1. Developing a Foundation No matter what platform you use, the choice of an editorial policy, ethical guidelines and staff manual can make or break your student media – and consistency is very important. What you select, and why, does make a difference.

2. Worth repeating No matter what platform you use, the choice of an editorial policy, ethical guidelines and staff manual can make or break your student media – and consistency is very important. What you select, and why, does make a difference. In part this is true as our journalistic roles change to include: Authenticator, Sense Maker, Investigator, Witness Bearer, Empowerer, Smart Aggregator, Forum Organizer, Role Model.

3. Why is this important? The publications shall be free or profanity, vulgarity, and words which have acquired undesirable meanings, as judged by generally accepted standards of the community; shall contain no statements derisive to any race, religion or national origin; shall show no disrespect for law enforcement or the generally accepted ethics of the community; shall not advocate illegal acts of any kind. To maintain integrity, they shall not become involved in, or take sides with, rivalries or jealousies within the school community Another said The XXXX follows guidelines set by the SPLC Code of Ethics; another forbid anything inappropriate to the community.

4. Before your year begins Outline goals and mission for your student media Train your editors and staff in legal principles across platforms Ensure board- and/or media-level policies are in place Train editors and staff in ethical principles across platforms

5. Before your year begins Establish, for online or print, a content verification process Clarify who owns the content Develop guidelines for handling takedown demands All these are part of developing a foundation of good journalistic practices, beginning with editorial policies

6. What is a policy? A broad set of principles that consistently guide the actions of all student media at your school and the working process of the staff.

7. Board-level policy A board-level policy states the board’s intent toward student media. It should not be changed or updated yearly. Compare it to the Constitution. Amendments are few, but significant and done for a conceptual reason. Board-level policies – the best and most binding on administrators. It reflects the “by policy” of Hazelwood’s by policy or practice.

8. Media-level policy Media policy establishes the working principles of student media. It can support a board policy or stand alone. It should be at least reviewed yearly to establish it is an active working document. Media level policies – May exist without a board level policy. It reflects the “by practice” of Hazelwood’s by policy or practice.

9. Additional notes Neither of the policy approaches, board- or media- level, recommend mixing ethical guidelines or staff manual language. Keeping policies and ethics-manual language separate avoids confusion and misunderstanding. Ethics principles should be separate sections of the package so not to be misinterpreted as policy.. Staff manuals would also have separate sections of the package so not to be misinterpreted as policy. Do not mix these procedures with policy.

10. What must be in a good policy? Status of forum: Designated public forum for student expression without prior review by school officials Prior review: School officials do not exercise prior review. Advisers can review and assist, but … Final decisions: Students make all final decisions of content

11. Why not more? Board level policies establish the general statement of the board of education. You do not want them playing with things like letters to the editor or how you decide to report death. Those are best positioned in media-level documents/staff manuals/staff box statements changeable only by the student staff and as regularly as it chooses.

12. The media-level policy statement The basic statement should be the same: student media are designated public forums in which students make all decisions of content without prior review by school officials. Other points like letters policy, covering death, advertising policy, takedown policy, use of others’ images, content ownership, photo manipulation and comments policy can be part of the media-level policy statement but not the board-level for the reasons mentioned earlier.

13. Why designated? We add the word designated to all policies, those approved by your boards of education and those that, essentially, guide your practice and are not board approved. The argument goes this way: so long as the board does not act to tell you your student media are not public forums for student expression, and allow you to operate as one, you are one.

14. Why not open? We prefer the phrase designated public forums for student expression instead of open forums because the term open can lead to an opponent of your forum arguing open suggests chaos and anything goes. That is not what you want, or mean, so you cut off the argument early. Designated forum: This language (designated forum in policy or practice) should be included in policies at board or publication level because all public forums are designated either by action or inaction (unless the board clearly says otherwise). Being silent as students operate as a forum is really permitting a designated forum.

