prince william county schools syle guide.indd - national

Introduction• Telling the Story – Focus on Messages and Themes to Present the PWCS Story Along with key Issue-Focused Information ................................................................2• Putting it all Together .................................................................................................................................5 Communications Team• Whom to Contact .........................................................................................................................................6Visual Identity • Logos ..............................................................................................................................................................9• Stationery, Letterhead, and Business cards ...........................................................................................11• Publications ................................................................................................................................................13• Templates for Board and Senior Staff ....................................................................................................13• Nondiscrimination Statement ..................................................................................................................14• Brochures ....................................................................................................................................................15• Newsletters ..................................................................................................................................................15• School Newsletters/Newspapers ..............................................................................................................16• Showcase .....................................................................................................................................................16• Signage ........................................................................................................................................................16• Folders and Notebooks ..............................................................................................................................16Web • Publishing Guidelines ................................................................................................................................17 • Securing Coverage of News or Feature Stories .....................................................................................17• Posting Calendar Information .................................................................................................................17• Submitting Announcements .....................................................................................................................17School and Department Sites• Required Elements for Schools ................................................................................................................18• Department/Office Home Pages ...............................................................................................................19• Relevant Policies and Regulations ...........................................................................................................19Style Guide• Letter Format ..............................................................................................................................................20• Division Style Book ....................................................................................................................................20• Telephone Protocol ....................................................................................................................................28 Media Relations• Rapport with the Media ............................................................................................................................30• Media Do’s and Don’ts ...............................................................................................................................31• Interview Strategies ...................................................................................................................................32• News Releases .............................................................................................................................................33Special Events• Types of Events/Responsibilities ..............................................................................................................35• Planning Timeline .....................................................................................................................................36• Seating and Speaking Arrangements .....................................................................................................38• Platform Protocols .....................................................................................................................................39• Settings for Business Partnerships ..........................................................................................................39• Additional Resources .................................................................................................................................40Critical Communication• Letters About Special Safety-Related Issues ............................................................................................42• Annotated Letters .......................................................................................................................................43• Guidelines for Parent Letter .....................................................................................................................47• Sample Letters ............................................................................................................................................48• Templates/Guidance to Come ..................................................................................................................51• Contacts for Letter Development Approval ............................................................................................52

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Introduction

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Effective communication — both internal and external — is vital to the success of the School Division. It enables us to positively influence attitudes and behaviors, leading to a wide range of desired outcomes, from enhanced student safety and performance, to securing support for school programs and initiatives; improving staff recruitment and retention; and achieving higher overall customer satisfaction.

The payoffs are huge. Together with the benefit of avoiding the mistrust and misunderstandings that arise in the absence of effective communication, they more than justify the time, effort, and investment needed to reach out frequently and fully to every target audience.

This handbook offers valuable guidelines for developing communications and supporting materials that reach your audience at the right time and in the right ways to effectively deliver your message and reinforce the positive image of Prince William County Public Schools (PWCS).

That image, and what it stands for, constitutes our brand-image in the same way that specific brand elements shape your perception of Disney or Coca-Cola. We must live up to our responsibility to communicate openly and honestly with all stakeholders while remaining every bit as protective of our brand as the international consumer companies are of theirs.

Please familiarize yourself with each of the brief sections of this handbook, especially the first section below, “Getting the Message Across.” Then, use it as needed, along with supporting materials in the Communication section of the PWCS Intranet. Together, they will help you to fully and effectively share important information with our many audiences remaining consistent with our brand, and portraying the ongoing story of Prince William County Public Schools.

Getting the Message Across

Believe it or not, many communications fail to produce the desired response or action simply because communicators do not identify and properly emphasize exactly what they want to convey. People today are bombarded by a constant flow of information. This makes it essential to plan all written and verbal communication with two overall elements in mind — one remains constant; the other changes with circumstances:

Who is communicating?

• You are communicating as a representative of Prince William County Public Schools. PWCS values and image comprise the constant frame that shapes all we say and do.

What does the audience need to know right now?

• All communications must convey a single message that you want the audience to remember and act upon. This ever-changing, case-specific message is the focus of any good communication.

Introduction

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The PWCS Voice

What our School Division stands for — our beliefs and approach to education — are captured in several documents, including our Strategic Plan and beliefs statement. For purposes of communication, they can be summarized by our mission statement, which amounts to our promise to the community: Providing a World-Class Education. The meaning of that promise and how we go about delivering on it must underlie every communication concerning PWCS.

Four consistent brand themes can help you to consistently explain the World-Class promise, illuminating key points, as appropriate for a given audience.

Providing a World-Class Education Means

• We strive for and secure student achievement that meets high standards, individually and across all groups.• We invest carefully in people and programs — putting the needs of children first – to offer education that is rigorous, relevant and engaging.• We offer schools that are safe, inviting places where every student is valued and has a sense of belonging.• We prepare students for a global future, with new challenges and unlimited opportunities.

Linking the Brand and the Message Messages developed for any situation must stem from and reinforce our PWCS promise and its meaning. When creating messages, use these brand themes to ensure that your communications embrace the PWCS professional image. For example, when explaining test results, the message might showcase how the results or the School Division’s response demonstrates our commitment to meeting high standards. When talking about potentially dangerous situations, the message should highlight steps being taken to ensure safety. In each example, the message — and hopefully the action it represents — is shaped by our brand commitments.

Introduction

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Message of the Moment

You cannot communicate effectively without preparing your message first.

It is the single key idea you want your audience to remember and act upon as a result of your communication. It must be the central focus of that communication, repeated and expanded frequently. Often the message will help people to interpret the meaning of information or an event — that’s an important role. If you do not provide interpretation, others will.

• Simply define the most important thing you want your audience to remember, understand, and/or to act upon. The idea is more important than the exact words. Indeed, it can be conveyed with different words each time, so long as the point gets across. • Select up to four secondary points/issue themes that help you explain the what, why, and how of your primary message. Use them to help illuminate your message and to ultimately steer the focus back to the primary point you seek to make. Anticipating questions or negative reactions generated by your primary message can help you develop themes to counter them. • Think about the words you can use to convey a clear message in a way that is relevant to the audience. • Identify information and appropriate anecdotes that help you communicate what the messages and themes really mean. • Once you’ve prepared your message — stick to it. State your main point quickly and clearly. Then, use secondary points, as needed to expand and reinforce the idea — or to respond to questions — but always endeavor to leave the audience with that one main point.

Golden Rules

• State your message early and often — do not build up to it with a story, or mention it once, assuming you have made the point; instead, tell them, tell them again, then tell them what you told them. • Be clear and concise — Don’t use jargon that others don’t understand. • Make it matter — people remember information with impact on their lives. So don’t just give them data, give them a message about how and why something affects them. • Make it timely — Information is both more relevant and more convincing when shared in a timely fashion. When you fail to communicate promptly, even positive information can be viewed with suspicion. • Focus on the audience — The same message can be stated in different ways. Be sure to use words and anecdotes to which the audience can relate. • Keep it truthful, but positive — Never mislead. That’s the easiest way to lose credibility. Help your audience understand even bad news in a positive light. For example, if results are disappointing, focus your message on plans for improvement. Remember, most facts require interpretation. If you don’t interpret them as part of your message, someone else will. • Reflect the values and image of Prince William County Public Schools.

Introduction

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Putting it all Together

Our brand promise, its recurring themes and the primary and secondary points we use to discuss any issue can be likened to a target for a game of darts.

Words, stories, and anecdotes are the darts themselves. They should be aimed effectively to hit the target.

Our objective is the bullseye — securing audience understanding and awareness of the main message. We want to hit it again and again.

We can also score by hitting the four secondary points (themes) that surround the bullseye — hitting the right ones for a given audience can strengthen their understanding of our message and help to address questions and concerns. Aiming at various points on the target can help you move your audience back toward the bullseye of a clearly understood message.

Ideally, thinking about these themes can drive development of primary issue messages and the points that enhance them.

The target is our promise of providing a World-Class Education. To communicate effectively, stay on target. Miss the target, and your audience will likely miss your point.

Communications Team

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Communications and Technology ServicesKeith Imon, Associate SuperintendentAssociate Superintendent for Communications and Technology [email protected]

Debra Hoge, Administrative [email protected]

703.791.7451

Office of Communication Services• Community Relations Services• Web Services• Media Production Services• Prince William NetworkBusiness PartnershipsEducation Foundation

Office of Communications Services Ken Blackstone, Director [email protected]

Contact for questions about:Communication ProtocolsInternal CommunicationCrisis Communication School Board Communication Legislative/Government RelationsPublic Relations Community Relations ServicesIrene Cromer, [email protected]

Contact for questions about:Media RelationsPublicationsNews Releases Board Briefs AwardsRecognition Programs Employee Recognition Volunteers and Resource Speaker Program

Communications Team

Web ServicesMary Anne Billingsley, Web [email protected]

Contact for questions about:Division Web SiteSchool Web SitesDepartment Web SitesMacromedia Contribute SoftwareCalendar of EventsFTP ProcessWeb Site Editing ProcessesWeb Site Regulations and Policies

Media Production ServicesBen Swecker, [email protected]

Contact for questions about:PWCS-TV (Comcast Channel 18)Video ProductionCable ProgrammingTeleconferences Video Instructional Programs Multimedia Graphic Production A/V Equipment for Loan A/V Support for Special Events and Programs Availability of Photographers and VideographersAudio, Videotape and DVD Duplication Services (provided at a nominal fee)Prince William Network (Distance Learning)

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Communications Team

Business Partnerships — Partnership Prince William (pwcspartnership.org)Sharon Henry, Administrative [email protected]

Contact for questions about: Classroom Speakers Volunteer/Mentor Program School-to-Business Partnerships Business-to-School Partnerships Business Partner Awards

Education Foundation (pwcsedfoundation.org)Susan Harman, Executive [email protected]

Contact for questions about: KidBiz Innovative Grants Program Donations Sponsorships

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Visual Identity

LogoThe PWCS logo — with its integrated slogan, Providing a World-Class Education — is key to presenting a clear and consistent image of a unified School Division to all audiences. Use of the logo is mandatory on reports, publications and “products,” created by PWCS. Its prominence may be varied to reflect the origin and intent of materials.

