014). The website quotes, We are best known for individualized
instruction, (greatschools.org, 2014). According to truila.com parents rated Hope Academy an average of 4.5 out of
5 stars (trulia.com, 2014). One parent mentioned that their son never wanted to go to school or do homework but
now he gets up on his own and does his homework immediately when he gets home (trulia.com, 2014). The parent
said, He was rarely social but now he is a social butterfy. He assists in the school store and Kids Kafe which are
two incredible projects that helps our child prepare for the real world, (trulia.com, 2014). Approximately 23 positive
reviews were made on Century 21s website as well (century21.com, 2014). One parent posted a review in regard to
the fexibility and cooperation of the administration (century21.com, 2014). The parent stated, Every day I have the
privilege of witnessing the genuine afection of the faculty and staf toward the students as they celebrate the little
daily achievements and triumphs, as well as the compassion shown on those days or moments when the only action
needed is a moment for redirection, (century21.com, 2014).
PUBLIC OPINION
RESEARCH
SWOT ANALYSIS
STRENGTHS
This is the only school in the state of Louisiana that provides education for students with any
kind of special need or learning disability. They accept students with:
o Mild/Moderate learning challenges;
o Autism;
o Aspergers Syndrome;
o ADHD Learning disabilities;
o Students on grade level who beneft from low pupil/teacher ratios;
o Dyslexia; and
o Down Syndrome.
The organization provides aid to older special needs students, not wishing to pursue high
school diplomas, who are in need of functional life skills. They have a Functional Life Skills Lab
that students can utilize.
Students from any parish in the state of Louisiana may apply to the school.
The curriculum is utilized with proven research-based methods to meet each students needs.
The school allows each child to learn and progress on his or her own unique level and pace. The
educators set benchmarks and projected timelines for each student.
Hope Academy ensures that there is low staf to student ratios.
Social skills programs are inserted daily in the classrooms to give students confdence in social
situations.
WEAKNESSES
There are currently no available funds to implement a fundraiser to help Hope Academy pay
for day-to-day expenses and provide scholarships to students who qualify.
Hope Academys goal is to accept all students, but certain medical, behavioral and emotional
issues may be outside their current capabilities.
3
OPPORTUNITIES
Expression PR has partnered with Hope Academy to help raise funds to pay for day-to-day
expenses and help provide scholarships for students who qualify.
Hope Academys Development Director, Pam Chenovert has connections throughout the
Baton Rouge, LA community to infuence businesses to become donors.
The partnership between Expression PR and Hope Academy qualifes them to apply for the
University Presbyterian Church grant for LSU Students and Faculty. This grant amounts to
$1,000 that could help Expression PR implement a fundraiser for Hope Academy.
Hope Academy is a 501(c)(3) nonproft organization; therefore businesses can give tax-
deductible contributions to this school.
THREATS
With Hope Academys lease ending this year, they are challenged with acquiring the necessary
funds to stay at their current facility located on 15333 Jeferson Hwy, Baton Rouge, La. 70817.
Without this funding they will be unable to provide the proper necessities for their student
body and faculty.
There is a lack of awareness of this school in the greater Baton Rouge area, which could
threaten the survival of the facility. Currently there is a small amount of donations and students
enrolling in the school.
4

SWOT ANALYSIS CONT.
5
ORGANIZATION RESEARCH
Performance
Hope Academy provides quality education to special needs children pre-K to 21 years of age. The school utilizes
a combination of teaching techniques that are customized to meet each students unique needs. There is a small
student-teacher ratio in each classroom to provide the highest quality of education possible. This schools level of
quality also stems from the wide range of special needs students that it caters to. Hope Academy is the only school in
the state that accepts students with any type of special needs. Hope Academys quality has increased in the past three
years by the addition of high school classes to the curriculum with the option for a high school diploma. The schools
leadership is satisfed with the level of quality it ofers but is always looking for ways to improve. Key advantages
that Hope Academy ofers to its students are the student-teacher ratio, life and social skills education program and
customized teaching techniques for each student.
The disadvantages associated with Hope Academy include the poor location of the school campus, the low quality of
the facilities on campus and the high cost of tuition. Also, families who live in the area may want to place their child in
the school but are unable to aford the tuition. A church does not support this nonproft organization, so it is difcult
to locate funds to improve these problems.
Niche
Hope Academy is set apart from other schools in that it ofers special needs programs by catering to any type of
special needs students. It also accepts students with a larger range of ages than any other school in the state. The low
student-teacher ratio and life and social skills education program also sets Hope Academy apart from its competitors.
In the past three years Hope Academy has changed locations and added a high school curriculum to help set the
school apart from others. Within the next two years the school hopes to raise enough funds to move to a better
location that ofers the best facilities possible to its students. This organization also wishes to increase its number of
high school students. Hope Academy and their Board of Trustees are willing and eager to make these changes.
Structure
Hope Academys mission is to meet the unique needs of students who typically have social and academic difculties
in conventional school settings by teaching these students how to manage and adapt their own unique systems to
and enjoy healthy, happy lives. (Hopeacademybr.org). Issues associated with carrying out this mission come from
a low level of awareness of the school. There is also inadequate funding to ofer the best education to the most
students possible.
There is no long-term strategic business plan in order to carry out this mission to its best potential. There are few
communication resources available to the school. They do not employ any public relations or communications staf
either. The communication resources being utilized now are Facebook and Twitter. There is a designated teacher to
update these social media pages during his free time after school. The school does not have a go-to media list but
does have connections to WAFB news reporter, Tyana Williams, and Nancy LeBlanc, with the Baton Rouge Parents
Magazine. There is no advertising budget, but resources are likely to increase within the next three years.
6
ORGANIZATION RESEARCH CONT.
Internal Impediments
The internal environment is not very supportive of public relations activities because they do not see it as a priority at
this time. Under school policy, there is no large budget designated for a communications fund. Instead the funds are
designated elsewhere to pay for necessary resources. These actions are deliberate because the schools funds are so
low that there is no additional money anywhere in the budget. There is a lack of knowledge pertaining to what public
relations/communications activities can do for the school and for raising additional funds. There are no in-house
public relations staf or communications staf due to lack of funds. Overall, funding is the major issue. An increase in
funding will help overcome the organizations internal impediments.
Competition
Direct competitors of Hope Academy are other special needs schools in the area that ofer similar education
programs. The direct competitors include Louisiana School for the Deaf, The Brighton School and Louisiana School
for the Visually Impaired. For those families who can aford this kind of private schooling, there are many options in
the area making for a competitive market. The indirect competitors of Hope Academy are the public school districts
in the greater Baton Rouge area, mainly the East Baton Rouge Public School System. Another segment of indirect
competitors are those parents who choose to home school their children or send them to private schools located the
greater Baton Rouge area.
The external environment of Hope Academy is fairly competitive. The main competitors of Hope Academy are the
greater Baton Rouge public school systems and those parents who home school their children. Parents who choose
to home school or place their child in public schools may result to these options because it is more afordable than
private schooling.