15. So what is the best wording? We have three models for the board policy statements:

16. Model 1 [NAME OF SCHOOL] student media are designated public forums in which students make all decisions of content without prior review by school officials. Comment: This contains only the basic statement of journalistic responsibility. It is usable at the board level to outline the basic principles of external oversight, leaving the process to other internal packages, like ethics guidelines and staff manuals. This removes from consideration the possibility of board attempts to change process-oriented direction.

17. Model 1 [NAME OF SCHOOL] student media are designated public forums in which students make all decisions of content without prior review by school officials. A short statement like this clearly establishes the principles and responsibilities that guide all other statements. With no prior review added to it, it has the three crucial points in a policy: (1) designated public forum status in which (2) students make all final decisions regarding content and (3) do so without prior review. Decisions on matters such as letters, bylines, staff disciplinary actions, coverage of death and more are best detailed in ethical guidelines and staff manuals.

18. Model 2 [NAME OF SCHOOL] student media are designated public forums in which students make all decisions of content without prior review from school officials. Freedom of expression and press freedom are fundamental values in a democratic society. The mission of any institution committed to preparing productive citizens must include teaching these values and providing a venue for students to practice these values, both by lesson and by example. As preservers of democracy, our schools shall protect, encourage and enhance free speech and the exchange of ideas as a means of protecting our American way of life.

19. Model 2 [NAME OF MEDIA] and its staff are protected by and bound to the principles of the First Amendment and other protections and limitations afforded by the Constitution and the various laws and court decisions implementing those principles.

20. Comments: Comment: Again, this board-level model policy removes process details from being points of board action or meddling. It also introduces educational and philosophical language to give administrators insight into and understanding of why student media do what they do. It can aid in community understanding and support of the forum process. This policy is slightly longer because it adds philosophical wording to support the decision-making without review. This policy could be effective at the board level because it allows others points to be explained in the ethics guidelines and staff manuals.

21. Model 3 Freedom of expression and press freedom are fundamental values in a democratic society. The mission of any institution committed to preparing productive citizens must include teaching students these values, both by lesson and by example. For these purposes, as well as to teach students responsibility by empowering them to make and defend their own decisions, school-sponsored student news media at [NAME OF SCHOOL] are established as designated public forums for student expression in which students make all final decisions of content.

22. Model 3 continued Such news media will not be reviewed by school officials outside the adviser in his/her coaching role or restrained by school officials prior to, during, or after publication or distribution. Therefore, material published in school-sponsored news media may not necessarily reflect the opinions or policies of the [NAME OF SCHOOL] District, and neither school officials nor the school are legally responsible for their content. Students are protected by and bound to the principles of the First Amendment and other protections and limitations afforded by the U.S. Constitution and the various court decisions reaffirming those principles.

23. Comments: Comment: This is the same as model two but also includes a statement that student media do not intend to reflect the opinions of school authorities. Like model two, this model addresses the educational value of student media and attaches these issues to legal language. The three essential points made in earlier models appear here as well.

24. Questions? In addition to the three noted, the SPLC Model Policy is a possible board-level policy Any of our three would be satisfactory, basic positions includable in media-level policies.

25. What do we mean by a forum? Closed forum Limited forum Designated public forum for student expression Forums by policy/forums by practice

26. What do we mean by a forum? Closed forum, Limited forum, Designated public forum for student expression, Forums by policy/forums by practice Do you know which type you are – and why? Why is the designation important? Hint: 2 nd Circuit decision — Ithaca; Seattle; Dean and Lange New rule: include “designated public forum” & state clearly that “students make all final decisions of content” without prior review by school officials

27. Media-level policy statement recommendations: Statement of mission and journalistic principles Statement of forum status/prior review Role of the publication/media Role of the adviser/school system

28. Media-level policy statement recommendations: Rights and responsibilities of the student staff Who makes final decisions of all content Things we once recommended for policy, but would now move to media-level, ethics guidelines and/or staff manual as well: Letters to the editor/comments guidelines, advertisement policy, how to handle death reporting, use of other’ images, photo-manipulation Takedown policy, who owns copyright/content

29. What do we mean by responsibility? A common phrase: journalists have to be responsible. But what do you mean … and why? How about journalistic responsibility? Journalistic responsibility to whom, why and how. Journalistic responsibility starts at the policy level and is implemented at the ethics guideline level and staff manual level.