For example, the “Code of Behavior” and “Profile of Excellence” publications will prominently display the logo or PWCS name on the front page to reflect their Divisionwide origin. School-based publications must incorporate the logo, but may do so in a manner that clearly places the focus on the school, while using the logo to represent that the school is part of a larger Division family (follow guidelines for specific types of publications). The following rules apply to logo use in all circumstances.

1. Logos will be reproduced only in approved PMS 287 blue (Sample 1) or black and white (Sample 2).

2. The full logo (as contrasted with it’s “globe component” (Sample 3) used as a stand-alone) may not be reversed (Sample 4).

3. A minimum size for the full logo must be 1/2 inch tall by 2 1/4 inches long (0.5 x 2.25 inches) to ensure readability (Sample 5).

4. The aspect ratio — relationship between logo height and width — is not to be altered (Sample 6). Utilize lock ratio functions of document design software to ensure proper height/width relationship.

OR

Sample 3 Sample 4

9

Sample 5

Incorrect

Sample 1 Sample 2

Incorrect

Sample 6

5. Do not utilize the logo treatment without the slogan element (Sample 7).

6. The PWCS logo is not to be used as an element in creating a new logo/identity for a program or publication (Sample 8). Instead, use two separate and clearly distinct elements to depict a relationship (Sample 9).

7. The PWCS Logo must be displayed as part of signage created to depict school projects/programs to audiences outside Prince William County (Sample 10). (See section on Signage on page 16.)

Visual Identity — Continued

CorrectIncorrect

10

Sample 7

Sample 10

Incorrect

Sample 8 Sample 9

Super Smart KidsSuper Smart KidsPrince William County Public Schools


Stationery — AdministratorsPWCS stationery utilize specific designs for schools and administrators. Included for administrator stationery are the PWCS logo and slogan, employee name, title, department, and appropriate contact information. The PWCS Imaging Center maintains the design. No customized graphic treatments are permitted. Fax cover sheets, memo forms, and name-customizable letterhead will also be created, but distributed solely in electronic template form for use in preparing individual correspondence using personal computers and local printers. Templates for stationery may be ordered by contacting Tim Tewalt, Media Productions Services, ([email protected] or 703.791.7324).

Fax Sheet

Memorandum

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Letterhead


Stationery — SchoolsIncluded for school stationery are the PWCS logo and slogan, school mascot, appropriate contact information, and principal’s name. The PWCS Imaging Center maintains the design. No customized graphic treatments are permitted. Templates for stationery may be ordered by contacting Tim Tewalt, Media Productions Services, ([email protected] or 703.791.7324).

Business CardsPWCS business cards utilize a single design for all positions Divisionwide. Included are the PWCS logo and slogan, employee name, title, school and department, and appropriate contact information. The PWCS Imaging Center maintains the design. No customized graphic treatments are permitted. Templates for staff business cards may be ordered by contacting Tim Tewalt, Media Productions Services, ([email protected] or 703.791.7324).

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703.555.5555

Fax: 703.555.5555

P.O. Box 389Manassas, VA 22108

www.pwcs.edu

email:[email protected]

YOUR NAME HEREYour Title Here

Your Department/Office/School Here

School Letterhead

Business Card

www.pwcs.edu

Kerrydale Elementary School13199 Kerrydale Road • Woodbridge, VA 22193

703.590.1262 • FAX 703.670.6259 • www.pwcs.edu/KerrydaleAnthony W. Leonard, Principal

Betty A. Williams, Assistant Principal


PublicationsAll publications and reports created by PWCS schools and offices must follow the guidelines specified below to ensure that they appropriately reflect Division “ownership” and image, while serving their intended audience. Publications guidelines and tools can be found on the Intranet.

Universal guidelines:1. Intended audience should be the primary consideration in the writing and design of all publications. Clarity is paramount. Jargon that is understandable only to educators must be avoided, even in teacher-focused copy, to ensure that publications are clear and accessible to secondary audiences. 2. The combination of color, font families, and the “globe element” of our logo constitute a visual signature for PWCS that can be manipulated by a qualified designer to create new designs that retain some degree of consistency across all Division publications. This is especially important for publications designed for Divisionwide distribution; greater latitude is permitted in the design of school-based products, so long as they incorporate other elements described herein.3. All publications must be carefully proofed, edited, and free from grammatical and typographical errors. 4. All publications must be written and edited in accordance with the PWCS style guide (see page 20). 5. All publications must include, at minimum: a) PWCS logo, with slogan. Logo should appear on front cover or front page and/or back cover or back page. Appropriate placement and size of the logo and/or the Prince William County School name are indicated in detail under the appropriate publication category.

Logos are available on the Intranet. b) The complete list of School Board and Superintendent’s Staff or the name of the Superintendent of Schools (the latter is acceptable in short brochures, newsletters, etc. Larger, more formal publications should utilize the full listing). c) School Division address: P.O. Box 389, Manassas, VA 20108 d) School Division phone number: 703.791.7200 e) School Division Web Address: www.pwcs.edu f) Date of publication

Publications templates — Items a-e (and the short version of the disclaimer referenced below) are contained in predesigned templates available to meet a variety of size and shape requirements (Sample 11 and 12). Templates may be used on a title page. They are also well-suited to back page/cover use. Please choose templates from the selection available on the Intranet to ensure you are using the most up-to-date version.

6. All publications which are directed to the community or staff must include the following notice of nondiscrimination:

Prince William County Public Schools does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities.

Major publications such as course catalogs, handbooks, teacher guides, and others designed primarily to broadly communicate Division policies and offerings should include the longer version of the nondiscrimination notice, specifying contacts for addressing complains or concerns:

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Prince William County Public Schools does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities.

The following persons have been designated to handle inquiries regarding nondiscrimination policies:

Title IX ComplianceDirector of Student ServicesP.O. Box 389, Manassas, VA 20108703.791.7257

Section 504 ComplianceDirector of Special EducationP.O. Box 389, Manassas, VA 20108703.791.7287

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Short Version

Formal Version

Sample 11

Sample 12

Brochures• Should be designed to best market/provide information about their subject program or product to the target audience.• PWCS name and/or logo should be included on the cover, per following guidelines, unless detrimental to the purpose of the publication, or inappropriate to fully represent program/ product sponsorship (Sample 13).• Tri-folds, larger, etc.• Use of the publications template is mandatory. The short-version is acceptable for most tri-fold or other short brochures. Full version is recommended for larger publications.• Brochures should be of sufficient quality to appropriately reflect the World-Class nature of PWCS. Professional design is preferable for brochures to be distributed in significant numbers.• When using the School Division name on the cover, the font must appear vertically or horizontally as shown in sample 13.


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Newsletters• Newsletters from PWCS departments and offices must incorporate the name or logo on the front page (Sample 14).• Newsletters must incorporate all required publication information, including the “Superintendent’s name” (short version) on the publication template. You may have a credits section to give credit to writers and editors as well.• When possible, design should draw on elements of PWCS visual signature.• Nondiscrimination disclaimer should be chosen to reflect the needs/interests of the target audience.

CommunicatorA WEEKLY NEWSLETTER FOR THE EMPLOYEES OF THE

PRINCE WILL IAM COUNTY PUBLIC SCHOOLS

VOLUME 1, NO. 27 MAY 22, 2006

Summer SchoolPrincipals andAssistantPrincipalsThe following list of appointments for elementary, mid-dle, and high school summer school principals and assis-tant principals is continued from the May 15Communicator:

Lisa Jones, Life Science Teacher at Benton MiddleSchool, was appointed Summer School Principal atWest Gate Elementary School. Todd Kemmerly, Administrative Assistant and PhysicalEducation Teacher at Kerrydale Elementary School, wasappointed Summer School Principal at MinnievilleElementary School. Louis LePore, Assistant Principal at Cedar PointElementary School, was appointed Summer SchoolPrincipal at Ellis Elementary School.Koeen Madsen, Teacher on Administrative Assignmentat Benton Middle School, was appointed SummerSchool Principal at Bennett Elementary School. James McGovern, Teacher on AdministrativeAssignment at Osbourn Park High School, was appoint-ed Summer School Assistant Principal at Forest ParkHigh School.Regina Nash, Teacher on Administrative Assignment atGar-Field High School, was appointed Summer SchoolAssistant Principal at Forest Park High School.Mathew Ritter, Assistant Principal at Alvey ElementarySchool, was appointed Summer School Principal atAlvey Elementary School. Kevin Smith, Social Studies Teacher at Rippon MiddleSchool, was appointed Summer School Principal atBeville Middle School.Chuck Toler, Assistant Principal at Marsteller MiddleSchool, was appointed Summer School Principal atForest Park High School. Larry Wink, Sixth Grade Teacher at Lake Ridge MiddleSchool, was appointed Summer School Principal atParkside Middle School.

Saying Goodbye to RetireesJoAnn Taylor, custodian at Osbourn Park High School, will be an additional honoree at the retirement dinner to be heldfor Osbourn Park retirees at the school on May 30 at 6 p.m.

Minnieville Elementary School staff will host a reception for Jean Farris’ retirement from 4:30-6 p.m. on Thursday,June 8 in the school library. RSVP via email to Diana Burley at [email protected].

See Retirees on Channel 21The PWCS Retirement Ceremony, held last Tuesday night at Hylton High School, will be broadcast on Channel 21 on the following dates and times: Tuesday, May 23; Thursday, May 25; Saturday, May 27; and Sunday, May 28 from3:30-5 p.m. and 8:30-10 p.m.

About Our PeopleBrentsville District High School’s chapter of the FutureBusiness Leaders of America (FBLA) received variousawards at the State Leadership Conference in April.Attendance at the Conference included 1,519 members.The Brentsville FBLA chapter was named first runner-up forthe 2006 Virginia State Outstanding Chapter. There areover 400 chapters in Virginia. Sally Martin, Chairman ofthe Business and Information Technology Department atBrentsville, and Taryn Witt, Business and InformationTechnology teacher, will serve as FBLA State Advisors for2006-07. The chapter and individual members came awaywith a number of other awards and three members quali-fied to compete at the National Leadership Conference inNashville, Tennessee in July.

