ToolboxBinderNoTabs42313

Wow, this sure is a thick binder! Where do you even begin? Well, let us help you:
This is a binder to assist you year-round on your school’s marketing and
student recruitment strategy. It is intended as a reference guide when needed.
The first section is in chronological order; Summer, Fall, and Spring. We suggest
you reference these sections at the beginning of that time of year. Throughout
these planning sections, you will notice a reference to other tabs for more details,
if needed.
What is marketing?
People often make the mistake of thinking that marketing is just one activity,
but marketing is everything that the consumer (your families) encounters
when they come to your school. That includes before they actually step foot into
the building and after walking out. From advertising to word of mouth, from
customer service to the follow-up care that your business or organization provides.
Each activity or strategy that directly or indirectly touches the consumer is
marketing and impacts the consumer’s decision whether or not to choose your
school or recommend it to others.
Why would a school need to use marketing?
Overall, there are many influences on parents when choosing a school. Private
schools and colleges have long utilized marketing to share the school’s successes
and influence parental decisions by word of mouth to increase enrollment.
Remember it is all of the little things that add up to make your marketing efforts
successful and you never know who you are going to meet to share your message,
so be prepared! These binder strategies, materials and suggestions should help
you share your message and success stories. The most important thing about all
of this is that you need to utilize marketing to get your staff, families, and the
community talking about all of the wonderful things going on at your school.
The more that families and students are excited about your school, the more
engaged they will be.
M A G N E T M A R K E T I N G T O O L B O X

Summer Strategy
Fall Strategy
Spring Strategy
Events
MNPS Department Liasons
Communications Guide
Templates
Marketing & Branding
Your School
Visual Resources &
Marketing Contacts
1
2
3
4
5
6
7
8
9
TABLE OF CONTENTS

June/July:
Schedule Three Marketing Strategy Sessions: You will need to have a plan
of action for how to market your school. Some steps that may help as you define
your school:
Form a planning group: This group should be made up key members
from your leadership team with various backgrounds and expertise. This
may include a current parent, past student, marketing expert, private school
parent. Each person should bring a different “eye” to your team.
Hold the first meeting: Brainstorm. Bring all the marketing ideas
(old and new) to the table.
1
SUMMERSTRATEGY
Tab One: Summer Strategy
1
2
current
parent
PAST
STUDENT
MARKETING
EXPERT
PRIVATE
SCHOOL
PARENT
BRAINSTORM!
NEW
IDEAS

Conduct the research: Who do you want to attract (and
retain)? Where do they live? What do they do for fun? What do
they read? Where do they spend their free time?
1
SUMMERSTRATEGY
3
What do YOU do?
What DO YOU READ?
WHERE DO YOU SPEND
YOUR FREE TIME?
Where DO YOU LIVE?

Hold the second meeting: Talk through your ideas.
What is the benefit vs. time spent? Agree on your school’s
“identity”. Are you going to update all of your materials or
keep them the same? Which team member is going to
implement these ideas? Select point people for each
marketing/communications task:
n A. Walk-through tours for potential parents
n B. Housing of marketing materials
n C. Web content
n D. Collatera content
n E. Parent nights
n F. First choice festival
1
SUMMERSTRATEGY
4 WALK-THROUGHS
HOUSING OF MARKETING
MATERIALS
WEB CONTENT
COLLATERAL CONTENT
PARENTS NIGHTS
FIRST CHOICE FESTIVAL
SelectPointPerson
A.
B.
C.
D.
E.
F.

Implement the plan: Follow your plan to help share what
makes your school unique and why a parent would want to choose
your school. Once your school’s “identity” is defined, you can begin
to market the features and benefits that make your school unique.
1
SUMMERSTRATEGY
5
Come visit us at
our open house! Here is
WHAT MAKES
US UNIQUE...
See What we
can offer your
child...

1
SUMMERSTRATEGY
June/July:
Hold Themed Summer Camps. Summer camps give students the
opportuity to stay active and learn during the summer. Planning for this
should happen in the Spring.
Assess Entry Way and Walls. Do they need painting? Should there
be another mural painted? Does the entry “scream the theme”? Are there
pictures/posters of students engaged in learning? Overall, is the school
clean and the theme clearly identified?
SCREAMYOURTHEME!
Develop
Summer Camps

August:
Open House (See events tab for more details). Hold an Open House for your
current parents to:
n Meet the teachers and staff
n Describe your “theme” advantages
n Set expectations and rules for parents and students
n Share mission, vision and identity of your school
n Engage parents in PTO or other activities
n Share upcoming events
September/October: First Choice Festival
Planning for the First Choice Festival should begin when school starts. Appoint at least
two people in addition to your principal to help plan and staff this event.
If you want to learn some great techniques to market your school, the Communications
Office will hold a 2-hour training course “Marketing Your Schools”. Call 615.259.8405
for more information.
Give yourself plenty of time to design any new materials. All promotional
items (give-aways) should be ordered 4-6 weeks prior to the event. All printed materials
should be ordered 3 weeks prior to the event.
2
FALLSTRATEGY
Tab TWO: FALL Strategy: School options Application Period
Planning will
“Pave” the way
for success!

September/October:
First Choice Festival
The MNPS Communications Office has created a Communications Resource Center
that includes a number of templates for brochures, flyers, PowerPoint presentations,
and other materials that may help you highlight your school. These can be found on the
employee portal.
Other elements you may bring include photos, slideshows, previous school publications,
student artwork (provided it fits in or around your table), or other items that you feel
portray your school’s image.
2
FALLSTRATEGY
Bring Photos,
slideshows
student
artwork
Previous School
Publications
Bring FLYERS
Bring Brochures
PowerPoint
Presentations
HIGHLIGHT YOUR
SCHOOL!

Helpful Tools and Resources:
Brochure and Flyer Templates
Event Map and Layout
MNPS Graphic Design Contact:
Amy Milliner - amy.milliner@mnps.org, 259-8405
MNPS Print Contacts:
Flavel Readus - flavel.readus@mnps.org, 259-8538
Duan Johnson - duan.johnson@mnps.org, 259-8752
2
FALLSTRATEGY
Checklist for day of First Choice Festival:
4 Logo Tablecloths. Plain white tablecloths and two chairs will be provided to
each table (school) by the party rental company, but you should bring your own.
4 Museum/STEM/Entertainment or school specific brochure.
4 Academy Brochures (where applicable).
4 Talking Points Cards.
4 Give-Aways/promotional items: Varies on school.
4 Banner and/or Telescopic Banner.
4 Upcoming events flyer.
4 Computer showing scrolling pictures or website.
4 Any Themed prop.

October/November:
School Tours: “Tour Tuesdays”
n Appoint 2-3 people to give potential parents a tour of your school.
n Try to schedule groups of potential parents to tour your school
on Tuesdays. Make sure someone is available to give tours
at any time the potential family requests.
n Begin in a location where you can explain what parents are about to
tour and give a brief explanation of the school. Set expectations for
parental involvement and student achievement.
n The tour should last about 15-25 minutes. Be sure to map out
your tour beforehand and let teachers know when the tours are
scheduled. Your path should take parents through highlights of
your school, including particular rooms such as a science or
computer lab and areas of unique offerings only available at your
school, such as a museum room or parent centers, arts room
(visual or music), etc.
2
FALLSTRATEGY
Tips for tour: What does
your school do better than
anyone else? What unique
programs do you offer? What
partnerships do you have?
What sort of technology is in
your classrooms? What is your
student/teacher ratio? What is
your latest award won?

October/November:
School Tours: “Tour Tuesdays”(Continued)
n Your tour should end in a room where you can answer questions
from the parents. Allow about 15-20 minutes for questions.
n Each parent should leave with a packet of information about your
school (see samples in Tab 9). The packet of information should
include (but is not limited to):
l Welcome message or note from principal
l Academic expectations, curriculum and other activities offered
l Invitation to upcoming events
l Information on how to apply and/or application booklet
l Explanation of theme – why choose a thematic magnet, what
is offered, unique partnerships, etc.
n Follow-up with each family after the tour. This could include a
phone call, invitation to the showcase, or a letter.
2
FALLSTRATEGY

October/November:
Showcases: *See “Events” Tab 4 for further details. This is an
event for potential parents, but could (and should) be open to current fami-
lies as well. Keep these items in mind for the events during the application
period to showcase the theme:
n Student work
n Video and pictures
n Meet and greet with staff and teachers
n Parent involvement in a hands-on project
they can do with their child
n Tour at the school
2
FALLSTRATEGY

January/February:
Contact the students accepted: The goal is to make the student feel
welcomed to your school and to let the family know of the deadline to accept
their position at your school. Start by contacting the Office of Student Assign-
ment to get contact information for accepted students.
Welcome letter from principal. Each family should receive a letter from
the principal welcoming them to the school. (See sample in Tab 9) This letter
should remind them of the deadline to return their acceptance letter, set the
tone and expectations at the school, and invite the family to an event.
Call to each family. Call each family to welcome them to
your school, remind them of the deadline to return their accep-
tance letter, and invite them to an upcoming event.
Sample script: We are excited that ___(student
name)___ has been accepted to Bailey STEM Magnet
Middle School for the 2013-2014 school year! Bailey STEM
Magnet Middle School embraces 21st century technology
integration, inquiry and project-based learning, and many STEM
field experiences. I am calling you to remind you to turn in your
acceptance letter by Friday, February 8 at 5:30 to the Office
of School Options to assure your seat at Bailey STEM Magnet Middle
School. Again, all of us here at Bailey STEM Magnet Middle want
to welcome you and invite you to our Family Night on Thursday,
January 31 at 5:00 pm. If you have any questions, please call
________________________. We are looking forward
to meeting you soon.
n Invite to themed family event
*See “Events” Tab 4 for further details
2
FALLSTRATEGY
You’ve been
accEpted!