The public school system does not cater specifcally to special needs students as much as Hope Academy or similar
competitors do. Therefore, students do not get the extra attention and individualized teaching techniques they need
to excel. Louisiana public schools have special education programs in place, but have very low high school graduation
rates. According to The Advocate, Only 29 percent of special education students in Louisiana are graduating from
public high schools, (advocate.com, 2013). Louisiana has 82,376 special education students. According to the State
Department of Education that is 12 percent of the public school population (advocate.com, 2013). The public school
system does have more resources for funding and better facilities than Hope Academy because the institution has
access to state funds. Approximately $313 million per year is spent to students with a wide range of disabilities
(advocate.com, 2013). Superintendent of Education, John White, said the key problem is that the state spends the
same amount of money for all special education students regardless of their disabilities (advocate.com, 2013). White
also said there is little oversight on how local school districts educate students with disabilities.
The public school system has not changed in the past three years but does have future plans to improve education
programs. The new program will identify that diferent disabilities require diferent levels of spending. It will also
alter where and how the student is educated. The expenses linked with educating the student will be determined by
the amount of time spent in classrooms, hospitals and other locations (advocate.com, 2013). Under this proposed
overhaul, one-third of the funding will be based on the needs of the student ranging from low to high category
disabilities (advocate.com, 2013). Lastly, one-third of state aid will be determined by how special education students
meet or surpass annual state academic targets (advocate.com, 2013). These changes may allow the public school
system to provide more resources than Hope Academy.
Louisiana School for the Visually Impaired and Louisiana School for the Deaf are managed by the Louisiana Department
of Education. According to their 2013 report each school was rated F by the Louisiana Department of Education.
These schools are located in the Baton Rouge community. These ratings clearly defne the lack of oferings of special
education schools in the Baton Rouge area. Their weaknesses may give Hope Academy an upper hand over these
schools.
ORGANIZATION RESEARCH CONT.
Opposition
Currently there are no groups that exist with a mission to resist or hinder Hope Academy. The East Baton Rouge
Public School System doesnt directly resist Hope Academy, but may hinder the growth of the organization because
students result to this school district as a more afordable option to Hope Academy. Refer to the Competition section
to evaluate the schools that are direct competitors of Hope Academy.
External Impediments
The Greater Baton Rouge area is growing in regards to population and commerce. Baton Rouge is projected to
keep growing in the next several years. According to the United States Census bureau, Baton Rouges population
is growing approximately 2 percent each year (quickfacts.census.gov). External impediment that impact customers
of Hope Academy is the average household income of those people living in the Baton Rouge area. Those families
who are making the average or lower than average income may see it difcult to aford private schooling for their
children. The Census ACS 1-year survey reported that the median household income for the Baton Rouge Louisiana
metro area was $50,286 in 2012 (departmentofnumbers.com). These are the latest fgures available. The Baton Rouge
median household income is $7,342 higher than the median Louisiana household income and $1,085 less than the
U.S median household income (departmentofnumbers.com).
The heavy trafc in Baton Rouge afects travel time for families who live farther away from Hope Academys school
campus. According to the Texas A&Ms Transportation Institute, the average Baton Rouge driver spends 42 hours a
year held in trafc (nola.com). Also, Hope Academy does not ofer a bus system to transport students from home to
school. With no bus system this creates challenges for families with multiple children who attend diferent schools.
Economic and fnancial impediments prevent the school from growing in several ways. The organizations current
location is crowded and too small for the student body. The facilitys lease ends at the end of this 2013-2014
academic year so the faculty and Board of Trustees must search for another location that is afordable and larger to
accommodate for future growth of the student body.
Hope Academy is a 501(c)(3) nonproft organization. This means the school is organized so that none of its earnings
are allocated to any private shareholder or individual (IRS.gov, 2014). In addition, the organization may not infuence
legislation and it may not participate in any political campaign activity for or against political candidates (IRS.gov,
2014). Hope Academy is considered a charitable organization, which can receive tax-deductible contributions. This
hinders the organization from receiving funds on a regular basis. They must continuously request donations from
organizations in the community and require an average $6,000 tuition from each student who attends. Requesting for
donations can be rather difcult at times especially during economic downturns in which Louisiana is currently facing.
Hope Academy wants to avoid raising tuition as much as possible as to not burden the parents who have a student
currently enrolled at the school or prevent other parents from enrolling their child in the school.
The regulators of Hope Academy are as follows. A Board of Directors manages the school. They require the school
to follow in compliance with the Louisiana Department of Education since it is a state approved non-public school.
Hope Academy is a practicum site for the Nicholls State University Masters program in Curriculum & Instruction
High Incidence Disabilities/Teaching as Applied Behavior Analysis option (hopeacademy.org, 2014). Each semester
students must fulfll this programs requirements at Hope Academy. They must follow the program outlined by the
University under the universitys supervision.
7
SITUATION RESEARCH
Background
Hope Academy has worked previously with service-learning classes at Louisiana State University. Those who have
worked with the organization in the past have aided communication eforts but did not set up a strategic communication
plan that continued after their partnership was complete.
The situation, which Expression PR identifed, is a lack of funds and awareness. This is due to lack of time and money
to expand communication resources. There is no disputing that lack of funding is a hurdle in all of Hope Academys
eforts. All stakeholders see this as a present issue that needs improvement. Hope Academy is in its early years of
development so there is a lack of strategic relationships with donors in the community. This lack of funding leads to
virtually no communication budget therefore there is no public relations or communications staf. Currently the only
communication outlets utilized by the organization is Hope Academys Facebook, Twitter and monthly newsletter.
Expression PR worked with Hope Academy to implement a communications plan.
Consequences
Expression PR considers the lack of funds and awareness prevents Hope Academy from carrying out the organizations
mission. With raised awareness Hope Academy will have increased student enrollment and donations to continue
operating the school and carrying out their mission. This situation will continue to be a long-term problem if a
communication plan is not implemented and carried out. A communication plan must be implemented immediately
because Hope Academys lease at their current facility is about to expire. Without an increase of donations they may
be forced to move to another facility or close the school altogether. The students and faculty currently at the school
are mainly afected by the situation. Potential enrollees could be afected by this situation as well.
Many people could be afected positively by a solid communication plan. Parents, faculty, board members and
donors alike would all be informed and engaged with the organization. A better communication strategy with Hope
Academys key publics will likely raise awareness and in turn increase donations to the organization. Expression PR
considers implementation of a communication strategy a positive opportunity for this organization because it is the
crucial element to help the organization survive.
Resolution
Expression PR believes gathering quantitative data gave us better knowledge of the reality of situation. Informing the
public of the situation can be mutually benefcial to everyone involved because everyone will feel informed, included,
and important. It could also lead to higher wages for teachers, better facilities, and new and improved programs for
students. The organization realizes the need for an increase in communication eforts, but they are not informed on
the diferent options that they may have that will cost them little to no money. At this time, the organizations top
management is not making any plans to set a budget for a communication plan because they are more focused on
the tense situation of whether or not they must move their campus to another facility.
8
PUBLICS RESEARCH
Publics
Hope Academy has three major key publics that Expression PR reached with a strategic communication plan. Parents
and guardians of children with special needs and/or learning disabilities in the Greater Baton Rouge Area are a major
key public for this organization. Hope Academy is still in the process of development and is seeking to increase
enrollment. Therefore, it is essential to reach parents and guardians of prospective students.
Donors in the greater Baton Rouge area also qualify as a key public for Hope Academy. This school is in dire need for
more funding to meet its budget expenses and pending relocation costs. Donors can provide funding that will help
Hope Academy pay its expenses.