Joseph Gabalski, Music Teacher at Stonewall Jackson HighSchool, was the featured organist and accompanist in a concert at Centreville United Methodist Church in April. Heaccompanied the church’s choir in a performance of JohnRutter’s “Requiem” and was the soloist for a performanceof Dan Locklair’s “God Moves in a Mysterious Way.”

Forest Park Science Teacher Steve Carbone and IST mem-ber John Winkelsas presented a workshop at the NationalScience Teachers Association meeting in Annaheim,California, in April. Their presentation, “Integrating Scienceand Math Using Graphic Calculators and Probeware,” waswell-attended and received rave reviews by participants.

This spring, for the first time in more than 20 years, theVirginia Organization of German Students’ two-day conven-tion was held in Prince William County. Thanks to HyltonHigh School Principal Carolyn Custard, Hylton teacherswho presented the bulk of the workshops, and the Hylton

custodians who set up and helped keep things running, thiswas a super event for area German students and presentedPrince William as a warm, welcoming, and fun place to be.Well over 200 students and teachers from more than 20schools attended. Popular German games, German colonial-ism in Africa and Asia, German teen life, glass etching, andEaster egg decorating were popular session themes. HyltonGerman Teacher Marlies Smith coordinated the event.

Manes Pierre, ESOL Teacher at Freedom High School, pre-sented at a conference organized by the Association ofHaitian Professionals held at Howard University in April. Theevent discussed the wealth of published material available inFrench, Haitian Creole, and English for educators. Mr. Pierrediscussed his book, The Man and His Thoughts.

As part of her cultural sharing commitment, VisitingInternational Teacher at Woodbridge Middle School SarahChaplin took a group of her students, parents, and col-leagues back to England for spring break. Twenty-two stu-dents, two parents, and three colleagues toured London,Oxford, and Stratford Upon Avon for lots of exciting adven-tures. See the Web story at www.pwcs.edu/news/story102/story102.htm.

Arenda Bingham, School Psychologist, would like to thankeveryone who has donated sick leave to her during her cur-rent time of illness. Ms. Bingham truly appreciates the love,support, and generosity that has been shown toward her.

Congratulations to Steven Hirsch, World History Teacher atMarsteller Middle School, and to Terri Wiseman, SIGNETTeacher from Stonewall Middle School, who were listed inthe 2005 Who’s Who Among America’s Teachers. This isthe second time Mr. Hirsch has received this recognition.

Credits Section

Sample 13

Sample 14


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School Newsletters/Newspapers• School-based newsletters must utilize the short version of the publications template to create PWCS brand identity. Additional PWCS name and logo use are at the editor’s discretion.• School newspapers must utilize the short version of the publications template to create PWCS brand identity. Additional PWCS name and logo use are at the editor’s discretion.

Showcase• Templates have been developed to provide a unified Divisionwide look and feel for all music, arts and theater programs (Sample 15).

Folders and Notebooks Use the following template (Sample 16) for three-ring binders, folders, and notebooks that are used for official reports or presentations, such as to the school board. Some artistic license can be taken, such as inserting pictures into the grids in the globe (Sample 17).

For spine labels, customize your title using the Sample 18 template. For vertical placement of the School Division name on the front of a publication, use Sample 19. Both templates are available on the Intranet.

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Sample 15

SignageYou may encounter a situation in which you will need some form of signage. Some examples are:

Podium signsEvent bannersMeeting signsPromotional itemsConference displaysPosters

Contact Media Production Services to assist you if you think you will need any such signage. Sample 18 Sample 19

P R I N C E W I L L I A M C O U N T Y P U B L I C S C H O O L S

Showcase

Your Title HerePresented by

December 25, 2006

Sample 16 Sample 17

Web

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The PWCS Web site is an important tool which enhances communication between the School Division and the community. The Web site is being constantly improved and enhanced in order to make that communication more informative, more targeted to our audiences’ needs, and easier to access. These guidelines are provided to help maintain an organized professional design and encourage the maintenance of relevant and easy to find information on the PWCS Web site.

Publishing Guidelines

How to publish announcements, feature news stories, and events on the PWCS Web site • Securing coverage and/or publication of feature news stories — If your school or office would like to have a feature story covered and/or composed by the Community Relations Office and posted on the PWCS Web site, contact the Community Relations Office by email or at 703.791.8720. Please submit this request at least two weeks in advance. • Calendar Events – Schools and offices must post their own events on the PWCS Web site calendar. Easy online forms are available for staff to input their events. The most time sensitive events will be listed on the PWCS home page and will be updated in chronological order. • Announcements – Divisionwide announcements or other important announcements may be posted on the PWCS home page. a. Submit announcement requests by email to the PWCS Web master one to two weeks in advance. b. Announcements must be limited to a short title and paragraph (approx. 150 characters) for the PWCS home page. If the announcement needs to be longer, the rest of the announcement will be continued on another Web page. c. The PWCS Web master in coordination with the Director of Communications Services will determine if the announcement should be posted on the PWCS home page or on the school’s Web site.

Publishing (“posting” or “uploading”) Web pages (files) to the PWCS Web server

Web managers, Web masters, and Web developers at schools and departments may post/upload Web pages to the PWCS server after requesting access from the PWCS Web master • Only staff will be given access to the PWCS Web server. • Staff must email the PWCS Web master at [email protected] to request access to upload files to the Web server. • The school principal or office supervisor must authorize the access to the Web server by emailing the PWCS Web master at [email protected]. with a statement of authorization. • Instructions for posting files to the Web server will be provided by the PWCS Web master.

Web — School and Department Sites

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Requirements for PWCS Web Sites

School Web Sites – The following are required: • School Web sites must be updated on a timely basis. Information should be removed or updated as soon as its date has been reached. • A link to www.pwcs.edu must be on the school’s home page. • The PWCS logo must be placed on the school’s home page. Graphic will be provided by the PWCS Web master. • School Division news and information is available to post on school Web pages or in newsletters. Contact the PWCS Web master. • Photos and illustrations must be no larger than 400 pixels wide. If pictures are larger they must be reduced in photo editor software before inserting into a Web page. This is necessary for keeping the file size small enough for Web sites. • School Web Site domain names must appear on printed publications in the following format: pwcs.edu/school name. For example, pwcs.edu/Battlefield. • Schools which participate in Intouch Online (Edulink) must display a link to it in a prominent position on the home page. Note that if a business is sponsoring the school, the business logo may be displayed on the Intouch Web page. • Nondiscrimination statement or a link to it must be on the school’s home page. pwcs.edu/Departments/info/non-discrimination.html. • Web site privacy policy and links disclaimer statement or a link to it must be on the school’s home page. (pwcs.edu/departments/info/webservices/webpolicy.html ). • A link to the PWCS “Code of Behavior” – pwcs.edu/Rippon/VaReadersChoice0607.htm must be on the school’s home page. • If participating in Business Partnerships, a link to the Business Partnerships site must be on the school’s home page. pwcspartnership.org. • Summer reading lists or a link to the school’s list must be sent to the PWCS Web master in May each year. Or, if you are using the same reading list as the previous year, just notify the Web master (you do not have to send a new reading list). This list must be correct and complete when sent to the PWCS Web master. The Web master does not edit the reading lists. The reading list documents can be in Microsoft Word format or in HTML format.

The following are not allowed on school Web pages: • Logos and links to outside business Web sites. The Business Partnership Prince William Web site will place the logos of businesses which have been determined to be helping the schools in some way. • Links to personal Web sites. • Links to online fundraising services

Web — School and Department Sites

Department/Office Home Pages • Offices and departments should designate staff to be “Web managers” who will insert and update office information and news on their Web pages. The PWCS Web master should be contacted by the office supervisor with authorization for designated staff to upload files to the Web server. • Office or department Web pages must be updated on a timely basis. Information should be removed or updated as soon as its date has been reached. • Templates with the PWCS Web site logo, design and format are available for office Web page development. All office Web pages must use the templated page design. • Office Web pages must be developed with “Contribute” or “DreamWeaver” software. “Contribute” is provided on the Novell launcher to staff who have attended “Contribute” training. • Office Web pages may include photos and illustrations within the framework of the templated design. • Photos and illustrations must be no larger than 400 pixels wide. If pictures are larger they must be reduced in photo editor software before inserting into a “Contribute” Web page. This is necessary for keeping the file size small enough for Web sites.

Policies and Regulations Pertaining to School and Department Web Sites

Policies and regulations pertaining to Web page development and publishing by schools and departments are listed below. See more information on the PWCS Web site at: • Web Site Plan — pwcs.edu/departments/info/webservices • Internet Policy 295 — www.pwcs.edu/Admin/pwcs/pol_pdfs/P295.PDF • Internet Web Site Privacy Policy 295.01 — www.pwcs.edu/Admin/pwcs/pol_pdfs/p295.01.pdf • Internet Use Regulation 295-1 — www.pwcs.edu/Admin/pwcs/admin_pdfs/R295-1.pdf • Web Development Regulation 295-2 and Release Forms (photos and names). — pwcs.edu/Admin/pwcs/admin_pdfs/R295-2.pdf • PWCPS Internet Web Site Policies, Privacy Policy and Links Disclaimer: pwcs.edu/departments/info/webservices/?webpolicy.html • Copyrights Regulation — pwcs.edu/Admin/pwcs/admin_pdfs/R157-1.pdf • Web Development Guidelines for Accessibility to the Disabled — www.w3.org/WAI/gettingstarted

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Style Guide

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Prince William County Public Schools School Division Style Guide

In order to ensure consistency for all written School Division communications, we ask that you prepare all memos, faxes, letters, and other print items using the following guidelines.

This list includes some of the most commonly occurring layout and writing questions encountered by the Community Relations Office. The answers below reflect the School Division’s own predetermined style; however many rules are based upon The Associated Press Stylebook and Libel Manual or The Tenth Edition of the Gregg Reference Manual.

The School Division standard for letters, memos and faxes should be written in block style paragraphs (do not indent the first line) using Times New Roman, 12-point font. For School Division letterhead, the top margin should be 2 1/2 inches to begin below the blue portion of the watermark, and the bottom margin should be 1 1/2 inches. The left and right margins should be set to one inch but can be widened to 0.65 inches if needed. Use only one space between sentences and four hard returns for the signature line.

(Please call Stacy Patterson, information specialist in the Community Relations Office, at 703.791.8147 for clarification or with additional writing/layout questions.)