March/April:
Welcome Mailings. Make a list of all students slated to attend your school
next year. (List can be obtained from the office of Student Assignment) This list
includes zoned students, continuation students, and students that were accepted
after the 1st and 2nd pulls.
A welcome letter should be sent to each family from the principal. (see sample)
This letter provides an opportunity to:
n Welcome families
n Set expectations
n Share open house date
n Ask parents to get involved
April/May:
Plan Summer Camps. Start planning early to allow enough time for
budget work, program design, teacher and/or instructor recruitment
and all other appropriate approvals on how this will be paid for,
including potential tuition.
3
SPRINGSTRATEGY
Tab Three: spring Strategy: RETENTION
Start Early to
Plan Summer
camps

April/May:
Year in Review. Each new and current student should receive a Year in Review
(see sample in Tab 9) that is mailed to his/her home sharing all of the wonderful
things that happened at your school. This is not only to show the parents/guard-
ians what their child has achieved, but to share with teachers and staff what they
have accomplished as well. This should also be included in the marketing/recruit-
ment folder to share the unique opportunities available to students who attend with
potential families and community members. Your Year in Review should contain:
n Curriculum highlights at each grade level
n Student success stories
n Academic and sports awards
n Professional development for teachers
n Family Nights
n Message from principal
n Quotes from students, teachers and staff
n Project-based learning projects or expos
n Nine-week themes
n Partnership highlights
n Certifications earned
n Any other major accomplishments
3
SPRINGSTRATEGY
Tab Three: spring Strategy: RETENTION

Preparation. Start at least 4-5 weeks prior to event. For
larger event such as a dedication or launch, see Communication tab.
n Form a committee to guide the event and on the
committee be sure to include a parent and cross-section of staff
(EL, exceptional ed, etc.)
n Make sure other schools in the cluster don’t have events
scheduled at the same time.
n Get your staff involved:
When parents see the staff is involved and made time for
the event, they are much more apt to show up to the next
event.
Provide incentives for the teacher/classroom that brings the
most parents. This helps the students to actually deliver
that event flyer to their families.
n Community Collaboration:
Donations from community partners keep parents interested
with raffle items/giveaways, and sometimes their mascots
(if applicable) keep the children entertained.
Tap into churches and other organizations that will help
build community.
4
EVENTS
Tab FOUR: SCHOOL EVENTS
Tip: While planning, make sure
you know your audience. Who are
your parents? What do they like?
How many languages do I need to
translate the invitations in?
Tip: Have some of the events in
the communities where the par-
ents live, take events outside of
the school building on occasion.
Tip: Offer the same event at
different times, morning and
evening to accommodate differ-
ent parent schedules Tuesday
and Thursday are the most
successful days.
Tip: Make sure the events tie
back to the theme and common
core standards.
Tip: Never plan last minute and
try not to cancel last minute.

Communicating your event to your families,
students and staff. 2-3 weeks prior to event.
Key things for the school to know are the education levels of parents,
understand the parents receive information on different levels and ways,
like the students do. Example: One parent may be a visual learner and
the next parent may be a auditory learner. Present the information given
in different ways.
n School Website: make sure the calendar online is up to date. Most
schools don’t realize how many parents check the school calendar for
events, and it’s often not kept up to date.
n School Website: Place invitation on website.
n Use the school marquee to advertise for the event – put up 3-4
weeks prior to event.
n Place flyers in front office and other high traffic areas.
n Send the invitation out in multiple ways and in multiple languages
Send letter 2-3 weeks prior to event
Send email twice: 2 weeks prior to event
and 1 week prior to event
Tip: Request translations 2 weeks prior to wanting to send to
families
n Have the principal do a call out and have English Learners
Department translate in different languages
One week prior to event
Day before event
4
EVENTS
Tip: Request translations from
English Learning Department
2 weeks prior to anticipated
communications to families

PARENTS NIGHTS
D.
F.
Communicating your event outside of your
school families – two weeks prior to event:
To promote your event to the community, including media, send a
detailed description of the event to the communications department
(see External Communications tab for listing). The communications
department will evaluate the event and determine the best avenues
to promote and share. The description of your event should include:
n Date, time, and location
n Who is invited to your event
n What is your event about
n How is this benefiting student achievement
n How is this event unique
To share your event after it happens with MNPS and the community,
send a detailed description (see above) of the event and who
attended to the communications department. If your event is open
to the public, be sure to send pictures.
Tips FOR A SUCCESSFUL EVENT: During the event
n Provide a feedback form at each event
n Display tons of student work or have student led activities/demonstrations
n The agenda could look something like this:
(10 minutes) Principal greets family in auditorium, cafeteria,
or other large area.
l Introduce staff.
l Discuss expectations
l Share school vision
Parents can then go to teachers’ room or have an activity for each grade
level. http://www.teachervision.fen.com/education-and-
parents/new-teacher/48463.html -- This is a great article for
teachers to see how to effectively run an open house from the classroom
standpoint.
After classroom time with the teacher, parents tour the schools looking
at art work and possibly following the children’s schedule for a day.
4
EVENTS
Tip: If there is too much on the
agenda, parents tend to lose
interest. At an Open House par-
ents want to meet the principal
and teacher- not sit in a room
for 45 minutes waiting on “late”
parents to show up. I see this
so often at Open Houses and it
frustrates the parents that were
on time.
Tip: In the article it says,
K.I.S.S.- Keep It Short and
Sweet… great to remember at
an open house.

Post Event:
n Follow up with a “thank you” in the same ways used to invite the parents
(mail, email, phone call).
n Follow up quickly (within one week) with parents that had questions or
concerns not covered at the event.
n Have a post event committee meeting. Capture what went well, what
needs improving, and what not to do for the next event. Share these findings
with the principal, teacher, and staff.
4
EVENTS

5
MNPSDEPARTMENTLIAISONS
Tab FIVE: MNPS DEPARTMENT LIAISONS
You have departments at MNPS that are working with you and can help you on your
marketing efforts. Take the time to review the outline of each department below,
and see how you can partner with them.
The following three departments will be able to help your school in your
marketing efforts:
The Communications Department is responsible for maintaining effective com-
munications within Metro Schools. This department also serves parents and other
members of the community and the news media by delivering clear, timely, and
accurate information about Metro Schools and by working to develop community
and parent involvement throughout the district. See Communications Guide (Tab 6)
for details, procedures, and contacts.

5
The Department of Family and Community Partnerships
seeks to remove barriers to learning for all students, as well as support
the staff at individual schools as they focus on improving instruction and
increasing student achievement. The strategy is an integrated focus on
parent engagement, health and social services, youth and community
development and community engagement. When this holistic approach is
to services is implemented with fidelity, research shows that:
n Student learning improves.
n Parent and family participation – in their children’s education and
in the school increases.
n Principals and teachers have more time for quality instruction
because the school’s community partners help address
non-academic barriers to learning.
n Families have more opportunities and support in caring for and
helping to educate their children, and in contributing to their
community.
The Family Involvement Specialists’ serve one cluster, and their
responsibilities are to:
n Directly provide assistance to families and students as determined
by the Director of Family and Community Services.
n Develop and provide high quality trainings and workshops to
families based on needs assessments and goals of the school and
Students Services department.
n Provide information and data to the Lead Family Involvement
Specialists by collecting and monitoring date, and communicating
concerns about barriers to success in parent and community
engagement.
(Continued)

5
n Collaborate closely with the cluster support teams in order to
develop programs and partnerships that will address the needs of
students, families and the community.
n Participate in PTO meetings or other parent leadership meetings
at their schools.
n Meet regularly with individual school staff and leadership in
order to share expertise, link academic goals with family
programs, coordinate events and opportunities, establish and
maintain lines of communications between families, community
partners, schools, and other MNPS departments about events,
programs, classes, and opportunities.
n Coordinate with the EL department to ensure necessary translation
or interpretation services are provided at school-wide events.
n Assist with special projects and serve on committees as designated
by the department.
n Attend and assist with school events in order to promote family
and community programs.
n Seek and write grants in order to create or enhance programs in
the school.
(Continued)
Lead Family Involvement Specialists:
Anthony Hall & Brad Redmond
Family Involvement Specialists:
Diane Abernathy: Antioch Cluster
Cam Wingfield: Cane Ridge Cluster
Zied Guizani: Glencliff Cluster
Audrey Holloman: Hillsboro Cluster
Allison Buzard: Hillwood Cluster
Tiffany King: Hunters Lane Cluster
Derrick Williams: Maplewood Cluter
Ana Elliot: McGavock Cluster
Jeger Ali: Overton Cluster
Earl Lattimore: Pearl-Cohn Cluster
Bill Collier: Stratford Cluster
John Lane: Whites Creek Cluster