The third major key public is specialty doctors who care for children with special needs and learning disabilities.
Their patients are potential students of Hope Academy. They have clinics and ofces that are appropriate places to
display informational materials about this school. It is important to reach doctors who care for special needs children
because their education and expertise makes them opinion leaders for Hope Academy. It is key to communicate the
benefts of Hope Academy so that they may recommend the school to their patients.
Customers
Hope Academys primary customers are parents or guardians of children with special needs and learning disabilities
in the greater Baton Rouge area. Parents or guardians are responsible for paying the tuition and fees that allow their
children to enroll in this school. Hope Academys customers have increased in the past three years due to the recent
expansion of course oferings. This school now ofers high school classes with the opportunity to receive a high school
diploma. Within the next three years, the amount of customers is expected to continue to increase due to a growth
of resources being ofered by the school.
Producers
The Board of Trustees, administration and staf of Hope Academy are responsible for managing Hope Academy and
educating the students. Educators create individual learning paths that are designed to meet each students needs
(hopeacademybr.org). Hope Academy relies on donors and parents or guardians of students to provide the necessary
funds to give the students a quality education. Within the last three years Hope Academy has ofered high school
classes, so there has been an increase in administration and staf. If Hope Academy continues to grow, it is likely that
within the next three years the amount of educators will increase due to their priority of a low student/teacher ratio.
Enablers
Parents who are involved in special needs and learning disabilities associations are opinion leaders for Hope Academy.
They are passionate and vocal about children with special needs and learning disabilities receiving a quality education.
Specialty doctors and psychologist who work with special needs children are also considered to be opinion leaders
because of their education and expertise. Hope Academy has partnered with Dr. Don Hoppe, clinical psychologist, to
hold a monthly seminar at Hope Academy that discusses topics within special education and psychology.
This organizations connections with media include WAFB and the Baton Rouge Parents Magazine. These two media
outlets have aided Hope Academy in disseminating information of its mission to its publics in the past three years.
Tyana Williams of WAFB produced a short story on the organization and a news afliate of WAFB in Washington D.C.
contacted Hope Academy to produce a follow up story on the school.
The enablers of this organization are likely to change within the next three years by having more special education
school options to choose from. Also, doctors will have more educational facilities to recommend to their patients.
As the greater Baton Rouge area realizes an increased need to provide programs for special need students they will
provide more education venues.
9
Limiters
Hope Academy has several direct and indirect competitors in the greater Baton Rouge area. There are several schools
in close proximity to this school that ofer similar services. The direct competitors include Louisiana School for the
Deaf, the Brighton School and Louisiana School for the Visually Impaired.
Hope Academys indirect competitors include public school districts in the greater Baton Rouge area, private schools
in the greater Baton Rouge area and those parents who choose to home school their children. Hope Academy deals
with opponents who believe that all special needs education should be funded by the state. The combination of
competitors and opponents can limit Hope Academys progress. Some of the competitors have the beneft of being
more convenient fnancially and/or geographically.
The competitors and opponents have not made signifcant structural changes within the last three years, but the
population growth in the greater Baton Rouge area has caused the amount of students who attend Hope Academys
competitor schools to increase. This means more money will be required to aid students and less attention will be
given to individual students unless the state hires more teachers in the special education programs. It is likely this
same trend will continue within the next three years.
According to Hope Academy there are no vocal activists who are likely to speak out against the organizations position.
Instead there are opinion leaders such as local Baton Rouge specialty doctors including Dr. Don Hoppe who has
supported Hope Academy in the past. By developing more relationships with doctors in the greater Baton Rouge area
they will be more likely to speak out in support for the organization.
PUBLICS RESEARCH CONT.
10
Basic Questions for Key Publics Listed by Priority
Parents aged 18-50
Hope Academy has three major key publics that Expression PR seeked to reach with a strategic communication plan.
Parents and guardians of children with special needs and/or learning disabilities in the Greater Baton Rouge Area
are a major key public for this organization. Hope Academy is still in the process of development and is seeking to
increase enrollment. Therefore, it is essential to reach parents and guardians of prospective students. The stage of
development of this key public is latent.
The major wants and needs of this key public is a school that provides a welcoming and educational environment
for their child. Parents who have their child enrolled at Hope Academy have attested time and time again how the
learning environment has greatly improved their childs abilities. According to a testimony made by one parent on
greatschools.org, their son was doing terrible in public school due to their lack of efort to accommodate for the child.
The parent mentioned, He was often depressed and felt stupid and worthless and had few friends, (greatschools.
org, 2014). Parents who have their special child enrolled in public school may seek a place like Hope Academy to help
their child enjoy school. They may be in need of the benefts ofered by Hope Academy such as teachers who take a
personal interest in each child and have time to work with them.
Sponsors/ Donors
Donors in the greater Baton Rouge area also qualify as a key public for Hope Academy. This school is in dire need for
more funding to meet its budget expenses and pending relocation costs. Donors can provide funding that will help
Hope Academy pay its expenses. The stage of development of this key public is latent.
The major wants and needs of potential sponsors include the need for tax-deductible opportunities to alleviate tax
burdens and an opportunity to advertise their business to make them well known throughout the community. Since
Hope Academy is a 501(c)(3) nonproft organization, which can receive tax-deductible contributions, businesses may
donate as much as they wish to aid the organization.
Doctors
The third major key public is specialty doctors who care for children with special needs and learning disabilities. Their
patients are potential students of Hope Academy. They have clinics and ofces that are appropriate places to display
informational materials about this school. It is important to reach doctors who care for special needs children because
their education and expertise makes them opinion leaders for Hope Academy. It is key to communicate the benefts
of Hope Academy to them so that they may recommend the school to their patients. The stage of development of this
key public is latent.
The major wants and needs of local Baton Rouge doctors are to provide the best service possible to their patients.
Recommending solutions for patients daily lives outside of medical aid can give their customers the personalized
service they are looking for. Doctors can recommend this school to patients with learning disabilities and in turn earn
a positive reputation throughout the community.
Issues
Issues that the key publics have include lack of awareness of the organization and what they have to ofer.
Approximately 93 percent of the surveyed participants are unaware of the school and its key messages. An increase
in awareness to the key publics would aid the organization to reach their goals. The key public could be informed of
Hope Academy if it had a communication strategy implemented. Participants who took the survey now expect to see
more information on the organization in the future.
KEY PUBLICS
11
Organization
The organizations key publics might afect the spread of information throughout the community. The organization
afects the key publics by ofering educational services for children with learning disabilities. Hope Academy is not
satisfed with the level of awareness from their key publics. Only two percent of the key publics who are aware of
Hope Academy could become infuential for Hope Academy to disseminate information through word of mouth of
the school to the community.
Opinion Research
Approximately 93 percent of the surveyed participants are unaware of Hope Academy. The engagement of the
surveyed population at this time is considered in the lurking category.
Communication
Due to a lack of awareness people are choosing diferent educational routes instead of Hope Academy. Social Media
engagement with the key publics is currently casual for the most part. The key publics are not currently seeking
information on the issue but once they receive information they are likely to seek more information or act on it.
Credible sources and opinion leaders of the key publics include doctors who cater specifcally to children with learning
disabilities. The key publics main source of news is through Facebook and local television news outlets.
KEY PUBLICS CONT.
