Interactive Correspondence Manual 07-08

Correspondence Manual
a style guide to writing for mcps 2oo8 revised edition
correspondence Function: noun 1: communication by letter; also : the letters exchanged manual Function: noun 1: a concise reference book covering a particular subject
ROCKVILLE, MARYLAND
www.montgomeryschoolsmd.org
Office of the Superintendent MONTGOMERY COUNTY PUBLIC SCHOOLS Rockville, Maryland
July 2008
Enclosed is your 2008 MCPS Correspondence Manual. Please discard all previous manuals as all pages have been replaced in this edition. The 2008 MCPS Correspondence Manual has been compiled to assist you in preparing all memoranda, letters, and other documents in a consistent format. I have now established the Correspondence Review Board; this multi-stakeholder group is a standing committee tasked with helping to ensure that there is ongoing review of MCPS style. This committee will meet regularly and consider issues related to correspondence and MCPS style conventions. If you have issues or suggestions for upgrades, please contact Donna Allen via Outlook or at 301-5178139. She will bring the item forward for the group to consider. Whats New in the Correspondence Manual? The manual now has an improved layout that includes an image on the first page of each section. Rules on preparing memoranda in general have been updated (page 4). Note that the Subject line is no longer indented three spaces on line 2 (page 27). Samples of memoranda have a new layout (page 9). Information on how to prepare a letter has been updated (page 50). Samples of letters have been updated (page 53). There is new information on proofreading, including a Web link to an interactive proofreading exercise (page 71). Information on Editorial, Graphics and Publishing Services has been updated (page 75). We have added information on Pony routes (pages 77-78). Information on etiquette for e-mail has been updated (page 65). We have added a Web link for information on state and country abbreviations (page 79). The index has been revised and expanded to help you find the information you need easily (page 81) Special word usage We no longer use the when referring to Montgomery County Public Schools. We now use website, instead of Web site. This is an exception to the Merriam-Websters Collegiate Dictionary, 11th Edition. When referring to numbers, use the words more than instead of over. For example: The supplies cost more than $20,000. New style for letters with outside signatures When preparing a letter that includes an outside signature, use a joint letterhead. For example, if you are preparing a letter that has the signatures of the superintendent and the president of Montgomery College, make sure both the MCPS and Montgomery College logos are used on the letterhead (pages 50 and 57). Again, your questions and comments are always welcome. Please contact Donna Allen. Sincerely,
Brian Edwards Chief of Staff
2008 MONTGOMERY COUNTY PUBLIC SCHOOLS
Correspondence Manual
A STYLE GUIDE TO WRITING FOR MCPS
Rockville, Maryland
Copyright 2008 Montgomery County Public Schools Published by the Department of Communications and Family Outreach 1720.08L Editorial, Graphics & Publishing Services 7/08 1000
Table of Contents
1
introduction
When do you write a memorandum or a letter? Get a definition of a letter, a memorandum, and our most recent message carrier, the e-mail.
75
PhotocoPying and Publishing services

Learn how to get your documents published or photocopied; and learn about copyright law.
memoranda
Learn about memoranda, the MCPS style for preparing memoranda, and browse our samples.
77
distribution systems
Learn about the MCPS Pony Express mail.
49
letters
Learn about the MCPS style for preparing letters and browse our samples.
79
abbreviations
DCC MCPS
65
additional Writing tiPs
Get information on e-mail etiquette common grammar concerns, and frequently asked questions.