5
Community Outreach Specialists: Ruben DePena;
Emmanuel Ehiemua; Lorraine Stallworth
n Train and support school based staff on family and community
engagement strategies.
n Promote district-wide initiatives to specific populations.
n Work with Communications Department to ensure families receive
information and updates.
n Collaborate closely with Community Achieves initiatives.
n Recruit and expand community partnerships.
n Promote connections with civic groups and faith based institutes.
n Seek and write grants for family and school initiatives.
Parent University Specialist: Pamela Burgess
n Oversees development and evaluation of high quality workshops
for parents.
n Coordinates with partner agencies that offer workshops.
n Coordinates of sites and logistics of classes.
n Recruits corporate sponsors for Parent University.
Family Resource Centers and Community Career Centers Specialist:
Lauren Badgley
n Works closely with the United Way and Lead Agencies on
providing high quality services to families and communities in all
hool-based FRC’s.
n Provides professional development and training fro FRC and CCC staff.
n Develops and oversee programming at Community Career Centers, work
closely with MDHA staff.
Marianne Beebe, Secretary
LeAnne Nowlin, Trainer @ the community career centers
Clark Garrett, Trainer @ the community career centers
Family and Community Partnership Contacts (as of 5-2013).
See mnps.org for updated list
(Continued)

5
The Student Assignment Services Department serves as a support
function for the Metropolitan Nashville Public School district by providing fair and
equitable student assignment plans, as well as designing and implementing ap-
propriate policies for school options.
The Student Assignment staff helps to assure the best use of school building capac-
ity. This is done by reviewing the school attendance boundaries and administering
the school choice plan to allow students to attend an optional school. They seek to
increase parental involvement by allowing parents to apply for the school that best
suits the needs and interests of their child.
They support the district vision to provide every student with the foundation of
knowledge, skills and character necessary to excel in higher education, work
and life. They embrace and value a diverse student population and community.
Different perspectives and backgrounds form the cornerstone of our strong public
education system.
Information to provide parents:
With all the talk about school choice, you might ask, “What are my
options?” Don’t fret! We’ve laid out all your options below and will help
guide you through making the best decision for your child.
Attend your Zoned School
All families living in Davidson County are assigned to a school based on where you
live. This is the school you are automatically enrolled in when you register. Some
families may be zoned to two schools (zoned options). Make plans to visit and
explore your zoned school. This could be the best choice for your family. Find your
zoned school.
(Continued)

5
Apply for a school through the Optional Schools
Application Period.
The Optional Schools Application gives parents a chance to apply for schools outside
of their zone such as magnet and optional schools as well as zoned schools with
availability. View the list of schools, and find out how to apply at mnps.org.
With so many options, how do I choose the best school for
my child?
To help you find the right fit for your child, we’ve designed an interactive tool
that guides you through all available schools, narrowing them down to a short list
based on the needs of your child and your family. It asks you to choose among op-
tions based on:
(Continued)
Academies
Areas of Interest
Extra-curricular Activities
Geography
Scheduling
Before & After School Needs
What does your child like?
Where does he or she excel?
What makes him or her unique?
What motivates him or her?
Before you get started,
let’s go over some important
considerations:
Family history at a school
Friends attending a particular school
Your family likes the neighborhood
Particular programs or activities
Also consider any
personal preferences
you may have:

5
(Continued)
Metro Schools has streamlined the application process by combining fall and spring
application periods. The Optional School Application period allows parents to make
all of their choices at one time.
How to Apply:
n Optional School Applications will be accepted throughout the school year.
n Choose up to 7 schools.
n School choices must be prioritized from 1 (highest ranking) to 7 (lowest
ranking).
n Pathway Continuity Applications can also be submitted through the online
application.
n Applications submitted after November deadline (check date at mnps.org)
will not be included in the random selection process. These applications will
instead be added to the ends of all applicable school wait lists.

5
(Continued)
FAQ’s about Selection Process, Acceptance and Wait Lists.
Please see mnps.org for current deadlines.
How does the selection process work?
A random drawing is held to fill available seats.
Geographic Priority Zone (GPZ) and cluster preference is only given for
applications received prior to the Nov. 30 application deadline.
The student’s address on the front of this application is the address used for
acceptance letters and/or waiting list positions.
Applicants are assigned a unique number for the drawing which they
receive by mail the week before the selection process.
Siblings who apply for an entry level grade do not receive a selection number.
Twins or multi birth siblings share the same selection number.
If your child is selected for admission, you will receive an acceptance
letter in the mail which must be signed and returned to the Office of
School Options by the deadline stated in the letter before your child can
be enrolled.
Selection Day results are also posted online at mnps.org.
If your child is not selected, he/she will be placed on a waiting list for
the next school year.
Applicants in the 11th and 12th grade go through a transcript review process
and are admitted in the order of their application date for any available seats.
These students do not receive selection cards.
How long can a student remain on a wait list?
Students in grades K-12 are placed through the 5th day of school. After the
5th day, the waiting lists are eliminated.
Hull-Jackson and Stanford Preschool and Pre-K wait lists continue through first
semester.
Q
A
Q
A
Q
A
Q
A
Q
A
Q
A

5
(Continued)
What are my chances of getting into a school from the waitlist?
It is impossible to make predictions about how far down the waitlist we will
go for each grade level at each school, because this varies significantly from
year to year. Also, the changes in the process that are being implemented this
year make it even less likely that accurate predictions could be made by using
results from previous years. However, here are some points for families to
keep in mind:
lWe plan for a percentage of students to reject the offered position, so
the fact that a family turns down a position at a school does not
necessarily mean that a position becomes available for the next person on
the waiting list.
lWe plan for some students who accept the position to later change their
minds, so the fact that a family changes their minds about a position
does not necessarily mean that a position becomes available for the next
person on the waiting list.
lWe plan for a larger initial class and smaller upper grade classes at a
number of schools, so the fact that a child leaves a particular school
does not necessarily mean that a position becomes available for the next
person on the waiting list.
All waiting lists are kept through the fifth day of school. If we are unable to
offer a position by the end of the fifth day of school, remaining waiting lists
for kindergarten through 12th grade are dissolved. Pre-school and pre-kinder-
garten waiting lists for Hull-Jackson and Stanford are maintained and used
until the end of the first semester.
Remember, one of the changes this year allows a family to accept a position
at one school while remaining on the waiting lists for any schools identified
by that family as a higher priority on the application. Your family doesn’t have
to gamble on your chances of getting in from a waiting list; you can take the
school offered and continue to see what happens on the waiting list.
Q
A

5
(Continued)
What is the selection process for Specialty Schools?
Nashville School of the Arts (NSA) requires students to audition. NSA will notify all
applicants about times for auditions. If you have questions please go through the NSA
website or call 291-6600x 302.
Each specialty school conducts its own selection process and requires completion of an
additional information packet. Please contact the school you are interested in for more
information. Each school will notify applicants about times for interviews.
l Big Picture - 353-2081
l Middle College - 353-3742
l Nashville School of Arts - 291-6600
When will I receive my official offer letter? What about my wait list information?
You will receive separate letters with offers and wait list information. Please update
your information with the Office of School Options office if you have moved since you
applied. (Let your child’s school know, too!)
My child has been offered a slot in our first choice school. How do we accept?
You may accept online immediately on mnps.org on Selection Day (see mnps.org for
updated date). If you do not accept online, you will receive a letter, to be mailed,
that notifies you of the offer. If you do not accept an offer by the deadline, the slot will
be offered to another student.
My child has been put on a wait list. Now what?
Your child may remain on the wait lists and you can monitor movement at mnps.org.
We will make the first round of offers to students on wait lists in February and the
last within the first week of school. Please notify the Office of School Options if your
address or other contact information changes.
May I still apply to optional schools?
Yes. If there is a wait list, you will be placed at the end. You may apply with a paper
application at any time.
Q
A
Q
A
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5
(Continued)
I have already applied—may I add a school?
Yes. If there is a wait list, you will be placed at the end. Regardless of whether you
applied on paper or online, you must make changes online.
My child is on wait lists for two schools. May I change my order of preference?
If you applied online, you can do that online using your child’s student ID number. If you
are offered a seat at a school, your application will be withdrawn from any school you
ranked as a lower choice.
Regardless of whether you applied on paper or online, you must make changes online.
I applied to four schools for my son. He was offered a spot in one and wait-listed
for two. What happened to the other school?
Students are not put on wait lists for any schools ranked lower than the school where
they are offered spots. We do put students on wait lists for schools they rank higher
than the school where they are offered a slot. If a student applies to several schools and
is not admitted to any, he or she is waitlisted at all schools.
I still have questions. Who can answer them?
Call Metro Schools Customer Service, 259-INFO (4636) or
email customerservice@mnps.org
Q
A
Q
A
Q
A
Q
A
A
A

5
(Continued)
STUDENT ASSIGNMENT
Chris Weber, Director of Student Assignment Services...................chris.weber@mnps.org
Jennifer White, GIS Analyst...............................................jennifer.white3@mnps.org
Sandy Kinslow, Open Enrollment Specialist............................ sandy.kinslow@mnps.org
Ryan Latimer, Enrollment Forecasting
and Boundary Planning Coordinator...........................................ryan.latimer@mnps.org
Jenai Haynes, School Options Coordinator............................... jenai.haynes@mnps.org
Tim Chua, NCLB and Transfer Specialist........................................ tim.chua@mnps.org
Julie Miller, Boundary Planning and Zoning Specialist...................julie.miller@mnps.org
Karen Callis, Lottery Specialist................................................karen.callis@mnps.org
Larry Collier, Student Assignment Consultant............................. larry.collier@mnps.org
Wade Jones, Student Assignment Specialist................................wade.jones@mnps.org
Tammy Lee, Program Assistant.................................................. tammy.lee@mnps.org
HOW CAN WE
HELP?