12
Expression PRs research objective is to gain an understanding of awareness specifcally to generate attention of the
existence of Greater Baton Rouge Hope Academy. The agency selected a survey as the primary research instrument.
This survey allowed Expression PR to obtain more information on the key publics including awareness of Hope
Academys educational oferings, demographics and technology habits.
The survey contains 20 questions, which took participants no more than 5 minutes to complete. The survey included
demographic questions (age, gender, marital status, etc.). Other questions gauged awareness and perception of
educational opportunities for children with learning disabilities. The survey was distributed to the East Feliciana
Primary Care Center and the Warner Orthopedics and Wellness both located in Baton Rouge, La because those
venues have parents who ft the subject inclusion criteria. Subjects meeting inclusion criteria are parents ages 18 to
50, parents with children 18 years of age and younger, or parents with children who have special needs or learning
disabilities. The maximum number of participants anticipated to take the survey was 150.
Participants with a child who has a special need or a learning disability may have become aware of Hope Academy
through this survey. This could have become a beneft if they became interested in enrolling their child in the school.
There are no known risks from participating in the study. If the participant felt uncomfortable with a question, they
could skip that question. There was no compensation for participating.
The participation in the survey was voluntary. Therefore, the participant had the right to resign from completing the
survey at any moment without penalty or loss of any beneft and the survey answers were not recorded.
This was an anonymous study. The questionnaire did not ask for the participants name, e-mail address or other
personal identifcation. The responses were kept completely confdential unless release was legally compelled. The
information was only seen by Expression PRs research directors and was used for Hope Academys campaign creation
purposes.
PRIMARY RESEARCH
13
Hope Academy has had very little previous media coverage. There have been several occasions when Tyana Williams
at WAFB has spoken about Hope Academy. An WAFB afliated news channel in Washington D.C. contacted Hope
Academy to follow up on Tyana Williams feature of Hope Academy. There is no existing media list, but Pam Chenevert,
Hope Academys development director, has a relationship with Tyana Williams at WAFB and Nancy Leblanc with the
Greater Baton Rouge Parents Magazine.
Media Contact List
Tyana Williams with Baton Rouge Channel 9 WAFB
o TyanaWilliams@wafb.com
o 225-383-9999
Nancy Leblanc with Greater Baton Rouge Parents Magazine
o 225-292-0032
o brpmcalendar@brparents.com
MEDIA RESEARCH
14
Issues that the key publics have include lack of awareness of the organization and what they have to ofer.
Approximately 93 percent of the surveyed participants are unaware of the school and its key messages. An increase
in awareness to the key publics would aid the organization to reach their goals. The key public could be informed of
Hope Academy if it had a communication strategy implemented. Participants who took the survey now expect to see
more information on the organization in the future.
KEY PUBLICS
ISSUES
15
The organizations key publics might afect the spread of information throughout the community. The organization
afects the key publics by ofering educational services for children with learning disabilities. Hope Academy is not
satisfed with the level of awareness from their key publics. Only two percent of the key publics who are aware of
Hope Academy could become infuential for Hope Academy to disseminate information through word of mouth of
the school to the community.
ORGANIZATION
Approximately 93 percent of the surveyed participants are unaware of Hope Academy. The engagement of the
surveyed population at this time is considered in the lurking category.
OPINION RESEARCH
Due to a lack of awareness people are choosing diferent educational routes instead of Hope Academy. Social Media
engagement with the key publics is currently casual for the most part. The key publics are not currently seeking
information on the issue but once they receive information they are likely to seek more information or act on it.
Credible sources and opinion leaders of the key publics include doctors who cater specifcally to children with learning
disabilities. The key publics main source of news is through Facebook and local television news outlets.
COMMUNICATION
As of the 2010 census, there were 229,553 people in Baton Rouge Louisiana; there are 52,672 families residing in
the city. According to the U.S. 2010 census the racial makeup of the city was 50.4 percent African American, 40.8
percent White, 0.5 percent Native American, 3.5 percent Asian, and 1.3 percent from two or more races. Hispanic or
Latino were 3.5 percent of the population. Non-Hispanic Whites were 37.8 percent of the population, down from 70.5
percent in 1970. According to the United States Census bureau, Baton Rouges population is growing approximately
2 percent each year (quickfacts.census.gov).
The average age of the members of the key publics is 30 to 50. The key publics are geographically located in the
greater Baton Rouge area. The Census ACS 1-year survey reported that the median household income for the Baton
Rouge Louisiana metro area was $50,286 in 2012 (departmentofnumbers.com). The Baton Rouge median household
income is $7,342 higher than the median Louisiana household income and $1,085 less than the U.S median household
income (departmentofnumbers.com). The greater Baton Rouge area consists of Urban Power Families. They are
highly educated professionals six-fgure salaried couples with children who live an upscale life (Zillow.com, 2014). The
greater Baton Rouge area also consists of New Suburbanites. A large portion of these pre-middle-age to middle-age
singles have moved to the suburbs in the past four years. Some have a college education and work in professional or
management careers (Zillow.com, 2014). Of all households, 28.1 percent had children under the age of 18 living with
them, 35.8 percent were married couples living together, 19.0 percent had a female householder with no husband
present (Wikipedia, 2014).
They key publics can be characterized into two groups including Millennials and Generation x. Millennials can be
characterized as impatient and with a high need for immediate response. This generation began during a time of
American economic growth, but they lacked security in school and home environments (Green Buzz Agency, 2010).
More than 95 percent of Millennials, ages 18 to 30 have an account on at least one social media outlet (Green Buzz
Agency, 2010). Millennials exhibit confdence and value participating in important causes (Green Buzz Agency, 2010).
Millenials believe in unlimited options and customization in their products and services (Gross, 2012). Products and
services are researched online to fnd the best ofer before making a purchase (Gross, 2012). Customer service has
been shaped by the speed of technology and social media (Gross, 2012). Millennials are not intimidated by technology,
and they believe in using it to its full advantage. They expect to use technology to make work and life more productive
(Gross, 2012). Businesses should not let low price be the deciding factor in the purchase decision. If a business cant
market diferentiation, the product or service will turn into a commodity, and then price becomes the only factor in
the Millennials purchase decision (Gross, 2012).
Generation X is considered to be the most ignored and misunderstood generation. Xers are the frst in American
history that will not do better than the previous generation. Parents in Generation X are ages 34 to 49. Gen Xers
grew up in two-career families with rapidly rising divorce rates (Green Buzz Agency, 2010). For Xers, job security was
virtually guaranteed (Green Buzz Agency, 2010).
As a result of these experiences, this generation is family oriented and values the balance between work and family
life (Stevenson, 2013). They are technologically profcient, well educated and adept well to change. Many have waited
until their late 20s or early 30s to marry so they take parenthood seriously (Stevenson, 2013). They can be considered
caring consumers because they spend carefully (Stevenson, 2013). They look for products/service ratings and reviews
to get recommendations from other consumers (Stevenson, 2013). They seek out products and services that are
family friendly and afordable (Stevenson, 2013).
Generation X has more of a disposable income than Millennials because they have been employed longer. Because
they grew up during the introduction of the Internet, they have become technologically savvy and are comfortable
with online and traditional media. They use social media and smartphones Facebook and email. They search for
products and services online. Generation X looks for products and services that are environmentally friendly, organic,
healthy and family oriented (Stevenson, 2013). They want a variety of purchase options to compare diferent products.