Examples in this Style Guide are italicized.________________________________________________________________________

AbbreviationsOnly use abbreviations for street names that are listed with an address number. If no address number is given, spell out the designation. Example: 1600 Pennsylvania Ave. He lives on Pennsylvania Avenue.

Academic DegreesAvoid abbreviations whenever possible. Instead, spell out the degree name unless the need to identify many people by degree on first reference would make the preferred method cumbersome. If you do need to abbreviate, use the abbreviations only after a full name, and set the abbreviations off with commas. Of course, use your best judgment when working with a long list of names. Also, be certain to use periods in the abbreviations where appropriate.

When spelling out the degree name, use an apostrophe in bachelor’s degree, master’s degree, etc. Also, remember that there is no apostrophe in Bachelor of Arts or Master of Science. You should capitalize the degree name, but not the course material.Example: She holds a Master of Science in speech therapy. He obtained his bachelor’s degree from the University of Virginia. Samuel Cotton, Ph.D., lectured yesterday, along with….

Style Guide - Continued

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AcronymsSpell out words on first reference and list the acronym in parentheses immediately following the title or phrase. The acronym can then be used freely for subsequent references.

A few exceptions: PWCS is acceptable without previous reference when used in internal School Division communications or on the PWCS Web site. Also, acronyms or abbreviations that are used commonly in everyday writing (i.e., not limited to the educational community), such as USO and NASA, may be used without first spelling out the full title. However, remember that acronyms common to educators (such as SOL and NCLB) may not be well-known to others, so they should be spelled out on first reference as noted above.

BiannualBiannual means “occurring twice a year,” but the word often gets confused with biennial, which means “occurring every two years.” For this reason, use the word semiannual when describing something that occurs twice a year.

BiennialUse this word to describe an activity or event that “occurs every two years.”

BoardCapitalize the word Board when referring specifically to the PWCS School Board.Example: All decisions made by the Board are final.

Bulleted Items (or numbered lists)Follow these rules when creating a bulleted list: • Use numbered lists only when order matters. Otherwise, use bullets. • Always use punctuation and a period at the end of a “bulleted” complete sentence. • Use semicolons at the end of incomplete sentences. • Do not mix incomplete and complete sentence styles. • Begin each entry with a capital letter, even when working with incomplete sentences.

CapitalizationDo not use all caps for emphasis. Instead, use italics or bold for this purpose.

See Titles for proper capitalization of job titles. Also, always capitalize the following words in communications from the School Division:

Board (when referring to the PWCS School Board)Division (when referring to PWCS)DivisionwideInternetIntranetSchool BoardSchool DivisionWeb (Web site, Web page, Web address, etc.)World-Class or World-Class Education

CommasCommas should be used before words such as “and” and “or” in a series of three or more.Example: Students from Bel Air, Enterprise, and Springwoods Elementary Schools participated in the food drive.

Use commas to set off nonessential phrases. Example: They ate dinner with their daughter Julie and her husband, David. (Julie has only one husband. Without the comma, it would suggest that she had more than one husband.)

Composition TitlesPut quotation marks around the titles of books, magazines, newspapers, plays, movies, songs, software titles, television programs and works of art. Exceptions are the Bible, and reference catalogs such as almanacs, directories, dictionaries, and encyclopedias. Capitalize the principal words, including prepositions and conjunctions of four or more letters. Capitalize an article — the, a, an — or words of fewer than four letters if it is the first or last word in a title.Example: “The Washington Post,” “The Star-Spangled Banner,” “Gone With the Wind,” “Of Mice and Men,” Encyclopedia Britannica.

DatesIt is acceptable to use abbreviated dates (e.g., 7/06) in headings for letters, memos, etc., but always spell out the date when placing it in text, and refrain from abbreviating the months unless you are working on a long list or space is vital. Also, do not include the year in text if you are writing about a date that is taking place during the current year. Only include the four-digit year if it is absolutely needed for clarification.

When writing out dates, do not use “rd” or “th” after the date. Instead, simply write August 23, September 5, 2007, etc.

Seasons, when used as dates, should always be listed in lowercase (fall 2006, not Fall).

When listing the school year, list all four digits for the fall date, followed by the last two digits for the spring date.Example: The event will take place on December 5, but results won’t be in until January 14, 2007. All scores will reflect work from the fall of 2006.

See School Year

Departments and OfficesA section that has a named associate superintendent is a “department.” Smaller sections with directors and/or supervisors are “offices” which are contained under the larger department group. When naming a PWCS department or office, use capital letters.Example: Irene Cromer is the supervisor of the Community Relations Office, which is housed in the Department of Communications and Technology Services.

DivisionWhen used to denote Prince William County Public Schools, the word Division should always be capitalized.Example: You will begin to see improvements in various areas throughout the Division.

Style Guide — Continued

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DivisionwideDo not hyphenate this term. (See note on Division above.)

e.g.e.g., literally, “for example.” A comma should follow. Not interchangeable with “i.e.”

EmailEmail should be written as one word with no hyphen or space.Example: Email (when beginning a sentence) or email; not E-mail or E-Mail.

HyphenationIn general, hyphens should be used to help clarify any compound modifier used before a noun (well-known teacher, up-to-date records, etc.) except for “very” and modifiers ending with “ly”. A few common examples that arise Divisionwide include:eighth-grade leveleighth-grade studenta fifth-gradermiddle-school readersgrade-level and content-area teacherssecond- and third-grade levels

Use a hyphen to designate dual heritage: African-American, Mexican-American

PWCS style does not hyphenate the following:high school studentsmiddle school studentelementary school student

For further guidance on hyphenation, check the Associated Press Stylebook and Libel Manual or the Tenth Edition of the Gregg Reference Manual.

i.e.i.e., literally, “that is.” A comma should follow. Not interchangeable with “e.g.”

Internet and IntranetThe words Internet and Intranet should always be capitalized.

ItalicsUse italics to highlight and/or emphasize important words in a text.


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NumbersSpell out the numbers one through nine when used in prose. Use numerals for the numbers 10 and above. This includes the use of ordinals, e.g., fifth grade, 12th grade. Do not use apostrophes for plural dates, but use an apostrophe for abbreviated dates. Exceptions: Always use numerals for GPA or other scores and percentages. Also use numerals for currency.Example: Five students scored above a 3.8 on the exam. As such, they each walked away with $100. The 1980s were better than the ‘70s.

OnlineOne word, no hyphens.

Order of PrecedenceWhen listing Division dignitaries in programs, publications, etc., names should be given in the following order: School Board Chairman, School Board Vice Chairman, other School Board members (alphabetically), Superintendent of Schools, deputy superintendent, associate superintendents (alphabetically), followed by school principal, assistant principal, etc. (For a complete list of School Division executive personnel, see “Templates/Logos” under Community Relations on the Intranet.)

If any local, state, or federal dignitaries are to be listed, they should always be recognized first following standard presentation protocols.

(See Special Events section of these guidelines.)

PrefixesGenerally do not hyphenate when using a prefix with a word starting with a consonant. Three common exceptions are: • Except for cooperate and coordinate, use a hyphen if the prefix ends in a vowel and the word that follows begins with the same vowel. • Use a hyphen if the word that follow is capitalized. • Use a hyphen to join doubled prefixes: sub-subparagraph.

Prince William County Public SchoolsThe School Division’s full name is Prince William County Public Schools. While it is acceptable to call us Prince William County Schools, the shorter name is not preferred because it lends confusion about which schools we represent (e.g., public vs. private). Regardless of which full name you use, the acronym will always be PWCS.

PWCSPWCS is the correct abbreviation to be used for Prince William County Public Schools. Among other things, this acronym is consistent with our Web site. Always spell out the School Division’s full name with PWCS in parentheses when first referenced, except on internal documents or on the Division Web site.Example: Prince William County Public Schools (PWCS) announced a new initiative to boost test scores. Irene Cromer, a spokeswoman for PWCS, noted that…

Quotation MarksPeriods and other punctuation marks are always placed inside the quotation marks. Use quotation marks to surround the exact words of a speaker written, or to identify unfamiliar words. Also use for names of books, newspapers, and other composition titles.

See Composition Titles

School BoardAlways capitalize when referring to the Prince William County School Board. Also, when listing a Board Member in a public communication, always follow the first instance of the name with the member’s area in parenthesis.Example: Several decisions were made at last night’s School Board meeting. Michael I. Otaigbe (Occoquan) and Denita S. Ramierz (Woodbridge) voted in favor of the resolution.

School DivisionWhen referring to PWCS, the words School Division should always be capitalized. These will only appear in lower-case text when referring to school divisions outside the county.Example: She represented the School Division at the regional conference. Many other school divisions were present for the event.

School ListsThe words “Elementary,” “Middle,” “High,” and “School” should be capitalized when directly following a school’s name. When listing a series of schools, the school name and designation should be capitalized.Example: The cosmonauts visited Hylton High School on Tuesday, then went to Beville, Benton, and Fred Lynn Middle Schools on Wednesday.

School YearWhen listing the school year, list all four digits for the fall date, followed by the last two digits for the spring date.Example: 2006-07 school year. Not 2006-2007 or 06-07.

SemiannualNo hyphen. Use semiannual when you want to describe something that occurs twice a year. Biannual also means “occurring twice a year” but the use of semiannual is preferred. Biennial means “occurring every two years.”

SpacesUse only one space between sentences. This helps on the formatting end when text is translated into graphic or Web layouts.

Telephone NumbersTo better meet industry standards, use dots, not dashes, in phone numbers at all times.Example: 703.791.8720


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TimeDo not include the minute designation on times that take place at the top of the hour. Also, spell out “noon” where appropriate, rather than listing 12 p.m. When listing start and end time, separate the times with a hyphen and do not designate a.m. or p.m. after the start time unless it changes from a.m. to p.m.Example: Use 7 p.m., not 7:00 p.m. The meeting will be held from 5 - 7 p.m. The training will take place from 8 a.m. - 3 p.m. Administrators will meet from 10:30 a.m. – noon.

TitlesWhen used in a sentence, job titles should be capitalized when they precede a person’s name but should appear in lower-case text when the title follows the name. With the exception of the Superintendent and School Board Members, stand-alone titles should be capitalized when they refer to a specific individual, but should remain lower case when the references are nonspecific.Example: Superintendent of Schools Steven L. Walts; Steven L. Walts, Superintendent of schools. The Principal of Springwoods Elementary School was delighted with the outcome. All area associate superintendents are expected to be in attendance. Joe Smith, project manager.