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COMMUNICATIONSGUIDE
Tab SIX: COMMUNICATIONS GUIDE
MNPS – The Power of Effective Communication
MNPS is committed to its partnership with the Nashville community and strives to maintain open,
honest and effective communication with everyone we serve – students, parents, teachers, support
staff, business professionals, community organizations, elected officials, community leaders and the
news media.
Effective communication – internal and external – is crucial to the success of any business or
organization, and Metro Nashville Public Schools is no exception. It enables us to:
l positively influence public perception of the district, producing more positive attitudes
and behaviors;
l increase student safety and achievement;
l build a strong sense of community trust in our district;
l eliminate the potential for public misunderstandings;
l garner more support for the district and the students we serve;
l reduce dissatisfaction of employees;
l improve staff recruitment and retention; and
l achieve a higher level of overall customer satisfaction.
The bottom line: the payoff for effective internal and external communications is enormous. While
effective communication takes a great deal of time and effort, it is well-worth the investment. It is
much easier to form and maintain a positive opinion than to change a negative one. And communica-
tion is half the battle.
There are two key types of communication MNPS deals with – internal and external. Either can be a
large, and sometimes, daunting task.
Internal Communication
With 153 schools, more than 10,000 employees, and more than 81,000 students, effective internal
communication is key to the success of our district, and ultimately the success and satisfaction of the
students and families we serve. As a district, we can never assume a colleague knows and understands
something. Taking an extra minute to send a follow-up email or make a phone call can have a signifi-
cant impact on the district’s internal lines of communication. Whether it’s director to teacher, teacher to
teacher, support staff to administrator, or some other form of internal communication, we all must be
mindful of the fact that good, strong communication is critical to successfully completing our mission of
helping every student achieve his or her dreams.

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COMMUNICATIONSGUIDE
In addition to actually communicating with one another, we must also remember that not everyone
interprets and understands messages in the same way. Like the students we serve, some employees
are auditory learners, some are visual, some are tactile, and some learn through various combinations
of these. For that reason, it is critical to know who you are speaking to, what you want the person(s)
to know and understand, and how best to communicate that message. For some it might be a simple
email or a phone call, for others a face-to-face conversation might be most effective.
Communicating directly with students, parents, and business and community partners is something each
of us can control. We have the ability to craft the message and make sure the message is delivered as
it is intended.
External Communication
External communication involves sharing information with students, their parents, business and commu-
nity members, elected officials, community leaders, and the news media. We must be open and honest;
we must develop clear and intentional messages; and we must speak in a voice that represents MNPS.
With external communication, it is important to remember that one channel of communication will
not always reach all of the individuals we are targeting. We must use varying combinations of printed
materials, verbal communications (phone and face-to-face), and online outreach. Much of the district’s
public perception comes from word of mouth. Our neighbors, friends and relatives look to employees as
the expert. As district representatives, we must be aware that what we say is impactful, will be shared
with others, and will affect public perception of the district.
While the local news media has reported, and continues to report, many “good” news stories regarding
our school district, we also are subject to much scrutiny and opinion. And let’s face it – this should be
expected. We are dealing with children; we are dealing with the livelihood of this city. That cannot be
taken lightly. District representatives must interact with the news media in a professional manner that
both represents district interests and values, and maintains our accountability to the public. Later in this
guide, we’ll offer some “rules” to remember when dealing with the media. But perhaps the single most
important point to remember when working with the news media is to be open, honest and forthcom-
ing. The news media can be our greatest friend or our greatest enemy. And that choice is ours.
(Continued)

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COMMUNICATIONSGUIDE
In the spring of 2010, MNPS Communications Office began a Customer Care training program. The
comprehensive course teaches the four personality types and how to effectively manage each; the
importance of proper attire, personal appearance, and establishing a clean and welcoming environment
for guests; how to de-escalate tense situations; how to build strong and lasting relationships with your
customers; and the overall importance of continuous and quality customer care.
The training began with the Communications and Customer Service Departments and has now spread
through cluster support teams, food service employees, security, and many others. The course will be
offered throughout the year. Check for times, dates and to register. In addition, the Communications
office began offering a Media 101 course for school leaders who may be contacted by reporters. The
office also offers Marketing Your School, a program that explains the importance of strong communica-
tions and free ways to connect with your audience.
The bottom line:
Whether you are sharing information with students, parents, a business partner, or the news media,
remember, EVERY employee of MNPS is part of the district’s communications team.
The pages that follow offer valuable communication guidelines as your school or department works
to communicate with your own staff, with those you serve, and with the entire Nashville community.
Many of the visual materials mentioned in this publication can be downloaded from MyMNPS, http://
employee.mnps.org. If at anytime you need assistance with any communication efforts, training,
printed materials, etc., please contact the MNPS Communications Office at 615-259-8405. We are
happy to assist you in whatever ways possible.
(Continued)

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COMMUNICATIONSGUIDE
VISION
Metropolitan Nashville Public Schools will provide every student with the foundation of
knowledge, skills and character necessary to excel in higher education, work and life.
We embrace and value a diverse student population and community. Different
perspectives and backgrounds form the cornerstone of our strong public education
system.
TO SUCCEED WE MUST
l Provide an excellent teacher in every class, for every student, every year;
l Ensure that school leadership is focused on high student achievement and cultivates an
environment that produces excellence for a diverse student body;
l Build and sustain effective and efficient systems to support finances, operations and the
academic and personal growth of students;
l Engage all families, recognizing the power and responsibility of parents and caregivers to
drive success for students; and
l Strengthen connections with the entire community to support all areas of
student growth.
WE BELIEVE
l All students bring unique cultural backgrounds, learning styles, abilities, interests, and
social and health needs.
l Each student can achieve at high levels, exceeding national standards.
l Quality school staff is essential to academic excellence.
l Consistent and sustained leadership ensures results are achieved and proven strategies
can take hold.
l Professional development must be sustained, clear and consistently focused on
quality instruction.
l Families and community organizations must be partners in meeting our goals.
l Each person in the school system is responsible for working toward this vision.
l Effective, two-way communication with parents and other stakeholders is essential.
l Transparency and accountability must be valued and practiced.
MEtropolitan Nashville Public Schools will
be the first choice for families

D.
MNPS Communications staff
Meredith Libbey, Assistant to Superintendent
259-8656 meredith.libbey@mnps.org
Responsibilities:
l Responsible for providing strategic communications and high
quality customer service that:
advance the district’s priorities to improve student performance,
support effective human capital practices,
are clear and timely, and
make Metropolitan Nashville Public Schools the first choice for
families.
Olivia H. Brown, Director of Communications
259-8405 olivia.brown@mnps.org
Responsibilities:
l Serves as school district spokesperson to local and national media
l Leads Communications Office
l Assists schools and departments with communication questions
and needs
l Prepares content for publications, website, etc.
l Oversees ParentLink messaging
l Serves as Co-Chairman of Parent University Committee
Deborah Fulghum, Senior Secretary for Communications
259-8405 deborah.fulghum@mnps.org
Responsibilities:
l Answers telephones and direct calls
l Prepares departmental accounting for payment of bills
l Responsible for ordering and stocking office supplies
l Prepares correspondence
l Updates school directory and school list each school year for print
and Intranet
l Distributes publications to schools and the community
l Prepares certificates for Board recognitions, Teacher of the Year
and Retirees (once a year)
l Prepares folder for Proposal Review Committee reviews and responds
by letter or email with
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COMMUNICATIONSGUIDE
Meredith Libbey
Olivia H. Brown
Deborah Fulhum