They also search for customization. Generation X has grown into an independent and adaptable consumer group
(Stevenson, 2013). They value diversity and integrity. They are much more brand loyal than Millenials so they can
become a businesss best customers.
DEMOGRAPHICS/ PSYCHOGRAPHICS
16
This organizations customizable curriculum sets it a part from its competitors specifcally Louisiana public schools.
Both parents and doctors believe that the educational experience is greatly enhanced when each student can receive
the particular attention they need. Donor/sponsors can also beneft from this organization because it is a family,
friendly organization that local businesses would be proud of to support.
BENEFITS
17
Hope Academys mission is to meet the unique needs of students who typically have social and academic difculties
in conventional school settings by teaching these students how to manage and adapt their own unique systems to
and enjoy healthy, happy lives.
GOST
POSITIONING STATEMENT
Reputation Management Goal
The goal of this campaign is to change the reputation of Greater Baton Rouge Hope Academy by May 2014.
Task Management Goal
The other goal of this campaign is to raise public support of the school to help sustain day-to-day maintenance
GOAL
Awareness Objective
Objective for parents ages 18-50 to have an efect on awareness specifcally to increase attention about Lending a
Helping Hand to Greater Baton Rouge Hope Academy by 10 percent from February 2014 to May 2014.
Action Objective
Objective for parents ages 18-50 and their children to have an efect on action specifcally to generate interest about
OBJECTIVES
Communication
The message Greater Baton Rouge Hope Academy promises to provide the highest level of education possible
for students with development or learning disabilities, generated attention from Baton Rouge parents ages 18-50
through channels including news media, print media, digital media, social media and a fundraising event.
The message Greater Baton Rouge Hope Academy promises to provide the highest level of education possible for
students with development or learning disabilities, generated attention from Baton Rouge donors through channels
including traditional media and digital media.
The message Greater Baton Rouge Hope Academy promises to provide the highest level of education possible
STRATEGIES
18
Communication Strategy Tactics
o News media channel
Developed news release to communicate information to parents about the school and the event
to parents ages 18-50.
Secured a feature story by sending a pitch letter to communicate to parents ages 18-50 and doctors.
o Print media channel
Developed news release to communicate information about the school and the event to parents
ages 18-50.
o Social media channel
Developed social media strategy to communicate information about the school and the event to
parents ages 18-50.
o Traditional media channel
Sent fundraising letters to local businesses who could become potential donors.
o Digital media
Displayed event information on local news media event calendars to Baton Rouge parents ages
18-50 and donors.
Email fiers sent to parents of Hope Academy to communicate event information to Baton Rouge
parents ages 18-50 and doctors.
o Fundraising event
Developed fundraising event to communicate to parents ages 18-50 and their children.
TACTICS
19
In order for Expression PR to reach their objective to raise approximately $2,000 on Friday April 4, 2014 from 3:30
p.m. to 6:30 p.m. the group utilized several communication strategy tactics including news media, print media, social
media, traditional media and digital media. Before these strategies were determined the group conducted research
to understand which communication tactics would be accurate for event implementation.
IMPLEMENTATION
STRATEGIC APPROACHES
Expression PR brainstormed event ideas, evaluated the event budget, researched event procedures and meet with
Hope Academys Development Director, Pam Chenevert, to verify event details to implement the event to the best of
their ability
Corn Toss is often played during tailgating events or gatherings amongst family and friends. Corn toss is a lawn game
often played while tailgating in which players take turns throwing bags of corn at a raised platform with a hole in the
far end. A bag in the hole scores three points, while one on the platform scores one point. The play continues until a
team reaches to the score of 21. There are two players per team.
The history of corn toss is unknown, though there are many ideas to where it began. One story claims that the game
was frst played during the 14th century in Germany and rediscovered in Ohio (Wikipedia.com, 2014). Many American
scholars confrm that a very similar game was played amongst Native American of the Blackhawk tribe in Illinois, who
flled pig bladders with dried beans (Wikipedia.com, 2014).
Expression PR implemented a corn toss tournament called Toss for Hope on Friday April 4, 2014 from 3:30 p.m.
to 6:30 p.m. The event took place at Greater Baton Rouge Hope Academy located at 15333 Jeferson Highway Baton
Rouge, LA 70817. Children, young adults and parents/guardians of all ages attended the event. Some students from
Greater Baton Rouge Hope Academy participated in the event along with their parents or guardians. This gave families
an opportunity to bond while participating in a good cause. There were 13 teams that participated in the event.
Approximately 50 people attended the event.
ACTIONS
20
News media channel
Expression PR secured a feature story with WVLA NBC 33 and Fox 44 by sending a pitch letter to reporter, Lauren
McCoy. Expression PR also sent a news release to WGMB, WVLA, WBRZ and WAFB.
Print media channel
Expression PR sent a news release in regard to the event to local print media including The Advocate, The Reveille, 225
Magazine, Baton Rouge Parent Magazine, City Social, Nola.com and Dig Magazine.
Social media channel
Expression PR developed a social media strategy, which served as a guide for managers of the Toss for Hope Facebook
event page and the Fans of Hope Academy Facebook page.
Traditional media channel
Expression PR hand delivered fundraising letters to local businesses who would become potential donors.
Approximately 300 print fiers were delivered to local businesses and doctors ofces to increase participation in the
event.
Digital media
This Toss for Hope event was displayed on local event calendars including inRegister.com, The Advocate, The Reveille,
225 Magazine, Dig Magazine, City Social Magazine, NOLA.com, WGMB, WVLA, WAFB and WBRZ. Email fiers were sent
to parents of Hope Academy inviting them to the event as well. An event description was posted on Greater Baton
Rouge Hope Academys website at http://hopeacademybr.org/.
Fundraising event
The Toss for Hope fundraising event was a successful opportunity to inform the event attendees of Hope Academys
wide range of oferings.
COMMUNICATION CHANNELS & RATIONAL
21
The event centered on Greater Baton Rouge Hope Academy and their colors. Expression PR members were dressed
in Hope Academys colors. The group members wore nametags so each member could be easily identifed. Green,
yellow and red balloons were set up around the playing feld for an enjoyable and relaxing environment. The theme
was centered on Tossing for Hope to build a brighter future.
The spokespeople at the event included Expression PR event director Sierra Winston, Hope Academy development
director, Pam Chenevert and PTA president Jan Chiles. Sierra introduced the event with a warm welcome and thank
you to the attendees who participated in the event. Pam Chenevert provided more detail as to what the participants
donations would go to which include supporting day-to-day maintenance expenses, student scholarships and
additional educational oferings. Hope Academy PTA President, Jan Chiles, spoke during the event about her son
Christian who has attended Hope Academy for six years. She said, We found a home for him. A lot of the students
who go here not only have academic challenges, but are also challenged socially. Christian is challenged socially and I
wasnt sure if they would be able to accept them. She said Greater Baton Rouge Hope Academy welcomed him with
open arms.
The following messages were mentioned during the event welcome speech:
Greater Baton Rouge Hope Academy promises to provide the highest level of education possible for students with
development or learning disabilities.
The curriculum utilizes research-based methods to meet each students needs. The school allows each child to learn
and progress on his or her unique level and pace.
The educators set benchmarks and projected timelines for each student.
Hope Academy also ensures that there is a low teacher to student ratio in each classroom.