30. What do we mean by responsibility? Who decides what this is? To whom and why? How to be achieved?

31. Wording to avoid: “When questions of good taste arise, or those which surpass social norms of good taste and decency, they shall be resolved in consultation with the involved reporter(s), the managing editor, the executive editor and the advisers.” “Material not generally acceptable to this community” or “significant minority or the majority of the community.” “ To create a wholesome school spirit and to support the best traditions of the school” “ The XXXXXX adviser and/or editors have the right to deny publication of any editorial, column, review, or comment.” Wording like publication is “an open forum” but superintendent has final say, etc. “Develop acceptable methods for preserving the constitutional provision for free speech.” “Material that endorses any candidate for public office or takes a political stand on any issue.” To promote and encourage school-sponsored activities; To serve as public relations media To promote cooperation among taxpayers, parents, the school and its students

32. More to avoid: Students make final decisions with help of adviser (or similar wording). XXXXXX will only publish content that is appropriate for the high school readership and conforms to high standards of journalistic integrity and ethical awareness of its readership.

33. Practice Students make final decisions with help of adviser (or similar wording).

34. Practice XXXXXX will only publish content that is appropriate for the high school readership and conforms to high standards of journalistic integrity and ethical awareness of its readership.

35. Practice: Your turn The primary goal is to deliver the news and provide content deemed to be newsworthy, timely, and ethical with regard to the XXXXX community.

36. Practice: Your turn The primary goal is to deliver the news and provide content deemed to be newsworthy, timely, and ethical with regard to the XXXXX community.

37. Practice: Your turn Student editors make the decisions with the help of the adviser, assuming they meet the school and district’s guidelines, and fall within the laws of (state here) and the ethics of journalism.

38. Practice: Your turn Student editors make the decisions with the help of the adviser, assuming they meet the school and district’s guidelines, and fall within the laws of (state here) and the ethics of journalism.

39. Practice: Your turn As an independent observer, the paper should use its unique access to news and a broad perspective to lead the school community toward constructive accomplishments. All published material shall conform to objectively reasonable journalistic and literary standards relevant to the particular publication for fact-checking, objectivity, use of anonymous sources and other ethical and/or stylistic matters. If question on the veracity of publication persists, the issue will be brought to the editorial board who must consider the following questions before publication of the piece.

40. Moved but important: Ethics A good set of ethics guidelines is worth its weight in gold. But … not a part of the policy where some administrator might try try to enforce it. Why is this bad: ethics should be right v right statements and guidelines, not measures for discipline. Where do ethics statements go: In a Ethical guidelines manual, essentially a part of a strong Staff Manual.

41. What’s in a good staff manual? Anonymous sources Ownership of images/content Inclusion of profanity Advertising guidelines Bylines and other story presentation guidelines Death coverage Portrait guidelines Letters-to-the- editor/comments/Taked own demands Information gathering processes (incl. research/interviewing)

42. Ethics/manual: Profanity Ethical guidelines Profanity in student media should only be used after careful consideration. While profanity is not illegal, journalists should ask whether the use of profanity is absolutely essential to the content and context of the story. Will readers understand the story if the profanity is not used? Some people will not read or listen past any profanity. Students should consider other ways to indicate whether a profanity is intended without actually spelling it out (e.g. using asterisks or other symbols).