D.
Joe Bass, Communications Specialist
259-3282 ext. 858067 joseph.bass@mnps.org
Responsibilities:
l Issues press releases and media advisories
l Handles local and national media inquiries
l Schedules media interviews/spokesperson
l Provides content for district publications, including Children
First!, Report Home, the Annual Report, and various other
publications
l Manages Facebook/Twitter
l Runs Live-blog events on Children’s First!
Kina Cleveland, Communications Assistant
259-3282 ext. 8580845 kina.cleveland@mnps.org
Responsibilities:
l Writes and distributes employee communication pieces
l Attends events and meetings and takes photographs
as requested
l Distributes press releases and media advisories
l Serves as back up payroll assistant
l Assists with media inquiries and special events
l Assists with ParentLink phone system account management
Chris Echegaray, Web Content Manager
259-8405 chris.echegaray@mnps.org
Responsibilities:
l Maintains content and creates new content on district website
and the employee website
l Designs and develops websites/webpages within the district
site and employee portal
l Trains MNPS employees to use the Content Management System
l Devises content standards and navigation guidelines for school websites
l Implements content plan for school websites, including hands-on
reorganization & site building
l Supervises content on school websites
l Evaluates and grades school website and website team performance
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COMMUNICATIONSGUIDE
Joe Bass
Kina Cleveland
Schools Responsible for:
Elementary: obert Churchwell, Inglewood,
Andrew Jackson, Joelton, Jones Paideia, Tom
Joy, A.Z. Kelley, Kirkpatrick EOS, Lakeview,
Robert E. Lillard, Lockeland, Ruby Major, Henry
Maxwell, McGavock, Dan Mills, J.E. Moss, Mt.
View, Napier EOS, Neely’s Bend, Old Center,
Paragon Mills, Park Avenue EOS, Pennington,
Percy Priest, Rosebank, Ross, Shayne, Shwab,
Stanford Montessori, Stratton, Sylvan Park,
Tulip Grove, Tusculum, Una, Warner EOS,
Westmeade, Whitsitt Middle: Gra-Mar,
Haynes, Head, H.G. Hill, Joelton, J.F. Kennedy,
Isaac Litton, Thurgood Marshall, McMurray,
Meigs, J.T. Moore, Neely’s Bend, Henry Oliver,
Rose Park, Two Rivers, West End, Wright High
School: The Academy, The Academy at Old
Cockrill, Maplewood, McGavock, MNPS Middle
College, Nashville Big Picture, Nashville School
of the Arts, Overton, Pearl-Cohn, Stratford,
Whites Creek Special Education: Cora
Howe, Murrell, Johnson Gifted & Talented:
Robertson Academy

Matia Powell
Amy Milliner
Matia Powell, Web Content Manager
259-3282 ext. 858082 matia.powell@mnps.org
Responsibilities:
l Maintains content and create new content on district website
and the employee website
l Designs and develops websites/webpages within the district
site and employee portal
l Trains MNPS employees to use the Content Management System
l Devises content standards and navigation guidelines
for school websites
l Implements content plan for school websites, including hands-on
reorganization & site building
l Supervises content on school websites
l Evaluates and grades school website and website team performance
l Manages Facebook/Twitter.
Schools Responsible for:
Elementary: Amqui, Bellshire, Norman Binkley, Bordeaux, Buena Vista EOS, Caldwell EOS,
Carter-Lawrence, Chadwell, Charlotte Park, Cockrill, Cole, Hattie Cotton, Crieve Hall,
Cumberland, Dodson, DuPont, Eakin, Thomas Edison, Fall-Hamilton EOS, Gateway, Glencliff,
Glendale, Glengarry, Glenn EOS, Glenview, Goodlettsville, Gower, Granbery, Alex Green, Julia
Green, Harpeth Valley, Haywood, Hermitage, Hickman, Hull-Jackson Montessori Middle:
Margaret Allen, Antioch, Apollo, Bailey, W.A. Bass, Jere Baxter, Bellevue, Brick Church, Cameron,
I.T. Creswell, Croft, Donelson, DuPont Hadley, DuPont Tyler, John Early, East Literature, Goodletts-
ville, Madison High School: Antioch, Cane Ridge, Glencliff, Hillsboro, Hillwood, Hume-Fogg,
Hunters Lane, Martin Luther King Jr., Nashville Diploma Plus Specialty Schools: Baxter Alternative
Learning Center, Cohn Alternative Learning Center, Cohn Adult High, McCann Alternative Learning
Center
Amy Milliner, Multi-Media Design Specialist
259-3282 ext. 858042 amy.milliner@mnps.org
Responsibilities:
l Designs printed materials for public distribution, such as logos, posters,
flyers, brochures and booklets
l Assists in designing graphics for web production and visual
presentations
l Coordinates design and print production of various central office projects
by communicating with department managers and vendors
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COMMUNICATIONSGUIDE

Verda Stewart
Mark Chamberlain
Customer Service Center
Representatives
Verda Stewart, Special Projects Manager
259-8769 verda.stewart@mnps.org
Responsibilities:
l Assists with planning/management of special events, including
the First Choice Festival
l Development for special projects
l Provides Customer Care training to district staff
Mark Chamberlain, Customer Service Manager
259-8575 mark.chamberlain@mnps.org
Responsibilities:
l Leads the MNPS Customer Service Center
l Serves as Crisis Response Team Leader
l Troubleshoots and manages call center technologies
l Assists customers with concerns and addresses them in a
timely fashion
l Collects and reports CSC Statistics
Customer Service Center Representatives
259-INFO (4636) mnpscustomerservice@mnps.org
Responsibilities:
l Answer public inquiries about the district and individual schools
l Work with Central Office visitors to answer questions/concerns
l Log calls/inquiries
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COMMUNICATIONSGUIDE

from the MNPS Communications Oﬃce
Visual Identity- Getting the look
The MNPS logo can be used in full, as depicted below, or you may opt to simply use the “N” icon, also
depicted below. Both items can be downloaded in original sizes from MyMNPS, http://employee.mnps.
org. When using the district logo, please do not alter the dimension to make the logo “fit.” The logo
does not have to be the original size, but the original aspect ratio must be kept to maintain clarity, read-
ability and a professional appearance. Examples of how to use the logo, and how not to use the logo are
below.
How to use the full logo or “N” icon
These illustrations have the proper aspect ratio and are what you will see when you download either from
the Employee Portal. Remember, you can alter the size as long as you do not alter the aspect ratio.
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COMMUNICATIONSGUIDE
How NOT to use the logo or “N” icon (improper height/width aspect ratio -- in other words,
distorted to fit “your space”):
Remember, it is acceptable to use the alone. However, if you do, please make sure to clearly
reference “Metropolitan Nashville Public Schools.” For example:

The goal in maintaining strict guidelines is to build awareness of The Academies of Nashville. We
want our community to see that “an” and immediately think of the rigorous and relevant high school
academies now offered within MNPS.
If you have questions, concerns, or need assistance designing an item for your academy,
please contact Amy Milliner.
Keep logo
proportionate when
adjusting size
Do not change
logo colors
Do not insert visual
elements in logo
The Academies of nashville
For the 12 zoned high schools housing The Academies of Nashville, there are some specific guidelines
you’ll need when designing materials for your academy. The rules that apply to district logos still apply.
Do’s
l You can shrink or enlarge the logo, but keep the proportion in check.
l You can use your use logo without the tagline.
l You can extract certain elements, such as the “an.”
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COMMUNICATIONSGUIDE
Don’ts
l Do not alter the tagline or color scheme of your logo.
l Do not add visual elements or graphics to your logo. Ex: if you are in a communications-
oriented academy, do not try to personalize your academy logo by adding a video camera.
l Do not change the name or add words to your logo without approval from Jay Steele.
Consistency in the names of all academies is as important as the visual representation
in maintaining brand identity.

DESIGN GUIDELINE FOR PRINTED ITEMS
The following guidelines should be followed in preparing all materials for multiple printing for Metro
Nashville Public Schools. If you have any questions, please call the Communications Office at 259-8405.
Elements that MUST be included on EVERY printed item:
1. The official MNPS logo (this must appear on the front page of multiple-page documents and
must be large enough to be easily seen and read)
2. The name of the department that created the publication/form
3. A contact name and/or telephone number to call for additional information in that
department
4. If the document is for specific grade levels, specify clearly which ones (Example: Elementary,
Grades K-4; High School, Grades 9-12, etc.)
5. The anti-discrimination statement
6. The date of publication (either 2013; May, 2013; Summer 2013)
7. A reference to the website—www.mnps.org – for information about Metro Schools
These guidelines are not meant to stifle the individual creativity of our various departments, however, we
must provide some basic information on everything that we print. Please remember to forward one copy
of every item that is distributed to schools, families or employees to the Communications Office along
with a note explaining the purpose of the item and who received the item. We need this information to
answer any routine questions about the document and/or its distribution.
REQUIRED ADA Statement (with wheelchair logo)
must be included on every publication.
You may download the ADA and anti-discrimination
information from the Intranet at
http:employee.mnps.org. The ADA Statement is:
The Metropolitan Nashville Public Schools (MNPS) does not discriminate on the basis of race, religion,
creed, gender, gender identity, sexual orientation, national origin, color, age, and/or disability in admis-
sion to, access to, or operation of its programs, services, or activities. MNPS does not discriminate in its
hiring or employment practices.
Request for alternate format
1. To request this information in an alternate format, please contact your building principal or
department head.
2. Request for auxiliary aids at a school building. Individuals who need auxiliary aids and services
are to make their request known to the building principal or department head prior to the
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COMMUNICATIONSGUIDE