Social skills programs are inserted daily in the classrooms to give students confdence in social situations.
The structure of the event is as follows. Three tables were set up at the event. One table was used as a place for
registration. Another table was set up to display all the door prizes. The other table was set up for children to have
their face painted. Six tables were set up to provide a place for attendees to eat dinner provided by Frogs Poboys. Six
corn toss sets were set up in a grassy area in front of the school. The area was shaded under a large oak tree to keep
attendees cool and comfortable throughout the event. An area was set up to leave your lending hand to the Toss for
Hope Banner. The banner was provided to Hope Academy as a gift from all the event attendees.
Some students of Hope Academy attended the event, so attendees were able to see frst hand what their contributions
were beneftting. The environment was very quint and cozy giving the attendees a very comfortable environment.
Hope Academy PTA President, Jan Chiles, spoke during the event about her son Christian who has attended Hope
Academy for six years. This moment was very emotional and heartwarming for all the attendees. It gave the whole
cause an authentic feel.
THEME
22
Press Release before and after event
Press releases were emailed to media outlets to aid Hope Academy in increasing awareness of the school. The frst
press release provided information on the school and details on how to sign up for the fundraising event. The second
press release provided information on the results of the event, specifcally information about the amount of money
raised and a testimony from a spokesperson at the event.
Sponsor Letter
Letters were developed to send to donors of the Toss for Hope fundraising event. These letters requested donations
from local businesses to help sponsor the Toss for Hope corn toss tournament. Hope Academy requested these
sponsors help them reach their mission. Without the support of the donors Expression PR would have been unable
to implement the fundraiser for Hope Academy.
Social Media Policy
Greater Baton Rouge Hope Academy recognizes that social media can be utilized to share life experiences and
thoughts with family, friends and co-workers. However, the use of social media could also present risks, which in turn
carries some responsibilities. Expression PR aided Hope Academy in making responsible decisions when you using
social media. This internal policy applies to all faculty and staf at Hope Academy. Supervisors should use the Social
Media Policy as a guideline for managing the employees and stakeholders of the organization.
Thank you letters
Letters were developed to send to donors of the Toss for Hope fundraising event. These letters thanked donors for
sponsoring the Toss for Hope corn toss tournament, which would help support day-to-day maintenance expenses,
student scholarships and additional educational oferings of Hope Academy. Expression PR thanked these sponsors
for helping reach Hope Academys mission. Their contribution was not solely a charitable contribution, but also an
advertising opportunity as well.
Print Flier
The print fier was developed to inform the public of the Toss for Hope fundraising event. The fier was sent to local
businesses in which many parents shop. It was also provided to students of Hope Academy to invite the student body
to the event as well. Approximately 300 fiers were handed out to the Baton Rouge community.
Pitch letter
Expression PR developed a pitch letter, which was emailed to Lauren McCoy of WVLA at NBC 33 News to aid Hope
Academy in increasing awareness of the school. This pitch letter proved to be a success because she produced
a feature story to inform the Baton Rouge community of Hope Academy. This pitch letter proved to be the key
opportunity to free media exposure of the school to the local Baton Rouge Community. NBC 33 also came out during
the event to follow up on the story to inform viewers the turnout of the fundraising event. This media exposure
potentially reached parents ages 18 to 50, local doctors and donors. Here is the link to view the story on the NBC 33
website: http://www.nbc33tv.com/news/toss-for-hope-lsu-pr-grou
Social Media Strategy
The social media strategy was developed as a guide for Hope Academys social media manager to provide engaging
and informative social media posts to the Fans of Hope Academy Facebook page. Expression PR also provided insight
on how to develop a Twitter handle for the school.
Talking Points Memo
The talking points memo was developed for Greater Baton Rouge Hope Academys development director, Pam
Chenevert. The points in the memo were developed only to provide information and suggestions and not to be used
verbatim. The memo was used during the fundraisers welcome speech to guide her as she spoke to the audience to
inform them how their donations would be used.
Email blast fier
The email fier was developed to inform the public of the Toss for Hope fundraising event. The fier was sent to an
email contact list developed by Hope Academy. The digital fier was shared on Facebook and Instagram to reach a
larger audience as well.
SPECIFICS REGARDING DELIVERABLES FOR CLIENT
23
Social media messages were posted every other day to keep the public updated and informed about the schools
oferings and event. Digital fiers were posted nearly every other day on social media. They were also emailed two
weeks before the event. A press release was sent approximately two weeks before the event to inform the public of
the event. The same press release was sent to the media for a second time fve days before the event to remind the
public of the event. Most importantly a feature story was aired Wednesday April 2, two days before the event. Print
fiers were sent to local stores and students of Hope Academy three weeks before the event. They were delivered for
a second time one week before the event.
Before and after event Reverse Timeline:
o April 7- Catherine Hart posts pictures on social media outlets on Toss for Hope Facebook event page and
Fans of Hope Academy Facebook page
o April 4-
Day of event.
Madeline Elliot develops Facebook post for Toss For Hope Facebook event page and Fans of Hope
Academy Facebook page
o April 2-
Madeline Elliot develops Facebook post for Toss For Hope Facebook event page and Fans of Hope
Academy Facebook page
Feature story from WVLA flmed
Facebook and Instagram competition ends 12 p.m.
o April 1- Alex Mouton resends press release to news media to promote event
o March 31-
Madeline Elliot develops Facebook post for Toss For Hope Facebook event page and Fans of Hope
Academy Facebook page
Facebook and Instagram competition begins (share event logo for a chance to win free entry to
the tournament)
o March 30- Madeline Elliot develops Facebook post for Toss For Hope Facebook event page and Fans of
Hope Academy Facebook page
o March 28- Madeline Elliot develops Facebook post for Toss For Hope Facebook event page and Fans of
Hope Academy Facebook page
o March 26- Madeline Elliot develops Facebook post for Toss For Hope Facebook event page and Fans of
Hope Academy Facebook page
o March 24- Madeline Elliot develops Facebook post for Toss For Hope Facebook event page and Fans of
Hope Academy Facebook page
o March 23- Madeline Elliot develops Facebook post for Toss For Hope Facebook event page and Fans of
Hope Academy Facebook page
o March 21- Madeline Elliot develops Facebook post for Toss For Hope Facebook event page and Fans of
Hope Academy Facebook page
o March 19- Madeline Elliot develops Facebook post for Toss For Hope Facebook event page and Fans of
Hope Academy Facebook page
o March 18- Olivia Wajda sends print and email fiers to media, Hope Academy parents and local businesses
o March 17-
Madeline Elliot develops Facebook post for Toss For Hope Facebook event page and Fans of Hope
Academy Facebook page
Alex Mouton sends press release to news media to promote event
o March 16- Madeline Elliot develops Facebook post for Toss For Hope Facebook event page and Fans of
Hope Academy Facebook page
o March 14-
Madeline Elliot develops Facebook post for Toss For Hope Facebook event page and Fans of Hope
Academy Facebook page
Alex Mouton reserves feature story with WVLA Fox 44 and NBC 33
o March 13- Dylon Hofpauir works with Pam Chenevert to post event information on Hope Academy website
o March 12- Madeline Elliot develops Facebook post for Toss For Hope Facebook event page and Fans of
Hope Academy Facebook page
MEDIA SCHEDULE
24
Before and after event Reverse Timeline:
o April 21- Collect second set of surveys
o April 8- All group members send Thank you notes to sponsors
o April 7- Distribute surveys a second time
o April 6- Day of event, all members arrive at Hope Academy at 1 p.m.
o April 3-
Collect surveys
Catherine Hart closes Eventbrite.com registration page
o April 1- Finalize corn set reservations
o March 27-
Ramon Hardy purchases nametags and miscellaneous items needed for the event.