E LO S A I L CTE
SP O
81
index
Preface
This revised correspondence manual is designed to serve as a guide for all Montgomery County Public Schools (MCPS) staff members who prepare correspondence and other documents. It presents standard formats to be used when preparing memoranda and letters for MCPS. It gives directions for obtaining services such as composition, printing, publishing, and duplicating. It offers some guidance regarding e-mail etiquette. It presents tips on hyphenation and how to create bulleted lists. It includes a useful index of topics addressed in the manual. Please note that this manual is a work in progress and is updated regularly as our correspondence procedures evolve to keep pace with the rest of the world. The manual was produced with the invaluable input and guidance of our many secretarial and administrative staff and with the guidance of the newly established Correspondence Review Board, whose members shared their professional experience and contributed their valuable suggestions for this project. Special thanks to Dr. Frieda K. Lacey, deputy superintendent of schools; Mr. Brian Edwards, chief of staff; Ms. Aggie Alvez, director, Department of Communications; Ms. Lori-Christina Webb, executive assistant to the deputy superintendent; Mrs. Suzanne Peang-Meth, administrative services manager, Office of the Superintendent of Schools; Mrs. Lois Asbury, copy editor, Office of the Deputy Superintendent of Schools; Ms. Lana Haddad, office manager, Office of the Chief Academic Officer; and Ms. Kimberly Minne, secretary, Department of Curriculum and Instruction. Their contributions and advice are hereby passed on to others through this manual. Questions concerning grammar, style, and usage should be referred to the editor in Editorial, Graphics & Publishing Services, or users may consult the MCPS Editorial Style Book, which is available on the MCPS Website at www.montgomeryschoolsmd.org/ departments/egps/documents/editorialstylebook.pdf. The following are authoritative grammar and style guides adopted by MCPS: Merriam-Websters Collegiate Dictionary, 11th Edition The Gregg Reference Manual, 10th Edition The American Psychological Association (APA) Publication Manual, 4th Edition The Chicago Manual of Style, 15th Edition The Columbia Guide to Online Style
Preface iii
Introduction
When to Write a Memorandum, Letter, or E-mail A Memorandum
A memorandum (the plural is memoranda) is written for interoffice circulation. It is less personal and formal than a letter. For example, it is often used to address issues that are directed equally toward all the employees of an organization, not just one in particular. It often is used to provide a record or reminder of a directive or instruction already proposed, and it often contains advisory or informative matter. So, it seems that all interoffice communication should be made with the use of memoranda. However, an exception is made for messages that need to be more formal or personal, for example, a commendation or formal offer of promotion. In such a case, a letter is the appropriate form to use. Other types of interoffice correspondence include, e-mail memoranda, meeting agendas, presentation plans, and talking points. You will find tips for writing these within the Memoranda section of this manual.
An E-mail
Another commonly used mode of correspondence is e-mail. It is the least formal and least personal kind of correspondenceand yet it is the most frequently used because of its convenience. For example, it may be helpful to use e-mail for a follow-up or reminder to a memorandum or letter, but use it with care (even when composing casual communication). For tips on using e-mail efficiently and productively, and on avoiding common problems peculiar to e-mail usage, see Netiquette: Etiquette for E-mail on page 65 of this manual.
A Letter
A letter is more direct, personal, and formal. It is always used for sending messages to students, parents, and person(s) or organization(s) outside of the senders organization. Therefore, when sending a message to a person or organization not within MCPS, you should address the recipient more formally by writing a letter. This even applies to brief messages that have a conversational style. The letter format itself lets the recipient know that he or she is being approached in a respectful manner, not as a matter of course. Likewise, always write a letter when you are addressing a person within MCPS concerning a personal or formal matter.
Introduction 1
Memoranda
This is the accepted medium for written communication within Montgomery County Public Schools (MCPS). A memorandum may be addressed to categories of staff members (e.g., principals, directors, supervisors), or to the Board of Education. A memorandum prepared for the signature Whenever a memorandum is addressed to Members of the Board of Education Individual Executive Staff Members and/or Other Administrative and Supervisory (A&S) Personnel of the Board of Education members, superintendent of schools, deputy superintendent of schools, or chief operating officer is submitted for review to the appropriate office prior to final signature. All MCPS offices should comply with the instructions as set forth in this manual. It is from The superintendent of schools. The superintendent of schools, chief operating officer, deputy superintendent of schools, chief academic officer, chief performance officer, associate superintendent, or chief technology officer with an approval line for chief operating officer, and/ or deputy superintendent of schools. The superintendent of schools, chief operating officer, and/or deputy superintendent of schools. The superintendent of schools, chief operating officer, deputy superintendent of schools, chief academic officer, chief school performance officer, associate superintendent(s), or chief technology officer. When a memorandum is from a staff member other than the superintendent, the memorandum is submitted to the chief operating officer or deputy superintendent of schools with an approval line for signature. All memoranda should have ACTION REquIRED By or INFORMATION placed in the upper right corner of page 1 of the memorandum.