Request for alternate format
1. To request this information in an alternate format, please contact your building principal or
department head.
2. Request for auxiliary aids at a school building. Individuals who need auxiliary aids and services
are to make their request known to the building principal or department head prior to the
date it is needed. (Interpreters for the deaf or hard of hearing must be requested forty-eight
{48} hours prior to the event.)
Color Schemes
The official MNPS logo should be used in its original blue or as a black and white image. Please do not
alter the actual color of the district logo. That being said, MNPS does not have a set of specific colors
that can and cannot be used in publications.
Just remember:
Red often sends a message of warning or dissatisfaction.
Yellow can be difficult to read if used as a main type color.
l Too many colors can be distracting and overwhelming. It is best to stick with one or two
complementary colors, though up to four complementary colors is acceptable.
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COMMUNICATIONSGUIDE

Title

Grades PreK-12

20092010
Originating School/Department
Fonts
While MNPS does not have an “official” font, the Communications office has identified a few that are
universal and easy to read. These include Times New Roman, Arial, and Georgia.
When creating a publication, please remember clean, easy
to read fonts are best. Cursive fonts, artistic fonts, or faint
fonts can be difficult to read and lose your audience. Also
remember to be consistent. Use no more than two fonts
within a publication. For example, titles might be written
in Georgia Fonts with the article text written in Times
New Roman.
Sample Cover Page (must include these elements,
does not have to have this appearance):

MNPS Printing & Mail Services Department
Did you know MNPS has a Print Shop? Located at the MNPS Central Office is our in-house Printing &
Mail Services Department. The Print Shop offers a variety of printing services for MNPS employees, at
prices competitive to outside vendors. Among the many services the Print Shop can provide are printing
envelopes, business cards, letterheads, booklets, brochures, pads, NCR paper, as well as binding and
other finishing options. The copy room also houses high-speed copiers and a new color copier. This
Communications Guide is a prime example of the high quality, affordable work done by our Print Shop.
If you have a project you need to have produced, please contact Flavel Readus in the Printing & Mail
Services Department at 259-8538 or flavel.readus@mnps.org.
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COMMUNICATIONSGUIDE

WEBSITE PUBLISHING
The MNPS.org websites (district and schools) are business and purpose driven, aligning to the mission
of MNPS. The sites exist primarily to provide necessary and important information to the community and
other stakeholders.
Each school and department is responsible for all content posted to its website. Key employees have
been designated and trained in website management. If at anytime you need assistance in the content
management or layout and design of your school or department site, contact Matia Powell in the Com-
munications Office. If you have technical questions, contact Carol Lockridge Brown.
Maintaining Your Site
As MNPS personnel, students, news, events, and information continually change over time, so does
MNPS.org. All involved with MNPS.org should put equal effort into reviewing existing content to make
sure it is relevant, accurate, and accessible. If you see inaccurate or out-of-date content on a district or
school website, please contact the Communications office if you are unable to update content or are
unsure who is responsible in your school/department.
Below is a checklist of topics to consider as you maintain any MNPS.org website:
• Accessibility – Ensure the text is clear and concise, and the page will be equally effective
with or without graphics and color. If color is used at all within the text, remember to use darker
colors, as they are easily readable.
• Timeliness – Make certain content is up to date. If you wish to keep older content online, it
should be moved to a clearly identified archive section.
• Accuracy – Verify all facts and figures. Be mindful of the fact MNPS sites are under
the watchful scrutiny of the public.
• Professional – Maintain the content, fonts and graphics as outlined in this document to make
sure all sites are consistent with each other and maintain a professional appearance. Usually,
Arial is the default font used in website publishing.
• Relevance – Ensure the content and purpose of every page is school or district related, and it
communicates information clearly without unnecessary distraction. All content must align to and
support the MNPS.org purpose statement.
• Quality - The best way to improve a website is to improve the quality of writing. Ensure it is
concise, useful, timely, and grammatically correct.
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COMMUNICATIONSGUIDE

WEBSITE PUBLISHING
Use of Student Name
Notwithstanding any provision to the contrary, web pages hosted from the MNPS web server may contain
a reference to the student. This includes references to students in group photographs or in honor roll
lists. All student name references will be in the form of a first name and last initial (e.g. Jane D.) to
maintain student confidentiality.
Advertising and Commercial Use
Advertising and promotion of commercial interests is not permitted on MNPS.org sites, except for the
inclusion of sponsors on school “Pencil Partner” pages, businesses involved with Academies of Nashville,
and listing of special employee offers on the Intranet. Information regarding special employee offers is
provided as a service to staff and does not constitute any endorsement of a company or product. The
entire district website policy and guidelines can be found at http://policy.mnps.org.
Social Media
MNPS operates Facebook and Twitter pages, as well as other social media accounts, as a means for
our messages to better reach parents and community members. Many schools may also find these tools
helpful and may maintain their own Facebook and Twitter pages for the same purpose. However, both
Facebook and Twitter remain and will remain blocked websites on all MNPS computers and networks, so
any work done on these sites must be done from home or otherwise outside of the MNPS network.
If you are interested in setting up these pages, please contact Joe Bass or Matia Powell in the
Communications Department. They can help build the pages and grant access to appropriately
appointed employees.
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COMMUNICATIONSGUIDE

MNPS Publication Style Guide
When creating any material for distribution to the public, it is important to remember several “style” fac-
tors that will make your publication look professional. These include the use of acronyms, school board
references, bullets, capitalization, punctuation, titles, numeral usage, and unique word spellings.
Acronyms
Acronyms can be wonderful, when used properly. As educators, we must remember that the acronyms
we use have little or no meaning to the general public. For that reason, it is critical to always use the
full name of an organization, club, project, etc., before using the acronym. This should be done for ALL
acronyms, regardless of how widely used they may be. A prime example of how to properly introduce an
acronym is No Child Left Behind (NCLB).
A complete list of district-recognized acronyms can be found on the Employee Portal in the section dedi-
cated to Public Information and Communications. If you have acronyms to be added to the list, please
send them to the Communications staff.
School Board References
The “school board” has many nicknames. The proper name is the Metropolitan Nashville Board of Public
Education. When used in full, the entire name should be capitalized. However, it is also acceptable to
refer to the group as the “school board” (lower case) if you have already made reference to the group’s
proper name.
Bullets
Bullets are a wonderful tool. They break up the monotony of long paragraphs and help draw readers’/
viewers’ eyes to the key points. However, it is important to use them correctly to maintain a professional
and consistent appearance.
• When bulleting complete sentences, use a period at the end of each bullet.
Each new entry should be capitalized, whether you are working with complete or incomplete sentences.
When bulleting separate ideas that are not complete sentences, separate each with a semi-colon and end
the series with a period. To illustrate:
• Be consistent;
• Consistence is key; and
• Remember, be consistent.
And most importantly, do not mix complete sentences with incomplete sentences within
one series of bullets. Be consistent.
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COMMUNICATIONSGUIDE

Capitalization
When wondering whether or not to capitalize a word, remember if it is the proper name of a group, building,
project, etc., you should capitalize. If not, use lower case.
Punctuation
All punctuation should follow the AP Style Guide. A few important notes to remember:
• Periods go “inside the quote.”
• Commas used in a series – since both methods are considered correct, the comma before the
“and” can be used or not used. This should be decided at the school/department level. However,
be consistent in whichever method your school/department chooses.
Titles
Publication or production titles should always be italicized. For example, McGavock students present
The Sound of Music.
Formal
Job titles should be capitalized when proceeding an individual’s name and lower case when following an indi-
vidual’s name. Stand-alone job titles should be capitalized when they refer to a specific individual but lower-
case when the references are nonspecific.
Examples: Dr. John Smith, director of schools, recently announced …
Director of Schools Dr. John Smith announced …
All MNPS principals will be …
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COMMUNICATIONSGUIDE

Numeral Usage, including date and time references
Any reference to a number less than 10 should be spelled out -- one, two, three … nine. Any number > 10
should be a numeral – 10, 11, 12, etc.
When used in reference to a grade level, it is acceptable to use the numeral form or word form, i.e. 4th or
fourth grade. The key is to be consistent. If you reference a grade in one part of your publication as 4th grade,
make sure all references within that publication are in numeral format. This same rule of thought can be ap-
plied to references of 1st, 2nd, or 3rd place victories.
When making reference to an event on a specific date, it is wise to always mention the specific day of the
week before listing the date. Remember, every person learns and remembers information in different ways.
Some people remember days of the week, others remember dates. For this reason, when sending information
to a mass audience, it is best to use a format that will resonate with the largest number of people.
Example: Friday, Aug. 14, will be the first day of school for students.
Notice in this example we did not include the year. If you are referring to an event happening in the current
year, it is not necessary to include. It is only necessary to include the year if you are referring to an event that
happened in the past or will happen more than a year from the present time.
Time references should be written in numeral form followed by “a.m.” or “p.m.” Please refer to the following
examples for correct punctuation.
Examples: Parents are invited to a special meeting that will be held Friday, Aug. 21, at 10 a.m.,
in the school cafeteria.
Parents are invited to a special meeting with the principal, Friday, Aug. 21, at 2 p.m., in the
school cafeteria.
Parents are invited to a special reception from 8 – 10 a.m., in the school cafeteria.
Student artwork will be on display in the auditorium from 10 a.m. – 2 p.m.
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COMMUNICATIONSGUIDE