Olivia picks up signage from Fast Signs
o March 25- Olivia fnalizes signage
o March 24- Madeline Elliot follows up with Frogs Poboys Food Truck
o March 20- Olivia creates signage
o March 19- Sierra Winston reserves parent speaker for event with Pam Chenevert
o March 18- Contact sponsors throughout Baton Rouge community to drop of fiers and request
donations for event and door prize rafe
o March 17- Olivia Wajda sends print and email fiers to media, Hope Academy parents and local businesses
o March 16- Olivia Wajda creates fiers (print and digital)
o March 14-
Madeline Elliot develops Facebook post for Toss For Hope Facebook event page and Fans of Hope
Academy Facebook page
Alex Mouton reserves feature story with WVLA Fox 44 and NBC 33
o March 13- Dylon Hofpauir reserves tables, chairs and trash cans with Pam Chenevert for event.
o March 12-
Catherine Hart creates Evenbrite.com registration page to event
Madeline Elliot reserves sound system with Pam Chenevert
Madeline Elliot and Ramon Hardy distribute survey
o March 11- Olivia Wajda creates event logo
TASK SCHEDULE/ TIMELINE
25
Day of event:
o 12:00 Expression PR arrives
o 12:15 Set up all materials
o 2:00 Frogs Poboys food truck arrives
o 2:00 Face painter arrives (Lindsey Rinuado)
o 2:00 DJ arrives
o 3:00 Cupcake Allie arrives
o 3:00 Registration begins (Madeline Elliot, Olivia Wajda and Ramon Hardy at registration table; Ramon
putting bracket together)
o 3:30 Attendees arrive
o 3:45 Registration ends
o 4:00 Welcome to Expression PRs Toss for Hope speech by Sierra Winston and Hope Academy PTA
President speaks (Jan Chiles)
o 4:10 Ofcial corn toss rules read to participants and announcement of 1st round of tournament begins.
(Dylon Hofpauir)
4:10- 4:40 1st round of tournament
Judge 1: Olivia Wajda
Judge 2: Madeline Elliot
Judge 3: Courtney Hancock (volunteer)
Judge 4: Alex Bossetta (volunteer)
Judge 5: Ramon Hardy
o 4:40 Door prize drawing number 1 (Alex)
o 4:45 Announcement of 2nd round of tournament begins. (Dylon)
4:45-5:15 2nd round of tournament
Judge 1: Olivia Wajda
Judge 2: Madeline Elliot
Judge 3: Courtney Hancock (volunteer)
Judge 4: Alex Bossetta (volunteer)
Judge 5: Ramon Hardy
o 5:15 Door prize drawing number 2 (Alex)
o 5:20 Announcement of 3rd round of tournament begins. (Dylon Hofpauir)
5:20-5:50 3rd round of tournament
Judge 1: Olivia Wajda
Judge 2: Madeline Elliot
Judge 3: Courtney Hancock (volunteer)
Judge 4: Alex Bossetta (volunteer)
Judge 5: Ramon Hardy
o 5:50 Door prize drawing number 3 (Alex Mouton); have Maxwells cookies out for participants
o 5:55 Announcement 4th round of tournament (Final Round) begins. (Dylon Hofpauir)
5:50-6:15 4th round of tournament
Judge 1: Olivia Wajda
Judge 2: Madeline Elliot
Judge 3: Courtney Hancock (volunteer)
Judge 4: Alex Bossetta (volunteer)
Judge 5: Ramon Hardy
o 6:15 Winner of corn toss ceremony (Madeline Elliot)
o 6:20 Thank you speech by Sierra Winston
o 6:30 Event is over and cleanup begins
TASK SCHEDULE/ TIMELINE CONT.
26
Greater Baton Rouge Hope Academy gave Expression PR a budget of $0.00. So Expression PR group members paid for the expenses of the fundraising event.
Stafng provided by Expression PR and volunteers $0
Consultants/ Professional Fees provided by Expression PR $0
Direct Program Costs $103
Research provided by Expression PR 0
Publicity provided by Expression PR 0
Photography provided by Expression PR 0
Advertising provided by Expression PR 0
Controlled Media 0
Interactive Media provided by Hope Academy 0
Event:
o Promotion
300 fiers 100
Brochures provided by Hope Academy 0
15 green, yellow and red balloons 25
o Venue 0
o equipment rentals
6 corn sets 600
40 bean bags (8 per corn toss set) 100
4 trashcans 100
2 tables 100
20 chairs 80
o Catering/refreshments
Food Truck 0
cups, plates, paper towels 30
ice 5
drinks 30
o Entertainment/ speaker expenses
Speakers for music 100
Microphone 20
o Prizes/giveaways
Maxwells Market provided 30 cookies 0
Coldstone Creamery provided ice cream to event participants 0
$100 gift card from Coldstone Creamery 0
Microdermabrasion gift certifcate from Physicians of Louisiana 0
Womens Aesthetics
Manicure/Pedicure gift card from Attractive Nails 0
Gift basket from Paper N Things 0
Gift basket and massage gift certifcate from Woodhouse Spa 0
Ceramic tray from LD Linens 0
$100 winning cash prize from Alton Buehring 0
$150 gift certifcate from Adlers Jewelry 0
$50 Groomingdales Pet Certifcate 0
$20 gift card from Kona Grill 0
Leroys Kitchen Tour worth $100 0
Kendra Scott Earrings worth $70 0
General: Distribution/ Communication Expense 0
General: Travel & Entertainment 0
General: Equipment/supply/ software purchase 0
o 3 markers to design signs 4.50
o Name badges 3.50
o 10 signs designating set #s 30
o two signs (restroom and registration) 35
Subtotal of above $103
Contingency Reserve $10.30
Grand Total $113
BUDGET
27
Objective for parents ages 18-50 to have an efect on awareness specifcally to increase attention about Lending a
Helping Hand to Greater Baton Rouge Hope Academy by 10 percent from February 2014 to May 2014.
Conceptualization of Design
The extent of the problem was larger than originally expected. Only seven percent of the surveyed population was
aware of Hope Academy before the Lending a Helping Hand to Greater Baton Rouge Hope Academy campaign
began. After surveying the same population for a second time, nine percent of the surveyed population is aware of
Hope Academy.
Measures
The awareness campaign was designed to match the overall intended goals and was successful in delivering those
messages. Expression PRs key messages were delivered to the key publics via two feature stories on WVLA NBC 33 and
Fox 44 and the information disseminated on Hope Academys social media accounts. We also had the event placed on
The Advocates calendar webpage. Our intervention eforts with this client have been conducted as specifed in the
program design. This program reached the specifc target population because 57 percent of those people surveyed
said they receive most of their news from local news channels in the Baton Rouge community. We believe the feature
stories that aired on WVLA NBC 33 and Fox 44 were impactful on this target audience. The survey also stated that
20 percent receive their news from social media such as Facebook. Expression PR utilized social media to potentially
reach the targeted audience. Expression PR believes this program was efective in achieving Hope Academys intended
goals. An alternative process that is not included in the program can measure the results of the program. The faculty
can decipher whether or not there is an increase in students enrolled for the Fall 2014 academic year. At this point
the program has not had any efects that were not intended.