See Composition Titles; Departments and Offices

UnderlineAvoid underlining in any print publication. Underlines transmit poorly via fax and can often make printed text difficult to read. Use italics for emphasis or quotations for composition titles.

See Composition Titles

Web, Web page, Web site, or Web masterThe “W” in Web will always be capitalized, and the word Web will always be listed as a separate word followed by its compound word in lower case.

Web AddressesWhen used in a sentence, the Division Web site should be listed as pwcs.edu, not www.pwcs.edu, and school Web sites should be listed as pwcs.edu/school. Avoid breaking lines when using a Web address but do not use hyphens or other punctuation when more than one line is used.

When listing an external (non-School Division) Web site, use the “www” predecessor in the Web site address (e.g., www.google.com). However, do not include “http://” unless the Web address begins with something other than www. If the site does not have a www at the beginning, include the http:// for clarity.Example: For more information, log on to pwcs.edu. If further clarification is needed, visit www.google.com or http://search.yahoo.com.

World-ClassAlways hyphenate, italicize, and capitalize when referring to the School Division and its work. Also capitalize the “E” in World-Class Education. Example: Part of receiving a World-Class Education is learning how to be a World-Class citizen.


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Brevity and Clarity in WritingIt is always best to keep written communications clear and concise. While it can oftentimes be easy to copy what’s already been written (i.e., stating policy word for word) or fall into using jargon, try to remember the reason you are writing the document in the first place. Summarize rather than re-state, and keep your comments brief and to the point.

Here are a few examples to watch for as you begin composing your documents.

Instead of… Use…in order to .....................................................................................toshould plan to attend ..................................................................should attendutilize .............................................................................................useacts as ............................................................................................ isas well as .......................................................................................andis designed to provide .................................................................gives (if suitable)to better equip teachers with the knowledge ..........................to help teachers understandthe next edition of “School Focus,” which airs .......................“School Focus,” airing…The award is given to recognize ...............................................The award recognizesTeachers of mathematics and science ......................................math and science educatorsPrincipal at ___ ...........................................................................Principal of ___ (preferred)M. Ed. .............................................................................................M.Ed.Funds will be used for the purpose of ......................................will be used forShe has been a recipient of the .................................................She received

If you have a frequently asked item you would like to see added to this PWCS Style Guide, please email your suggestions to [email protected]

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Telephone Protocol

Part of doing business means doing business over the telephone. Since the telephone is such an important communication tool in our daily work, the following helpful hints, and proven telephone techniques, will help to make our telephone conversations more effective and our interactions with the public more customer-oriented.

Create a Good First Impression The First Impression you Give Someone is Usually the Most Significant and Lasting Impression. • Try to answer the telephone on the second ring. Answering a telephone too fast can catch the caller off guard and waiting too long can make the caller angry. • When answering the telephone, use a salutation – friendly greeting (e.g., good morning, good afternoon, hello); then state the name of the school/department/office/person for which the telephone is being answered; then “your” name; and end with “May I help you.” Examples: • “Good Afternoon, Marumsco Hills Elementary School Principal’s Office, this is Susan speaking, how may I help you?” • “Good morning, Old Bridge Elementary School, this is James Smith. May I help you?” • “Hello, ninth grade office, Betty Jones speaking. How may I help you?” • “Good afternoon, Department for Communications and Technology Services, this is Keith Imon. May I help you?” • “Hello, Associate Superintendent Keith Imon’s office, this is Debbie Hoge. How may I help you?” • Smile – it shows, even through the telephone lines. • Ask the caller for their name, even if their name is not necessary for the call. This shows you have taken an interest in them. Make sure that if you ask for their name, that you use it. • Speak clearly and slowly. Never talk with anything in your mouth. This includes gum. • Lower your voice if you normally speak loud. • Keep the telephone two-finger widths away from your mouth.

Placing Callers on Hold • When placing a caller on hold, always follow these steps: • Provide a reason why you are placing him/her on hold. • Ask his/her permission to be placed on hold – if the caller asks why, provide the answer. • Thank the caller for holding. • Put the caller on hold. • When taking a caller off of hold, always thank him/her for holding. • For example, you may say: • “Please hold while I get your file? ............... Thank you for holding.” • “Would you mind holding while I see if Ms. Ward is available? ....... Thank you”


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Transferring a Caller • When transferring a caller, always follow these steps: • If the caller needs to speak to another person or department, please transfer the caller directly to the desired person’s extension, not to the operator. This will save the caller having to explain his/her requests another time, and it will cut the number of times the caller needs to be transferred. • Inform the caller to whom he/she will be transferred. • Explain why you are making the transfer. • Ask his/her permission to make the transfer. • Provide the caller with the telephone number/extension, in case the connection is lost. • Announce the caller to the person to whom you are transferring. • Transfer the call. • For example, you may say: • “Mr. Jones in the Office of Community Relations will be able to assist you. Please hold while I transfer you to his office. Thank you.”

Taking Phone Messages When taking a phone message for someone, always be sure to include the following information: • The caller’s name and company name if applicable or student’s name (son/daughter) if applicable. • The time and date of the call. • Information as to what the call is regarding. • Note whether or not the caller has requested a return phone call, and if so, obtain the telephone phone number.

Last Impressions • Before hanging up, be sure that you have answered all the caller’s questions. • Always end with a pleasantry: “Have a nice day,” or “It was nice speaking with you.” • Let the caller hang up first. This shows the caller that you weren’t in a hurry to get off the telephone with him or her.

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Media Relations

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There is no question that we live in a media-permeated society. Therefore, Prince William County Public Schools needs to have effective, ongoing working relationships with the media. Contrary to what you may think, the news media actually report many more good news stories than bad. Good media relations means approaching reporters and editors in an honest, well-informed manner. They want to hear from us. We need to think beyond media relations as “damage control” or “spin.”

Rapport with the Media

Why develop rapport with the media? • The news media is the primary vehicle for informing the public. • A positive relationship, built on trust and respect, is the best safeguard against misinformation if a crisis occurs.

Who in the school can assist in building rapport with the media? • Administrators and their chosen spokespersons should be the only ones to release information to the media. • All staff should be trained to be courteous and pleasant, and to help the media locate the administrator or authorized spokesperson.

How do you develop rapport with the media? • By being pleasant, accessible, and honest. • By understanding the media’s needs and trying to accommodate them in ways that do not compromise the school’s mission. For example, know media deadlines and schedule media events so they can cover them with plenty of time to file their stories. Give them lots of leadtime — a week or more — so that they can make plans ahead and alert their news editors or news directors to the coming story.

How can you be proactive with the media? • Meet each reporter personally at a time when there is no story, and give him or her a complete packet of basic information on the school and its programs, including contact names and numbers, and an emergency contact number should a crisis arise during non-business hours. • Instruct the staff to refer media calls to the supervisor of community relations should no authorized spokesperson be available. • Invite each reporter to visit the school. Let him or her know that you are accessible. • Be aware of other community events that might present a conflict for the media, and schedule yours at a time convenient for them. • Look for a local angle whenever there is a national education story. How does your school compare with the national trend? If your school is better, how did you achieve this? • Recognize that reporters like to personalize stories by giving human examples. Try to identify in advance students that would serve as positive examples for the school. Verify in advance that they would be willing to be interviewed in the media.

Media Relations — Continued

The Ground RulesOur major responsibility is to the students and the protection of their learning environment. At all times, students’ rights of confidentiality must be protected. When in doubt about what you can release to the media, check with the Community Relations Office.

When Communicating with the Media

General Guidelines:1. Be honest at all times.2. Be accessible to the media.3. Be informed of the facts.

Credibility with the Media

Do’s and Don’ts

DO:• Speak the truth.• Be as brief as possible.• Think before you speak.• If you don’t know, say you don’t know and offer to find the answer.• Return calls promptly.• Know and respect guidelines.• Be professional.• Be timely with information.• Be sensitive to reporters’ deadlines.• Stick to the topic.• Prepare and rehearse for interviews.• Keep staff informed, but limit who will give information to the media.• Stress positives of your school.

DON’T:• DON’T refuse to speak to the press.• DON’T say “It’s off the record.”• DON’T say “No comment.”• DON’T use educational jargon.• DON’T hedge a question with devious answers.• DON’T play favorites with reporters.• DON’T disclaim responsibility.• DON’T blame reporters for occurrences out of their control.

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Interview StrategiesYou may find yourself in a variety of interview settings: radio, TV, or newspaper interviews in person or by telephone.

Preparing for an interview: • Define your objective. • Anticipate media questions. • Prepare and rehearse answers to questions. • Play devil’s advocate and develop answers to all the tough questions you can anticipate. • Have several (no more than three) key points to be made. Keep reiterating them. • Maintain eye contact. • Be aware if recording devices are being used. Make your own recording, or ask for a copy of the tapes made.

Special tips for TV interviews: • Know what you want to talk about and have one or two basic points that can be made in “sound bites.” • Recognize that you know more about your subject than the reporter or interviewer. • Anticipate questions and prepare answers prior to the interview. • Rehearse out loud. • Watch your posture. • Look at the interviewer when responding and not at the video camera. • Avoid blinking, darting eyes that suggest nervousness and dishonesty. • Try not to fidget, cross legs, fold arms or rub your brow. • Thank interviewer and crew for making the interview possible.

Answering Tough Questions • Don’t place blame on others. • Emphasize positives of yourself and your school. • Don’t repeat negative or misleading words stated by others. • Don’t be argumentative. • Don’t lie or tell half-truths. • Speak from personal experience. • Be positive and strive to be seen as a problem solver. • Correct inaccuracies. • If you have limits within which you must operate, identify them.

Ways to Gain Control of the Question: • “Can I call you right back?” • “Who have you already spoken to?” • “What angle are you taking on this story?” • “I have to get that information. Are you on deadline?” • “What do you think?”


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For the toughest questions you may encounter: • Say nothing. • Clarify the question and then offer to get back to the reporter within a set time with the answer. • Restate your key points, regardless of the question. • Refer the reporter to the Community Relations Office.