TELEPHONE PROTOCAL
When you answer a call within your school or the department, remember, you may be the first impression the
caller has of the school and district. Always answer in a polite, friendly manner. And ALWAYS say the name of
the school or department you are representing, as well as your own name. This creates a stronger sense of
personalization and professionalism. While first impressions are very important, so are last impressions. Before
hanging up, make sure you have answered all of the caller’s questions and offer a friendly salutation. Also, let
the caller hang up first; this shows he or she that you are not overly anxious to get off the phone with him or
her. And finally, remember to smile when you’re on the telephone. They may not be able to see your face, but
callers can hear your smile.
Proper Ways to Answer the Phone
Good morning. Thank you for calling Metro Nashville Public Schools. This is Sue. How can I help you?
Improper Ways to Answer the Phone
Metro Schools …
Yes …
Hello …
Proper Ways to End a Call
Is there anything else I can help you with today? (If no,) Thank you for calling. I hope you have a
wonderful rest of the day.
Improper Ways to End a Call
Bye.
Click.
A few helpful tips:
• Ask the caller for his or her name – even if it is not necessary for the call. This shows you’ve taken
an interest in him or her.
• Speak clearly and slowly. Never talk with anything in your mouth.
• Monitor the volume of your voice – try not to speak too loudly or too softly.
• If you answer the phone and the caller asks for a colleague, always place the caller on hold and
call the employee requested to brief them on the incoming call before transferring the call.
• When placing a caller on hold, tell them why you are placing them on hold, ask the caller’s permission
to be placed on hold, thank him or her for holding, and return quickly.
• When taking a message, make sure to get the caller’s name, time and date of call, company or
student’s name, callback number, and reason for calling.
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COMMUNICATIONSGUIDE

PARENTLINK
The ParentLink service enables administrators to schedule, send and track personalized voice, email and text
messages to thousands of parents, faculty and staff in minutes. Calls can be school specific, gender specific,
race specific, grade specific, language specific, etc. Being able to narrow the audience by demographics can
really help you craft and deliver an effective message.
The multimodal ParentLink service allows you to provide accurate and reliable information to your community
during a time-sensitive situation, improve attendance, increase parental involvement, send multilingual mes-
sages, facilitate education through improved communication and track message delivery.
Here are some tips for using ParentLink to increase effectiveness of your messages:
• Keep the script short; a message too long will lose parents’ interest.
• Speak in a friendly and upbeat manner.
• State the most important piece of information at the very beginning of your call and repeat it at
least once later in the call.
• Be thoughtful when scheduling the calls. The system will retry numbers that do not answer the
first call several times after the initial call. This could take a couple of hours. If you schedule a call
too late in the evening, families could receive a follow-up call at a late hour. Typically, 6:45 p.m. is
a good time to schedule a call.
• Consider the day of the week. Wednesday night may not be the most effective night to schedule
a call as many families will attend worship services. Weekend nights typically are not as effective
as many families have evening plans.
If you have questions regarding the use of ParentLink, please contact the Communications Department or
principals and assigned designees may also call the 24-hour toll-free assistance number at 1-800-829-8107 or
email support@parentlink.net. Principals who need assistance with account set-up or in need of changes should
contact the Communications Department.
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COMMUNICATIONSGUIDE

MEDIA RELATIONS GUIDE
Education is perhaps one of the hottest buttons of conversation. We are not only dealing with children, but
what we say and do (or don’t say or do) can significantly affect their futures. Parents, relatives, community
members and business professionals all have a vested interest in the work being carried out in our district. In
addition, MNPS has more than 81,000 students – by far the largest school district in Nashville’s Designated
Market Area (DMA) -- the DMA is the area that drives local news media; this is how they determine ratings, set
advertising rates and ultimately make money. This being said, it is easy to understand why the local (and often
national) news media have a keen interest in the daily happenings within MNPS.
On any given day, MNPS Communications Office staff receives between five and 35 media calls.
These calls include:
• local television, radio and newspaper outlets;
• regional and national media organizations, including major television networks such as
ABC and CNN;
• and various educational organizations working to release news to their constituents such as
the American Library Association or the National School Board Association.
Because our organization is often the focus of local media, and because our community’s perception of our
school district relies heavily on the stories our media report, we felt it important to offer some basic guidelines
to help generate positive relationships with our local media. The purpose of these guidelines is not to dictate
who speaks to the media, or what you say, rather to help cultivate a presentation style that is factual, positive
and consistent. For an in depth training on how to effectively work with the media, sign up for Media 101 in
ERO.
Points to remember
Let the Communications Office help you.
One of the key functions of the Communications Office is to assist media. However, it is not uncommon for re-
porters to bypass our office and go directly to the school or department at the heart of the story they are after.
To better assist you, the Communications Office asks that all media requests, including interviews,
photographing, and videotaping, are established through our office. If approached by a news reporter
or photographer, and you have not first been contacted by our office, please let them know your primary job
duties are to provide a safe, nurturing educational environment for students and media inquiries can be made
to the Communications Office at 259-8405. This will:
• ensure the safety and privacy of our students and faculty; and
• help you and prevent unnecessary distractions during the school day.
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COMMUNICATIONSGUIDE

The person closest to the situation is the best spokesperson.
Most often, the person closest to the situation at hand is the best spokesperson. You have the first-hand knowl-
edge of the situation; you have a vested interest in the situation; and typically, you have institutional knowl-
edge that can not be replicated by a person detached from the situation. However, as an employee of this
district you are never required to speak to the media. If a situation happens at your school or in your depart-
ment, and you don’t feel comfortable giving an interview, the Communications Office will act as spokesperson.
Certain situations may also arise that are extremely sensitive in nature. These situations will be handled by the
Communications Office and Director of Schools.
Basic Interview Rules to Follow
• Don’t hide - If there’s a problem, say so--and tell everyone what you’re doing to
correct the problem.
• Be truthful - Deception is always a bad move.
• Admit you don’t know - It is okay to admit you don’t know the answer to a specific question.
However, always offer to find out the answer.
• Know your local media - Cooperation beats confrontation.
• Know your school system - And tell the media what’s good about your community’s schools.
• Know what you want to say - and keep it simple. Make your point in a way everyone can
understand. Try to avoid edu-speak – the acronyms and jargon that non-educators don’t follow.
• Don’t be defensive - It can damage your relationship with the media and make you look guilty.
Be proactive.
Sing your school or department’s good news from the rooftops! And, if you know of an exciting, upcoming
event at your school, contact the Communications Office. We will gladly help you invite local news media. But
remember to send the information early – at least a day in advance, but a week is preferable. Often the day
of is too late.
Not everyone is out to get you.
You’re going to have a relationship with the media whether you want one or not. Maintaining open and
friendly contact with your local news organizations gets a lot better results than being adversarial. Don’t
confuse ignorance with malice - you’ll encounter an unprepared reporter who doesn’t understand your situation
much more often than you’ll find one trying to hurt you.
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COMMUNICATIONSGUIDE

Everyone has an agenda.
You want to do what’s best for your students, your teachers and your staff. The mass media want to attract an
audience and, to a lesser degree, serve the public. Complicated issues may be oversimplified. Conflicts may
be overemphasized. Molehills may get turned into mountains and mountains into molehills, and there’s not a
whole lot you can do about it - except to keep your message clear, simple and hard to misunderstand.
What you see as a “negative” approach may be the only way someone else knows to look at a situation.
While you’re worrying about paying for an employee raise, the media sees the picket line outside your office
and takes that image to the public. You can’t change that - but you can give them something else to feed on.
Make your move first.
• Know what you need to say and be ready to say it. “No comment” is almost always a mistake.
• Provide the media with an easy point of contact - one person they know they can rely on for comments
and explanations.
• You’ll have to deal with leaks - people in your organization will tell the press things you don’t want told,
particularly if they’re angry about something. Assume that leaks will happen, and make them positive.
• Welcome the chance to appear in your local media - particularly in live, unstructured settings where your
comments can’t be edited.
Be informed.
The person who’s speaking to the press on your behalf has to know what’s going on in the school system. A
good information officer will help you shape and present your message - if you’re telling them what to say and
how to say it, you’re wasting their talents.
Pause.
It’s okay to pause if you need to think about a question before answering. Remember, silence is golden.
Admit your mistakes.
Remember when Saturn ruined hundreds of new cars by putting in the wrong antifreeze? They handled that
situation exactly right - they admitted they’d made a big error and explained how they were going to make it
right. The more you try to hide something, the harder someone will try to find it - and the worse it will look
when they do.
Point out mistakes by the media, but don’t be confrontational - you want to establish that accuracy is impor-
tant, but you don’t want to make it a running argument.
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COMMUNICATIONSGUIDE

Know what you want to say and keep saying it.
You can’t keep them from talking about you, so try to turn it your way. An open, cordial relationship is the
best tool you can have; confrontation makes for good television pictures, but it doesn’t do anything to help our
school system.
Seek Resolution. Politely.
There will be times when a news organization airs a story that you feel is an unfair representation of the actual
story. When this happens, it is okay to contact the reporter or organization and politely state your concerns.
Do not call in a rage; do not throw blame; do express your concerns and offer a resolution – a corrective story,
review of the interview tapes, or whatever other action might be fitting. Please feel free to work with Commu-
nications Office staff on these types of complaints.
6
COMMUNICATIONSGUIDE

CRITICAL COMMUNICATIONS
Should a crisis occur, either in a school or some other district location, that may require a response to media,
please remember to contact the Communications Department immediately after notifying emergency responders
and the Student Services Division. Communications staff will provide support, assist in the response or serve as
a spokesperson, as needed.
Here are some important contacts to remember during a critical situation:
Communications Department.......................................................................................259-8405
Student Services.........................................................................................................259-8773
Safety & Security...................................................259-8747 (daytime) / 259-8530 (after hours)
When to Communicate
There will be times when events happen at your school or location that require immediate, crisis communica-
tions. Events might include:
• the death of an employee or student;
• a communicable disease;
• an act of terrorism against your school;
• sudden change in school leadership; or
• any other unforeseeable and potentially disturbing event.