43. Ethics/manual: Profanity Staff manual process Student editors should develop a case-by-case process for deciding when to use profanity. Students should consider criteria including whether the language is in context and necessary for the story and whether the profanity will overshadow the overall content of the story. Student media should be ready to justify their decision with compelling reasoning before printing profanity. In most cases, this means the staff editorial board should carefully weigh the pros and cons and consider all potential fallout.

44. Ethics/manual: Profanity The staff manual should outline whether students will provide an editor’s note alongside any content that contains a profanity. The staff manual should indicate whether students will use an “Explicit content warning” to alert readers/viewers to profanity (especially relevant in the case of multimedia).

45. Ethics/manual: Providing context Ethical guidelines Journalists should present relevant information in context so the audience has adequate information on which to base decisions. Context is just as important as factual accuracy and can help readers fully understand an issue and its relevance to their daily lives.

46. Ethics/manual: Providing context Staff manual process Staff members should not only fact-check their information but should also ask themselves questions such as “What does this story mean to my readers?” and “What do I want my readers to take away from this information?” This means gathering not only the 5Ws and H but also connecting dots for readers by helping them see related ideas, important relationships or significant background information. By assuming a topic is new to readers, editors can revise from the perspective of the audience and look for any holes that might be present.

47. Providing context Suggestions Writing checklists should address covering all 5Ws and H. Training materials and checklists in the staff manual also should address helping readers understand what the information means and why it’s significant. Part of the process may including asking members with no prior knowledge of a story to give feedback before publication or airing on whether the information provided is clear and paints a full picture of what is happening.

48. Providing context The staff manual should include material about how to solicit feedback from readers about what kinds of stories, details or information they need in order to better understand school events or policies. Student media staffs should label analysis/personal perspective pieces so readers understand these are not typical, straight news pieces

49. Moved but important: takedown policy Leave everything as is, if: the request is designed to avoid embarrassment, image; truth; credibility; no factual issue; historical record must be maintained based on your mission. Publish corrections, retractions or updates, if: info is factually or legally deficient when published; transparency of source inaccuracy; provide context and perspective; clarify or update; gray area solved by compromise. Take down information, if: info is fabricated; to protect sources; one-time reasons.

50. Consider this policy: “XXXX is created by the XXXX City Schools and published under the auspices of the Board of Education. XXXX is a curriculum taken for academic credit and has educational purposes as a regular classroom activity. No material shall be considered for publication that is libelous, obscene, profane, biased, prejudiced, unsuitable for its readers, or that defames character, encourages violation of laws or would cause disruption or material interference with the orderly operation and discipline of the school.”

51. Key words to note “XXXX is created by the XXXX City Schools and published under the auspices of the Board of Education. XXXX is a curriculum taken for academic credit and has educational purposes as a regular classroom activity. No material shall be considered for publication that is libelous, obscene, profane, biased, prejudiced, unsuitable for its readers, or that defames character, encourages violation of laws or would cause disruption or material interference with the orderly operation and discipline of the school.”

52. Where to find Foundations info http://jeasprc.org/buildingfoundations/

53. Adviser Code of Ethics Model standards of professional journalistic conduct to students, administrators and others Empower students to make decisions of style, structure and content by creating a learning atmosphere where students will actively practice critical thinking and decision making Encourage students to seek out points of view and to explore a variety of information sources in their decision making

54. Adviser Code of Ethics Support and defend a free, robust and active forum for student expression without prior review or restraint Emphasize the importance of accuracy, balance and clarity in all aspects of news gathering and reporting Show trust in students as they carry out their responsibilities by encouraging and supporting them in a caring, learning environment Remain informed on press rights and responsibilities Advise, not act as censors or decisions makers

55. Adviser Code of Ethics Display professional and personal integrity in situations which might be construed as potential conflicts of interest Support free expression for others in local and larger communities Model effective communications skills by continuously updating knowledge of media education

56. Park package-editorial The Echo, Echowan and 36 Literary Arts Magazine are the official student-produced newspaper, yearbook and literary magazine of St. Louis Park Senior High School. The publications are designated forums for student expression in which students make all decisions of content without prior review from school officials. The adviser will not act as a censor, but will advise students. Students have the final decision on all content. Because students learn more when they make publication choices, prior review or restraint does not teach students to produce higher quality journalism or to become engaged and active citizens in a democracy.