Resolving “Issues” with the Media If you think the media have treated you unfairly, call the Office of Communications Services to seek assistance and discuss options.

News Releases To request an official PWCS news release, contact the Community Relations Office. A news release can be used to call attention to upcoming events, report on past events, summarize test scores or results of a study, or clarify problematic issues.

When writing a school-level news release: • Include the full name and address of your school on the release along with the name, title, and phone number of a contact person for further information. • Write in journalistic form, including the five W’s (Who? What? When? Where? and Why?) in the first paragraph. • Double space text and type only on one side of the page. A one-page limit is preferable. • Be brief and state important information first. • Write using nouns and verbs. Avoid adjectives and editorial comments. • Round off numbers. • Attribute opinions to individuals as direct quotes. • Follow Associated Press guidelines: • Identify anyone mentioned by name with his or her full name and title on the first reference. • Identify an organization by its full name on first reference. • Abbreviations, acronyms, and last names are used in subsequent references. • For releases of more than one page in length, type “more” centered at the bottom of the first page and an abbreviated title and page number on subsequent pages. • Type and center on the page at the end of the release either “END” or “# # #.”

Keys to effective writing: • Keep it simple. • Use active voice and no jargon. • Don’t be wordy. • Edit. • Pretest media releases with another staff member. • Remember those who have helped you. Thank editors and reporters, secretaries, teachers, administrators, students, parents, and anyone who was of assistance.


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What is news? • News is timely — has to be current. • News is progress — departure from a trend. • News is novelty — a new way of teaching or an unusual accomplishment. • News is conflict — be ready with a resolution. • News is an angle — first, last, oldest, youngest, largest, smallest, best.

What we might consider an important news item may not appeal to the general population. Do not equate the value of an activity, event or award by the amount of news coverage it receives. Other intangible and uncontrollable factors play in to the decision of what gets covered by the media and what does not.


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Special Events

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From groundbreakings to business partnership signings and graduations, special events offer wonderful opportunities to highlight the achievements and aspirations of the School Division. Many will involve the presence of administration and/or School Board representatives, as well as important local and state dignataries. All should be planned to depict a World-Class School Division. Many planning requirements are based on Community Relations Standard Operating Procedure 9-6.

All events should be planned with their communication goals and message(s) in mind.

Important questions to answer • What key message do you seek to communicate about your program, students, or initiatives? • Who is the audience for that message, and how will you get to them (through event participation, news coverage, Web stories, etc.)? • What event setting and activities will communicate the desired message to the intended audiences? Use speakers, backdrops, etc. that highlight the message. • Plan the event with you answers in mind.

Types of Events/Responsibilities

Groundbreaking • For construction of new schools or facilities. Community Relations Services will plan and coordinate media coverage. If the school principal and staff are in place, they should be invited. Follow other invitations guidelines on the next page.

Ribbon-Cutting Ceremonies • Ribbon-cutting ceremonies should occur prior to a school’s opening or shortly thereafter when the start of a new school year. The principal should plan and coordinate ribbon-cutting events and request media coverage assistance through the Office of Community Relations Services. Follow the invitation guidelines on the next page.

Dedication • School dedications are to be held at the end of the first school year the building opens. Schools generally form a committee as early as September to begin planning for the dedication. Follow the guidelines on invitations on the next page.

School-Business Partnership Agreement Signings (or Progress Announcements) • Partnership agreement signing ceremonies that commemorate formal school-business partnerships are generally planned as part of another school function such as a back-to-school night, an awards ceremony, or a specialty program ceremony. Such events provide the highest visibility possible for the Business Partnership Office. In the event a partnership signing cannot be “piggy backed” to another event, it is appropriate to plan a stand-alone event. Be sure to invite key representatives of the partner organization. Follow other invitation guidelines below.

Special Events — Continued

The Business Partnership Office of Prince William County Public Schools exists to foster partnerships between schools and community sectors that are mutually beneficial while serving the needs of the student. Be sure to highlight the student benefits at all partnership signings.

Whom to Invite • School Community: Invite your school community to your special event through your school newsletter, a flyer, or a printed or emailed invitation. Four or more weeks in advance, contact the office of community relations services for publicity through the news media and the Web site. • Special Interest Groups: Keeping in mind the type of event you are planning, include on the invitation list those who have a special interest in your school’s event. For example, if your school is named in honor of a person, members of that family should be invited. • If you are planning a business partnership signing ceremony, include business officials such as the board chairmen, president, and any other appropriate business representatives. In addition, the member of the advisory council for the business partnership office should be invited to the signing event. Call the business partnership office for this contact information. • Central Office and School Board: Include the Chairman and all the members of the School Board, Superintendent, deputy superintendent, associate superintendents, directors and supervisors on your invitation list, as well as other principals. • Elected and Appointed Officials: Invite the Chairman and all the members of the Board of County Supervisors, the county executive, and your school’s elected state legislators to the groundbreaking, ribbon-cutting, and dedication ceremony.

Planning Timeline — As soon as possible (ASAP means at least a month in advance for all but emergency-related events) • Create sample event rundown. Specify: • activities and timeline, • speakers and length/anticipated message content of their remarks, • locations and setting, • share these items with all key participants. • Establish Tentative and Confirmed Dates on all Calendars. • contact offices of the Superintendent, appropriate associate superintendent(s) and School Board to have event listed on master calendar(s) as “tentative,” • inform the area associate (when appropriate) of the proposed event, providing a brief summary including the date, purpose, location, speakers, and expected attendance. Request confirmation that the date is not in conflict with any other function. Upon approval, confirm the date with the Superintendent’s office and the Secretary to the School Board (as appropriate), • enter the date on school and PWCS Web calendars, • confirm availability of key participants, • get the event confirmed on the calendars of all essential participants (business partners, etc.), • contact the office of food services, • consult with media services about any special A/V needs.

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At least three to four weeks before the event • Initiate promotional efforts: • consult with the Office of Community Relations Services — determine whether event’s media potential warrants direct community relations services involvement or modest promotional assistance. Establish promotional responsibilities—coverage in the “Leader” and “Communicator,” Web stories and placements, where appropriate—and secure updated lists of school and county officials, and media contacts as needed, • go to pwcstv.com to request an event announcement on Channel 18 (the new location of PWCS-TV). • Contact the Office of Risk Management: • provide planned event details, • coordinate staff/police department security involvement, as needed, • invite Guests (see invitation lists), • RSVPs, if needed, should be due eight to 10 days before the event. • Generate event program draft and printing plan. • Utilize appropriate program templates to ensure proper staff and participant credits.

Two weeks before the event • Request a framed certificate of appreciation for the honoree(s).

One week before the event • Finalize plans and advance promotion. • Send news release/advisory (or confirm Office of Community Relations Services action). • Finalize and share event rundown. • Prepare and send draft remarks/talking points to Board Members, Superintendent and other high profile speakers (or their designees) for approval/edits. Be sure to recognize all expected VIPs in emcee remarks. • Reconfirm A/V media support or services. • Notify staff and security of event parking restrictions, reserve spaces. • Finalize setup needs with appropriate staff. • Print event program.

Event Day (and/or night before) • Final preparations and participant greetings. • Confirm that set up is complete and appropriate, modify as needed. • Confirm proper operation of all A/V equipment. • Mark adequate “Reserved Parking” spaces to accommodate VIP participants (School Board Members, Superintendent, deputy superintendent, associate superintendents, program partners, speakers, and other invited VIPs). • Assign a greeter to meet and seat all invited VIPs, noting their presence to ensure they receive an appropriate thank you note. Take note of any unexpected VIPs who should be recognized from the podium. • Start the event at the scheduled start-time. • End on time.

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Follow-up • Send thank you notes to all invited VIPs and speakers. • Coordinate with the Office of Community Relations Services to ensure prompt print, Web, and/or PWCS-TV coverage of the event, as appropriate.

Seating and Speaking Arrangements

• For school-based events (e.g., Schools of Excellence, back to school nights, ground breakings, ribbon cuttings, partnership signings, dedications), program agenda time and talking points will be provided by Office of Community Relations Servicesfor the School Board Chairman (or Vice Chairman in the absence of the Chair) and the School Board Member that represents the school (according to magisterial district) based on confirmation of their attendance with the secretary to the School Board. All Board Members, the Superintendent, deputy superintendent, and associate superintendents in attendance will be recognized and seated on stage or in close proximity to the podium (depending on the logistics of the event). If the Superintendent and Board Chairman are seated on stage, then all Board Members, the Superintendent, deputy superintendent, and associate superintendents in attendance will be seated on stage.

• For Divisionwide special events and recognition ceremonies (e.g., Years of Service, Retirement, Classy Awards), program agenda time and talking points will be provided by community relation services for the School Board Chairman (or Vice Chairman in the absence of the Chair) based on confirmation of his/her attendance with the secretary to the School Board. All Board Members, the Superintendent, deputy superintendent, and associate superintendents in attendance will be recognized and seated on stage or in close proximity to the podium (depending on the logistics of the event). If the Superintendent and Board Chairman are seated on stage, then all Board Members, the Superintendent, deputy superintendent, and associate superintendents in attendance will be seated on stage.

• For Divisionwide professional development days (e.g., welcome back events prior to the start of a new school year, such as Teachers F.I.R.S.T.), program agenda time will be provided for the School Board Chairman (or Vice Chairman in the absence of the Chair) and for other Board members who wish to speak, based on confirmation of their attendance with the secretary to the School Board. Talking points will be provided for the School Board Chairman (or Vice Chairman in the absence of the Chair). All Board Members, the Superintendent, deputy superintendent, and associate superintendents in attendance will be recognized and seated on stage or in close proximity to the podium (depending on the logistics of the event). If the Superintendent and Board Chairman are seated on stage, then all Board Members, the Superintendent, deputy superintendent, and associate superintendents in attendance will be seated on stage.

• Reserved parking will always be made available for those Board Members who notify the Secretary to the School Board Cyndi Halsey that they will be in attendance at school-based and Divisionwide events. Please notify Ms. Halsey whenever you are in need of a new VIP parking pass.

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Platform Protocol for Nonschool DignatariesBecause of the political nature of schools, elected officials may often be in attendance at school functions. Please use the following priority list for individuals not connected with the school or School Division participating in a school function.