In these situations, it is critical that the school administrators communicate immediately and effectively with
students, parents, faculty, staff and the community. We must develop a clear message that can be delivered
rapidly to prevent public confusion. Messages can be delivered by mail, phone, your school website or any
combination of these methods.
Critical Steps
• Contact the Communications Office and the appropriate district administrator. These individuals
will be able to assist you in the next steps.
• Send immediate notification to all students, parents, faculty and community members. This does
not mean hastily throw a letter together. This means create a clear and intentional message,
and distribute it the same day the event occurred. If an event occurs after school hours, have
our message prepared and ready to go first thing the next morning.
• Be prepared for media and public inquiries.
If at any time you need assistance in critical communications efforts, please contact the MNPS
Communications Office at 259-8405. We will gladly provide direction and assistance.
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COMMUNICATIONSGUIDE

What to Communicate
What to say in response to crises can be extremely difficult. It is important to strike a delicate balance of
reporting the facts of the event, while showing compassion and concern for your school community. Here are a
few tips that can assist you in creating a clear and intentional message:
• Begin with an emphasis on student safety and well-being;
• Provide only the necessary details -- be careful not to disclose any information that would violate
federal laws (FERPA or HIPPA);
• Highlight action steps taken, and further steps to be taken;
• In situations dealing with communicable diseases, explain possible signs and symptoms of an
infection; and
• Read the letter or script as a parent.
Again, if you need assistance with crisis communications, please contact the Communications Office
at 259-8405.
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COMMUNICATIONSGUIDE
Sample Letters
These are samples. Not every situation will require a letter and family wishes should be considered.
When in question, please consult with your Lead principal or the Communications Office.
Death of Faculty
Dear Parents or Guardians of (school) Students,
Today we are saddened to learn of the death of one of our second grade teachers who died in a fire.
He will be deeply missed by the students, faculty and administration.
As a parent or guardian, we encourage you to talk with your children. Allow them to express their
feelings and concerns. Reaffirm your love for them and reassure them that you are willing to listen to
their fears and problems.
A Crisis Intervention Team will be available at the school on Monday. Additional counselors and
support staff will be at the school to counsel with classes or with children individually. Parents of
children directly impacted by this tragedy will be able to contact the school at 555-1212.
Sincerely,
Ms. Jane Doe
Principal, (School)

Sample Letters
Death of Student
Dear Parent,
We were very sad to hear that one of our (grade) students died this past weekend.
The school’s Crisis Response Team has met and discussed a set of planned procedures to help our
school work through this difficult time. Counselors and a caring staff will be available to students.
Teachers will not be sharing this information with their classes; however, as a parent/guardian in
our school family, we want to give you the opportunity to discuss death with your child if you feel
it is necessary. Please reassure your child and listen to any feelings or concerns he or she may
want to share.
If you have any questions or concerns please feel free to contact any of the following school staff
at (phone number):
Jane Doe
Jill Doe
John Doe
Sincerely,
Mr. Smith
Principal, (school)
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COMMUNICATIONSGUIDE

Sample Letters
Communicable Disease
Dear Parent,
Today, we learned a (grade) student at (school) has been diagnosed with (communicable
disease or illness). The child is at home recovering, and the school will undergo a thorough
cleansing this evening.
While we have no reason to believe any other student or faculty member has contracted the
illness, we wanted you to be aware so you could watch for any potential warning signs with
your child. Symptoms of (disease) include:
[Work with health department to identify signs and symptoms]
Symptoms typically will appear within (time frame). If your child exhibits any of the above
symptoms, please contact your child’s primary care physician immediately. If you have
any questions or concerns regarding this matter, please contact the school office at
(phone number).
Sincerely,
Mr. Smith
Principal, (school)
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COMMUNICATIONSGUIDE

Sample Letters
Act of Terror
Dear Parent,
I am writing to advise you of a situation that occurred at (school name) this afternoon, and of
the steps that were taken to ensure the safety of our students and staff.
After lunch, we became aware that one of our students may have carried a gun on campus.
School administrators immediately began investigating the claim by conducting locker and
student searches. During a student search by the School Resource Officer, the student pulled
a gun from his backpack and began shouting threats. Administrators acted quickly, retrieving
the weapon from the student and placing the student in a secured location. The SRO called for
police transportation, who escorted the student to the juvenile detention center.
We are thankful to say no students or staff members were injured during the incident. How-
ever, we realize this was a frightening experience for our school community. We want to assure
you that the incident was handled promptly and effectively, thanks in part to a student who
initially reported the possibility of a gun in the building. While we certainly hope this type of
event does not occur again, please help us by reminding your child the importance of reporting
such information to school administrators. With everyone’s help, we can continue to keep our
school a safe and effective place to learn. Feel free to contact me at (principal phone), should
you have any questions.
Sincerely,
Mr. Rogers
Principal, (school)
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COMMUNICATIONSGUIDE

Sample Letters
For certain events, it may also prove beneficial to create a special morning announcement
for your student body and faculty. Below is a sample.
Sample Morning Announcement
Good Morning (school name), before we observe a moment of silence, I would like to take a
moment to discuss the death of one of our students. As many of you may have already heard,
(student’s name), a (freshman, sophomore, etc.), died as a result of a car accident Friday
afternoon. We are deeply saddened by this loss and we have been in contact with the family
to express our deepest sorrow and sympathy. Students and teachers, the crisis response team
is on hand to provide support to anyone that may be in need of assistance as we all grieve
(student’s name) death.
In keeping with the families’ religious practices, (name) was laid to rest Saturday afternoon.
The family has requested that anyone wishing to pay their respects, do so by either visiting the
family at their home or the (visitation site). Directions to both locations will be available in the
main office.
Students, as we observe a moment of silence this morning, please take a moment to reflect
on (student) and his family. Death of a young person is always tragic and each of us should
value the life, time, relationships and opportunities that we have. Now is the time for the
entire (school name) family to come together and support one another today and in the months
ahead.
At this time would everyone please pause for a moment of silence.
For some events, you may also wish to send a phone call home to families through the district’s
automated call-home service, ParentLink.
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COMMUNICATIONSGUIDE

Sample Letters
ParentLink Sample Script
Dear Parents,
This is (principal) calling with an important message. We were very sad to hear that one of our
students, (name), died Friday as a result of a car accident.
The school’s Crisis Response Team has met and implemented a set of planned procedures that will
take place to help students work through their grief. Counselors and trained Crisis Response Team
members will be available to students in need of any services or consultation.
The family has laid (student) to rest in keeping with their religious practices. The family requests
that anyone wishing to express their condolences do so by either: visiting the family at their home
or at the (location for visitation). Directions to both locations will be available in the main office.
Parents, please take the time to discuss this situation with your child and in the event that you or
your child are having difficulty dealing with (student) death, remember that we will have counselors
available to assist you. We are all deeply saddened by this loss.
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COMMUNICATIONSGUIDE

SPECIAL EVENTS
Groundbreaking ceremonies, a school’s grand opening or some other significant occasion provide a
wonderful opportunity to showcase your school, the school district, and engage your immediate com-
munity as well as the Nashville community at large. Community leaders, elected officials, school board
members, school administrators, teachers, parents and students all should be invited to participate in
the celebration surrounding your school. This will increase the level of community involvement and sup-
port your school experiences.
When planning an MNPS event, make sure the purpose for the special event is important enough to
merit the time and expense needed to properly stage, publicize and evaluate the event. Once you’ve
determined a special event is needed, remember to plan your event with key communication goals in
mind:
• what key message do you want to communicate through your event;
• who is the central audience; and
• what event setting, equipment and activities will help you communicate the desired message?
The Invitations
When planning a special event, create a guest list or invitation list of all people or interested parties are
to attend. This includes:
• Board members – Board members should be invited to all district events, especially the board
chairman.
However, each board member represents a specific school board district (1-9). Board members
hould always be invited to events within their specific district.
• School officials – Principals, teachers or administrative staff will attend events held
at their schools.
• Central Office – The Director of Schools, various assistant and associate superintendents,
directors and participating staff should be invited to attend the special event.
• Elected Officials – The Mayor, city and county elected officials are supporters of the school
district and should be included on any ground breaking, school dedication or ribbon-cutting
ceremonies.
*Also notify (through school newsletters, automated call-outs or flyers):
• Parents and Students – Inviting parents and students to participate in special events at your
school is a great way to increase parental involvement and support. (Continued)
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COMMUNICATIONSGUIDE

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