57. Park package-editorial The only way to teach students to take responsibility for their decisions is to empower them to make those decisions freely. Our democracy depends on students understanding all voices have a right to be heard and knowing they have a voice in their school and community. Add something about the responsibility to be accurate, complete and thorough that can only come with student decision-making.

58. Park- ethical guides Content represents views of the student staff and not school officials. The publications will work to avoid bias and/or favoritism. We will strive to make our coverage and content meaningful and interesting to all our readers. In order to strive for objectivity, journalists should avoid covering stories of which they are involved. Journalists should avoid a real or perceived conflict of interest as well. The publications will not shy away from covering newsworthy controversial issues of importance to students. Journalists should work to cover these topics robustly. Reporting in scholastic media that omits essential pieces of information because of review or restraint is an indirect form of fabrication. It destroys not only truth but credibility and reliability. We will make every effort to avoid printing libel, obscenities, innuendo or is an invasion of privacy.

59. Park-staff manual procedures The editorial board The editorial board will consist of the editors of the publications. The editors will ensure their voice represents the student body through writing effective staff editorials and features. Additionally, the editorial board should discuss coverage concerns and should be mindful of creating an inclusive environment for all staff members. Image manipulation The publications will avoid electronic manipulation that alters the truth of a photograph unless clearly labeled as a photo illustration. For the yearbook portraits, it is the responsibility of the students and their parents to make sure they have their picture taken from the official portrait photographer for that grade.

60. Park-staff manual procedures Staff editorials News publication staff editorials represent the opinion of the editorial board arrived at by discussion and will not be bylined. Bylined articles are the opinion of the individual writers and do not necessarily reflect the views of the staff or administration as a whole

61. Park-manual-2+ Corrections While journalists strive for accuracy, we know errors can occur. In the event of an error being reported by readers or noticed by staffers, students should first check to see if the information is erroneous. If students deem the material to be incorrect, they should alter any online content to reflect the correction and then print a correction in the next edition. Students should be careful not to restate the error, but to correct the erroneous information.

62. Park-manual-2+ Obituaries In the event if the death of a student or staff member at St. Louis Park High School, a standard, obituary-type recognition will commemorate the deceased in the newspaper and online news site. A school-portrait type photo is preferable. A maximum one-fourth page feature, or similar length for each obituary, should be written by a staff member and placed on the website within 24 hours and in the newspaper at the bottom of page one. Web and print coverage should include school and community reaction as it happens. For the yearbook, if the fatality happens prior to final deadline, the staff would include feature content as the editors deem appropriate. For those unofficially affiliated with the district, the editors-in-chief should determine appropriate coverage, but should not include an official obituary.

63. Hopkins policy The Royal Page is the official student-produced medium of news and information published by Hopkins High School students. We are a designated public forum by practice. The views published are solely of the Royal Page students and student journalists assume complete responsibility for our content. Hopkins High School Administration does not review our products prior to publication. The Royal Page will not publish any material determined by student editors or the student editorial board to be unprotected, that is, material that is libelous, obscene, materially disruptive of the school process, an unwarranted invasion of privacy or a violation of copyright as defined by the Student Press Law Center’s Law of the Student Press.

64. Hopkins-policy-2 We strive to educate and inform our readers through telling accurate, credible and reliable stories representing the diversity of our student body. As preservers of democracy and the First Amendment, we will use our free speech while remaining free of bias. We have the right to ask questions, communicate with other students and individuals, use other media, and consult with experts to produce the most complete piece of work. We hope to provide a voice for our student body and be a vehicle of knowledge for our readers.