• School Board Members should be placed in the most prominent seating arrangement. Place speakers in as close proximity as possible to podium. At a school function, introduce officials for the State of Virginia as follows:

GovernorFirst Lady (if she is accompanying Governor)Lieutenant GovernorAttorney GeneralU.S. Senators (representing Virginia)U.S. Representatives (representing Virginia)Speaker of the House of DelegatesChief Justice of the Virginia Supreme CourtState Senators (Prince William senators first, then according to seniority)State Delegates (Prince William delegates first, then according to seniority)School Board ChairmanSchool Board MembersBoard of County Supervisors ChairmanMembers of the Board of County SupervisorsCity MayorsTown MayorsSuperintendent of SchoolsCounty ExecutiveCity Manager, followed by other government officials in no particular order

Setting for Business Partnership Signing • Signing ceremonies give much deserved recognition to businesses that contribute time and resources to schools and inform the school community of ways business partners improve students’ opportunities for success. Allow 15 to 20 minutes for the remarks and activities that accompany a signing ceremony. • A table should be placed on the stage with three copies of each partnership contract ready for signing. • Seating on the stage should provide space for representatives of the Prince William County School Board, school, and business representatives. If possible, elected officials who are invited to be present for the ceremony should be seated on stage. • At the conclusion of the ceremony, each business partnership should have an original copy of their signed partnership agreements, other originals go to the school and the Business Partnership Office. The school should display its original contracts in a prominent location. • The certificate of appreciation signed by the Superintendent of Schools should be presented to the business partner. • A suggested script to be followed for the partnership signing ceremony is included as an attachment to this document.

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Additional Resources • The Virginia Review Directory of State and Local Government Officials contains a basic protocol guide for Virginians, including the order in which VIPs are to be introduced, along with information on addresses and introductions, and special event planning. www.vareview.com. • Emily Post’s Guide to Business Etiquette • Letitia Baldridge’s New Complete Guide to Executive Manners (Chapter on Business Protocol).


Principal Ms. Donna Cude

Assistant Principal Ms. Sue Gross

Secretary Ms. Terry Allshouse

Bookkeeper Ms. Jean Hustwayte

Office Assistant Ms. Tina Jersey

Building Engineer Mr. Rodney Jamerson Cafeteria Team Ms. Varina Greene - Manager Ms. Mary Higgins - Hostess Ms. Rosanne West Ms. Carole Coleman Ms. Stacey Ervin

Custodial Manager Mr. Amos Yongha Kim

Custodians Ms. Shelby Scott Ms. Maria Ventura Ms. Martha Abrego

Kindergarten Ms. Kelly Wallace Ms. Sarah Ozl Ms. Helen Baumgardt

First Grade Ms. Mabby Baker Ms. April Arnold Ms. Ellen McNamara Ms. Beth Sullivan Ms. Tammy McRoberts

Second Grade Ms. Laurie Fox Mr. William Lyon Ms. Amanda Proch Ms. Julie Shipp Ms. Tracy Roberts

Third Grade Ms. Mary Frances Pollard Ms. Tracy Chandler Ms. Sheryl Roberts Ms. Lauren Leslie

Fourth Grade Ms. Paula Hermens Ms. Maria Trochan Ms. Melissa Kwitowski Ms. Angela Stouffer

Fifth Grade Ms. Carolyn Cornwell Ms. Megan Daniel Ms. Heather Poorman Ms. Shannon Costel

Victory Elementary School2005-06

Victory Elementary School2005-06Special Building Features

Story room for floor seating of small groups to a maximum of 65; also suitable for chair seating of approximately 40 for com-munity use.

Cafetorium and stage provide space for dining, physical educa-tion, and large group assembly.

Media Center includes reading area, AV production, AV storage, office, and workroom.

Administration area includes general reception, administrative offices, workroom, record storage, and faculty lounge.

State-of-the-art technology features include: • Local area computer network • Phone system to all administrative and classroom spaces • Building-wide TV distribution system for cable and internal programmed channels • Security detection and security camera monitoring systems • Computerized temperature control system with all-season dehumidification

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Sample Event Program

Sample Script for Signing Ceremony


Model Event Rundown(For illustration purposes, hypothetical event information is shown in parentheses.)

Thompson Inc. Partnership Results AnnouncementApril 1, 2007, 1 p.m.

Purpose: Report on benefits of year-old partnership with Thompson Inc. (Five students receive high-tech scholarships for partnership product; announce new plans; present check. Est. length 25 minutes.)

Primary Message: The partnership has been a win-win-win for Hylton, our students, and for Thompson. And the benefits are just getting started.

Speakers: Carolyn Custard, Principal (emcee) Mary Bingham, Student Dr. Steve Walts, Superintendent of Schools Jane Doe, Exec. VP, Thompson Setting/props: Hylton Computer Lab. Podium and two tables (speakers and project students). Photo blow-ups of student project. Thompson banner.

Rundown: Welcome and color guard intro Custard 1 minutes Pledge of allegiance Custard/all 2 minutes Intro Speakers and VIPs Custard 1 minute

Intro event details Custard 3 minutes (student scholarships and extended partnership-points out photos; intros next)

Personal perspective on results Bingham 3 minutes

Intro Walts Custard 1 minute

Division Thanks Walts 4 minutes (personal appraisal of results; value to PWCS; intros Doe) School Board Thanks Beachump 4 minutes

Thompson View; new plans; Doe 4 minutes Present check

Receive Check Doe, Custard, 1 minute Walts

Thanks and goodbye Custard 2 minutes

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Critical Communication

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Letters About Special Safety-Related IssuesLetters home are an essential part of the PWCS commitment to keeping parents informed of important health or safety-related issues and incidents. Proactive communication with parents is essential for maintaining a positive working relationship. Phone calls, email, Web sites and even newsletters provide effective means for contacting parents in different circumstances. Even when more immediate approaches are used, a letter sent home with students can be the best way to keep parents in the loop. Such letters must always be approved by Area Associates and shared, in final form, with Risk Management and Communications. As noted below, advance coordination with Risk Management or Health Services may also be needed.

Letters Should be Sent About any Important Development • A safety-related issue (see instructions and examples below).• A change in school leadership.• Death or injury of a student or teacher (see sample on page 48-49).• Construction, repairs or other significant alterations to the school environment.

As a simple rule of thumb, if you think something may be worth writing home about, err on the side of writing instead of not writing. And do it as soon as possible.

The guidelines that follow can assist you by identifying key messaging and content elements expected in all incident communications. Examples found on pages 43-50 address a wide range of health and safety situations. Use them as a starting point to help streamline the writing and approval process.

Communications staff involvement is not required, but will be eagerly provided if desired. Communications involvement is recommended in the case of unusual events, significant media interest, injury to students, ongoing dangers, or failure to have alerted parents in a timely fashion. Otherwise, following these steps and closely coordinating with Area Office (and Risk Management/and or Student Health, where appropriate) will be sufficient for getting your notification letters out the door.

• Start with an emphasis on student safety – Don’t just launch into descriptions of an incident. • Provide details, as necessary, and in the context of actions to ensure safety. • Highlight any standard protocols followed, and explain, where needed. • Note any injuries or other outcomes that might cause concern if inaccurately reported. • Avoid unnecessary external details — including no more than essential facts surrounding such things as police actions resulting that prompted lockdown or Shelter-in-Place. When such details are included, their accuracy must be confirmed through Risk Management. • Details concerning contagious disease exposure/outbreaks and PWCS responses must be coordinated with the Health Department through School Health Services. • Describe special services/actions being taken of provided to ally student concerns. • Read your letter as a parent would. • They want to know a bit about what happened, but more importantly, what was done to safeguard their child. For example, if there were suspicious fumes in the building, tell them exactly what measures were taken to identify and eliminate them, and to ensure student safety during the process.

• Be sure you letter doesn’t raise more questions than it answers.• Look for opportunities to make the parent a partner in promoting safety — suggest they discuss the situation with kids, where appropriate, to highlight good safety and conduct lessons. • If notification is late in coming, refer to your letters as an update, and explain why. • Incidents may have occurred late in the day, or adequate details were unavailable.• If word got out before your update, consider expressing regret for any resulting concern.• Close by re-emphasizing safety as a top PWCS priority and the primary reason for your communication.

Critical Communication — Continued

Open with your message: We take action to ensure safety (and god communication)

Provide external details only as needed to explain the situation. confirm accuracy of any police involvement through Rish Management. Emphasize that actions are taken according to existing crisis plans.

Please review some of the samples that follow. They offer the best illustration of how these guidelines can work in different circumstances.

Sample Shelter in Place Letter

Dear Enterprise Parents/Guardians:

In keeping with our ongoing commitment to effective communication with the school community, I am writing to advise you of actions taken this afternoon to ensure the safety of students during police activity in the area.

At police request, and in keeping with PWCS emergency-preparedness guidelines, we briefly implemented shelter-in-place protocols, bringing all students indoors and securing the building from unauthorized entry. The actions came following reports of a burglary suspect nearby. The all-clear to return to normal came after less than 30 minutes.

Thanks to the professionalism of staff and the cooperation of students, we experienced virtually no disruption of our instructional activities. The handling of the situation is a further illustration that the safety of our students and staff remains our top priority.

Please don’t hesitate to contact me, should you have any questions or concerns. Your ongoing support is crucial to the continued success of students and staff at Enterprise Elementary.

Sincerely,

Rachel EnglishPrincipal

Highlight success

Encourage continued communication and parental support.

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Sample Weapon in School Letter, No Threat or Injury

Dear Parents/Guardians:

I am writing to advise you of a situation that occurred late yesterday, and of the steps that were taken to ensure the safety of our students and staff.

Late yesterday afternoon, we became aware that one of our students may have carried a knife into the school in a backpack. The teacher immediately investigated, confirmed the existence of the knife, and confiscated it, eliminating any potential risk to students. The student who brought the knife will be disciplined in accordance with the Prince William County Schools Code of Behavior.

The incident was handled promptly and effectively thanks, in part, to a second student who responsibly reported the presence of the knife to a teacher. Should your child be aware of this incident, please take the opportunity to remind them that they should always report the actual or suspected presence of any weapon to an adult. With your help and theirs, we can continue to keep our school a safe and effective place to learn. Please feel free to contact me at _____, should you have any questions.