Methods
The methods used to evaluate the success of the awareness objective included a post-survey with the same questions
that were asked in the frst survey. These surveys were delivered to the same locations that they were originally
distributed, which include East Feliciana Primary Care Center and Warner Orthopedic and Wellness Center. Media
monitoring on Hope Academys Facebook page was used as an evaluation method as well.
EVALUATION
AWARENESS OBJECTIVE
28
ACTION OBJECTIVE
Objective for parents ages 18-50 and their children to have an efect on action specifcally to generate interest about
Greater Baton Rouge Hope Academys Toss for Hope and raise approximately $2,000 on Friday April 4, 2014 from
3:30 p.m. to 6:30 p.m.
Conceptualization of Design
The extent of the problem was larger than anticipated due to the fact that the attendance level to Toss for Hope
was lower than the goal as well as the amount of funds that were expected to be raised. The event was designed to
align with Hope Academys intended goals and chances of success were maximized due to Expression PRs eforts to
promote the event. Communication eforts to reach the key public and inform them of the event were successful.
Actual attendees of the event refected our targeted key public. The program implemented was afordable especially
with the lack of a fundraising expense budget the school had to ofer to Expression PR. There could have been more
funds raised if more time and efort was spent advertising the school and the fundraising event. If Expression PR had
more time and funds to work with, an alternative fundraising event would have been implemented to help the school.
Measures
When evaluating intangibles it is clear Expression PR helped Hope Academy in several ways. We aided the organization
raise funds by developing an event that cost only $113 to implement. As a result we raised approximately $956. There
were 13 teams that participated in the corn toss tournament and several attendees who came for the entertainment.
There were approximately 50 people at the event. We were able to gain 46 email contacts at the event.
Methods
The methods used to evaluate the success of the action objective include counting the number of people who attended
or donated funds to the event and the actual amount of money raised. Toss for Hope anticipated raising $2,000 and
only raised $956.
Future Recommendations/ Stewardship Suggestions
Expression PR thoroughly enjoyed working with Hope Academy. Hope Academy looks forward to working with LSU
students again in the future. Expression PR has several recommendations for future partnerships between Hope
Academy and LSU campaign groups.
The client did not devote enough time to working with the students to implement an event. There should be
meetings scheduled between the client and the LSU students on a regular basis to ensure the campaign is running
smoothly.
The client was more focused on gaining fnancial resources for other fundraising events the school was implementing,
which limited the students fnancial resources to implement their fundraising event. A small budget must be available
for future LSU students to work with so that they may be able to implement the event. If a budget is not available the
client must accommodate to help the students fnd sponsors to help raise money to implement a fundraiser.
The client was not willing to give up social media account information to let Expression PR help revamp their social
networking activity. In order to increase awareness of the school it is necessary to let future campaign students take
full reigns of the social networking activity for their client to make the an impact.
The faculty of the school were unprofessional when reacting to any ideas that were brought to the table to implement
the event. The school must be open to ideas the students come up with. The students must also be open-minded
to ideas and prior experiences the faculty and staf of Hope Academy have dealt with during campaigns in the past.
Stewardship Suggestions
Expression PR thoroughly enjoyed working with Hope Academy. Hope Academy looks forward to working with LSU
students again in the future. Expression PR has several stewardship suggestions for future partnerships between
Hope Academy and LSU campaign groups.
The client should implement a fundraiser annually to gain a loyal audience who will look forward to attending the
yearly event.
A social media strategy should continue to be implemented upon completion of the partnership between Expression
PR and Hope Academy in order to foster relationships with people who may become interested in enrolling in the
school.
The client should continue to build relationships with the local media and reach out the print and news media
outlets when fundraising events are taking place.
29
ACTION OBJECTIVE CONT.
Century 21. (2014). Greater Baton Rouge Hope Academy. Retrieved from
http://www.century21.com/schools/baton-rouge-la-schools/greater-baton-rouge-
hope-%09academy/O02214568-LCLABATONROUGE#rpage=1
Gross S. T. (2012, June 27). Portrait of a Milennial. Forbes. Retrieved from
http://www.forbes.com/sites/prospernow/2012/06/27/portrait-of-a-millennial-2/
IRS. (2014). Exemption Requirements Section 501(c)(3) Organizations. Retrieved from
http://www.irs.gov/Charities-&-Non-Profts/Charitable-Organizations/Exemption-Requirements-Section-
501(c)(3)-Organizations
Samuels D. (2013, February 5). Baton Rouge trafc means drivers spend 42 extra hours per year on the road,
report says. Nola.com The Times Picayune. Retrieved from
http://www.nola.com/trafc/baton-rouge/index.ssf/2013/02/baton_rouge_trafc_means_driv.html
Sentell, W. (2013, February 11). Public schools Special Education overhaul proposed by state. TheAdvocate.
Retrieved from
http://theadvocate.com/home/5134572-125/public-schools-special-education-overhaul
D, Stevenson. (2013, September 11). Generation X: The Caring Consumer. [Web log Wax Marketing]. Retrieved from
http://blog.waxmarketing.com/2013/09/11/generation-x-the-caring-consumer/
The Department of Numbers. (2013). Baton Rouge Louisiana Household Income. Retrieved from
http://www.deptofnumbers.com/income/louisiana/baton-rouge/
The Louisiana Department Transportation. (2013). School Report Cards. Retrieved from
https://www.louisianabelieves.com/data/reportcards/2013/
Trulia. (2014). Greater Baton Rouge Hope Academy. Retrieved from
http://www.trulia.com/schools/LA-Baton_Rouge/Greater_Baton_Rouge_Hope_Academy/
Greater Baton Rouge Hope Academy. (2014, February 2). Retrieved from
http://hopeacademybr.org/about-us/who-is-hope-academy/
Great Schools (2014). Greater Baton Rouge Hope Academy. Retrieved from
http://www.greatschools.org/louisiana/baton-rouge/1207-Greater-Baton-Rouge-Hope-Academy/
United States Census Bureau. (2010). East Baton Rouge Parish, Louisiana. Retrieved from
http://quickfacts.census.gov/qfd/states/22/22033.html
Wikipedia.com (2014). Cornhole. Retrieved from
http://en.wikipedia.org/wiki/Cornhole
APPENDICES
SOURCES
30
LETTER OF AGREEMENT
31
PRIMARY RESEARCH INSTRUMENT
34
PRIMARY RESEARCH RESULTS
39
SMP
46
EVENT PLAN MEMO
53
SECOND EVALUATION INSTRUMENT
71
SECOND RESEARCH RESULTS
76
DELIVERABLES/ TACTICS
83
MEDIA COVERAGE
98
Feature Story
To view the feature story WVLA NBC 33 developed use this link: http://www.nbc33tv.com/news/toss-for-hope-lsu-
pr-grou
The Advocate Event Calendar
MEDIA COVERAGE CONT.
99
Social Media
EVENT LOGO
100
OFFICIAL CORN TOSS RULES
101
EVENT PHOTOS
107
EVENT PHOTOS CONT.
108
PRESENTATION
109