Thank you for your continued support.

Principal

Open with your message: Serious situation handled to ensure safety.

• Provide only essential details.• Limit info. That could lead to identification of student(s) involved. • Emphasize promptness and effectiveness of response in ensuring safety. • Note disciplinary steps will be taken. • Confirm accuracy of any police action with Risk Management.

• Highlight student/staff actions in accordance with policy that were helpful. • Consider having parents make incident a “teachable moment.”


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Sample Precautionary Evacuation Letter

February 17, 2006

Dear Parents:

As many of you may be aware, there was a fire at the Summerland Apartments this morning just as our school day was beginning. Because of the heavy smoke in the area, Prince William County school buses were quickly dispatched to transport our students and staff to Woodbridge Middle School to ensure their safety.

Notice of the situation was immediately posted on the PWCS Web site and relayed to subscribers of the Division’s E-news and text messaging services.

Children and staff members enjoyed lunch at Woodbridge. After firefighters made quick work of the apartment blaze, heavy fans were used to clear smoke from our building, and the air quality was tested before the students were transported back.

Our staff and Central Office personnel handled the situation calmly and efficiently in following emergency procedures. I am proud of how everyone, especially our students, reacted to this precautionary evacuation. Some classroom time was lost, but the experience reinforced a very important lesson: the safety of our students and staff is a top priority at Kilby and at all Prince William County Public Schools.

Please don’t hesitate to contact me if you have any questions. And thank you for your continued support of our school.

Sincerely,

Carolyn DeLaFleurPrincipal

• Establish nature of incident requiring evacuation.• Highlight your message: Action addressed situation to ensure safety.

• Provide only essential details of external situation.• Highlight steps taken to ensure student safety (and comfort).

• Celebrate effectiveness of student/staff response.• Reinforce commitment to safety.


Highlight efforts made to keep parents advised.

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Sample Lockdown Letter

Dear Parents/Guardians:

I am writing to advise you of a school lockdown that was implemented around (time) today (choose appropriate):• to ensure the safety of our students and staff during a potentially dangerous (describe situation).• to ensure safety during a routine (describe drug or other search). (Provide other essential details)

Students remained calm and (when appropriate) were kept appropriately informed throughout the situation. Under PWCS lockdown protocols, (describe specific actions taken), to keep students and staff safe.

The lockdown remained in effect until approximately (time), when we were advised by police that it was safe to return to normal conditions. Our staff handled the situation in a highly professional manner and our students behaved appropriately (note when appropriate).

I am confident that our actions today demonstrate that the safety of our students and staff remain our highest priority. Please do not hesitate to call me at (contact number), should you have any questions or concerns. Thank you for your continued support of (School name).

Sincerely,(Name)(Title)

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Guidelines for Parent LetterPrincipals may choose to notify parents in writing to explain a critical incident. Guidelines and suggestions for completing such a letter follow. Attached are suggestions and samples of letters that have been written in recent years to parents of Prince William County students.

Key Points • The letter should be written in a way the average person will understand. • The letter may become public and may be printed in local newspapers or portions may be read on radio or television. • Create a new letter for each crisis situation. Do not write a generic letter covering all crisis events. • All letters should be on school letterhead paper. • The letter should always be signed by the principal or acting principal.

Each letter should have three or four parts to effectively communicate information to parents.

Part 1: Informs Parent of Crisis Event • Avoid lengthy details. • Avoid specific information that may not be public knowledge. • Do not include any unverified information or information that is subject to change. • Use appropriate terms when speaking of a staff or student death, e.g., died, killed, etc. • Avoid terms like: murdered, committed suicide, strangled, run over, etc. • Avoid euphemisms like: passed away, passed on, expired, lost, lost their battle, went to their great reward or went to sleep.

Part 2: School Response • Explain the services that are/have been available for students and staff. • Give the times when members of the school crisis team, trained School Division psychologists and social workers, and the PWCS Critical Incident Team have been available, or will be present to work with students and staff. • Mention that individual and/or small group counseling is available to assist students and staff.

Part 3: Encourage Parent to Be More Aware of Emotional Needs • Offer suggestions for support. • Describe possible behavioral changes. • Describe signs that may indicate need for more help.

Part 4: Other Information • Outline funeral or memorial services if known. • Offer to provide information as it becomes known. • It is not recommended to send young adolescents to the funeral services without a parent. • Offer telephone number or contact for further information or available resources


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Sample Letter To Parents

Date

As many of you know, our school community experienced a death this week. (e.g., John Doe was killed in an automobile accident yesterday.) As a result of his/her death, our school will provide an opportunity for students and staff to discuss and work through issues related to the grief process.

Your child will have the opportunity to participate in a group or individual counseling provided by the school’s crisis team. Participation in these activities is voluntary. Staff will continue to be available as needed to help students deal with their grief.

Please pay particular attention to your child’s emotional needs during the next few weeks, especially if he/she were close to the deceased.

1. Encourage your child to talk with you about the feelings he/she is experiencing concerning the death. Sharing similar experiences which you have had may be very useful. Make yourself available to talk about the death and to answer questions.

2. Be aware that your child may not feel like himself/herself for a while. Talk about ways to feel better.

3. Initiate a discussion of the death with your child. Research has shown that this helps the healing process.

4. It is strongly recommended that you accompany your child to the funeral or memorial service, if you judge that this is necessary.

5. Watch for ongoing signs of difficulty which may indicate that your child may need additional help. Possible signs are prolonged sadness, withdrawal from social contact, changes in eating or sleeping habits, or other behaviors unusual for your child.

If you need assistance, please contact the school. Our school counselors can provide a list of school and community resources.

Sincerely yours,

Principal of School

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Sample Parent Letter For Staff/Student Death

(Date)

Dear Parents:

As you may know, our school community experienced a death this week. (Name of student/staff), died as a result of (car accident serious illness, unexpectedly etc.) As a result of his/her death, our school will provide an opportunity for students and staff to discuss and work through issues related to the crisis and grief process.

Your child will have the option to participate in group or individual counseling provided by members of the school crisis response team (and the district’s Critical Incident Team.) Participation in these activities is voluntary. Staff will continue to be available as needed to help students deal with their grief.

Please pay particular attention to your child’s emotional needs during the next few weeks, especially if he/she were close to the deceased.

• Encourage your child to talk with you about the feelings she/she is experiencing concerning the death. Judiciously sharing similar experiences that you have had may be very useful. Make yourself available to talk about the death and to answer questions.

• Be aware that your children may not feel like themselves for a while. Talk about ways to feel better.

• Initiate a discussion of the death with your child. Research shows that this helps the healing process.

• It is strongly recommended that you accompany your child to the funeral or memorial service, if you judge that this is necessary.

• Watch for ongoing signs of difficulty, which may indicate that your child may need additional help. Possible signs are prolonged sadness, withdrawal from social contact, changes in eating or sleeping habits, or other behaviors unusual for your child.

If you need assistance, please contact the school. Our counselors can provide a list of school and community resources.

Sincerely yours,

Principal

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Sample Parent Letter For Student Death At School (Be sure to alert and work with Communications Staff for all related outreach)

(Date)

Dear Parents (School Community, School Family etc):

We are saddened to inform you that the (Name of school) community experienced a tragic death. A (grade level of student) collapsed while participating in her physical education class. School personnel, including the school nurse, responded immediately and emergency services were summoned. She was transported to (Name of Hospital) where she later died.

This is a traumatic event for students and staff alike. Your child has had the opportunity to participate in voluntary group or individual counseling today provided by our staff and the crisis response team. Our staff will continue to be available as needed to help students deal with their grief.

Please pay particular attention to your child’s emotional needs during the next few weeks.

• Encourage your child to talk with you about the feelings he/she may be experiencing concerning the death. Sharing similar experiences that you have had may be very useful. Make yourself available to talk about the death and to answer questions. • Be aware that your child may not feel like “business as usual” for a while. Talk about ways to feel better. • Initiate a discussion of the death with your child. Research shows that this helps the healing process. • It is strongly recommended that you accompany your child to the funeral or memorial service, if you judge that this is necessary. • Watch for ongoing signs of difficulty, which may indicate that your child may need additional help. Possible signs are prolonged sadness, withdrawal from social contacts, changes in eating or sleeping habits, or other behaviors unusual for your child.

Our school counselors can provide additional information on school and community resources to help your and your child. As always, please do not hesitate to contact us if you have any questions or concerns.

Sincerely,

Principal

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Templates/Guidance to Come• Weapon (threat made)• Disease exposure/outbreak (requires direct involvement of Health Services)• Sustained evacuation • On campus/bus arrest• Bus accident

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Contacts for Letter Development/Approval

(Each in order of preferred contact)

Area Offices:

• Alison Nourse-Miller, Area I Associate Superintendent: Work – 703.791.7234; Home – 703.791.6976; Nextel – 703.675.0921• Melvin Brown, Area II Associate Superintendent: Work – 703.791.7236; Home – 540.371.1488; Nextel – 571.722.5477• Diana Lambert-Aikens, Area III Associate Superintendent: Work – 703.791.8800; Home – 703.680.1686; Nextel – 571.722.5092• Michael Mulgrew, Area IV Associate Superintendent:Work – 703.791.7238; Home – 540.720.9655; Nextel – 703.675.4209

Risk Management:

• Donald R. Mercer, Jr., Director: Work – 703.791.7209; Home – 703.221.6946; Pager – 800.819.0621• Patti Pittman, Administrative Coordinator: Work – 703.791.7208; Home – 703.754.2690; Pager – 703.213.0612• Ronald Crowe , Administrative Coordinator: Work – 703.791.7211; Home – 703.262.0119; Pager – 703.213.0603

Health Services:

• Clarice Torian, Director of Student Services; Work – 703.791.7257; Home – 703.730.6353; Cell – 703.786.9698• Teresa Polk, Supervisor of School Health Services; Work – 703.791.7266; Home – 703.791.6702; Cell – 703.472.4548

Communications:

• Ken Blackstone, Director, Communications Services: Office — 703.791.8015; Cell — 571.722.3577• Irene Cromer, Supervisor Community Relations: Office — 702.791.8721; Cell — 571.334.7824• Keith Imon: Associate Superintendent for Communications and Technology: Office — 703.791.8030; Cell — 571.722.4423

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