All MCPS employees
Principals or Selected Principals
Memoranda 3
How to Prepare a Memorandum in General

The following list outlines the general components of an MCPS memorandum. (See sample, page 9.) Should your office plan to send a memorandum via e-mail, the following statement must appear at the top of the first page, prior to submitting for approval: This e-mail message has been approved for distribution by Mr. Larry A. Bowers, chief operating officer and/or Dr. Frieda K. Lacey, deputy superintendent of schools. (See sample, page 15.) 1. FormatThe standard formats for memoranda are shown on pages 943. 2. Heading and DateAll memoranda carry a three-line centered heading indicating the name of the sending office, department, division, unit, or school, city, state. There should be no street address or ZIP Code in the heading. The date is centered two to four returns from the end of the last typed line. 3. MarginsThe margin is 1 inch on all sides of the memorandum and block style (i.e., paragraphs not indented) is used in the body. The bottom margin may be adjusted by one or two lines to accommodate the length of the memorandum. 4. Memorandum NotationMEMORANDuM is typed in all caps and underlined at the left margin two to four returns below the date. The number of spaces below the date may be increased if the memorandum is short, or decreased if it is long. To prepare a confidential memorandum, type CONFIDENTIAL in all caps, one line over the word MEMORANDuM. (See sample, page 21.) Make only one copy of a confidential memorandum and file it in a separate, special place. To mail this type of memorandum, type CONFIDENTIAL in all caps, underlined, in the lower left area of the envelope or use a red stamp. Always seal the white envelope and place it inside a properly addressed Pony envelope. 5. To LineThe full name (including the titles Dr., Mr., Mrs., Miss, or Ms.) and position of the person to whom the memorandum is addressed usually appear on one line. However, if the name, position, and, if included, department, division, unit, or school require two lines, the second line is indented three spaces. Block style is used. When several individuals are to receive the same memorandum, the name and position of each person are listed according to executive position, that is, members of the Board of Education, superintendent of schools, chief operating officer/deputy superintendent of schools, chief academic officer, chief school performance officer, chief of staff, associate superintendents/community superintendents, and chief technology officer. Below this level,
4 MCPSCORRESPONDENCEMANUAL
6.
7.
8.
9.
10.
11.
alphabetize all names, including names of supervisors and directors of school performance When a memorandum is sent to all individuals with the same position or to a committee, the To line may show only the one position or the name of the committee. From LineThe full name and position of the person sending the memorandum is used. Note: Dr., Mr., Mrs., Miss, and Ms. do not precede the name of the sender. When a memorandum is from two or more individuals, the From line shows the name and position of each sender. use the title of each responsible office. Put one return between the line(s) of information about each sender and list them according to their position that is, superintendent, associate superintendent (alphabetize by last name, if more than one), and so on. Subject LineThe subject of the memorandum is typed in initial caps and lowercase letters. If the subject line goes to a second line, the second line should be flush with line one. (See Board Memorandum, page 27.) Action Required By/Action Due LineWhen a memorandum requires the recipient to provide information or take appropriate action by a specific date, the ACTION REquIRED By line is typed in all caps in the upper right-hand corner of the memorandum. Body of MemorandumThe body of the memorandum begins three returns below the Subject line. Normally, the material is typed single spaced, in block style, with two returns between paragraphs. Identifying InitialsThe initials of the signer (in caps) and the typist (in lowercase) are separated by a colon and are placed at the left margin two returns below the signers position. The initials are typed at the left margin two returns below the last sentence of the memorandum. Initials of senders should appear in the same order as shown on the From line. AttachmentIf appropriate, an attachment is indicated two returns below the identifying initials at the left margin. If more than one document is attached, the word Attachments is used. Note: attachment is used with memoranda and e-mail; enclosure is used with letters.
12. Copy to NotationNames of individuals who are to receive copies of the memorandum are indicated after the notation Copy to, which is at the left margin two returns below the identifying initials or the Attachment line, if used. 13. Approval LineWhen preparing a memorandum that would require approval from the deputy superintendent of schools or the chief operating officer, create the approval line at the end of the memorandum. (See sample, page 11.)
1 4.
15.
6. 1
The name is indented three spaces under the Copy to notation. Whenever an individual is mentioned in the body of the memorandum, a copy is sent to that person. Include the titles (Dr., Mr., Mrs., Miss, or Ms.) with the surname. For two or more staff members with the same last name, include the persons first initial. When copies are sent to all individuals with the same position, the Copy to line should show only the position, (e.g., community superintendents). When copies are sent to more than one person, list them according to position. When the individual receiving a copy is outside MCPS including representatives from associations such as SEIu, MCEA, and MCAASP, that persons name is indented three spaces under the Copy to linelast on the list in alphabetical order. It is acceptable to group people as follows: Executive staff Community superintendents Second and Subsequent PagesThe full name of the addressee is typed at the left margin 1 inch from the top of the paper, the page number is centered, and the date of the memorandum is typed at the right margin. Note: If the memorandum is addressed to more than one person, state the first three recipients names, one on each line; page #, and date on the last line, and add the words, et al. The body of the memorandum is continued three returns below the heading. When a memorandum prepared for reproduction requires more than one page, copies are printed back-to-back. (See Multiple Recipients Memorandum sample, page 15.) StaplingA memorandum of more than one sheet should be stapled in the upper left corner. An attachment is stapled or clipped to the memorandum. Editing MCPS Board MemorandaMaterial for the Board of Education and executive staff must be edited. The review and revision procedure for preparing documents for presentation to the Board is as follows: a. The originating department/unit sends draft copy to their appropriate approving office for initial edit. b. The approving office sends the draft to the Office of the Deputy Superintendent of Schools or the Office of the Chief Operating Officer. c. After the editing process, copy editor returns the marked-up copy to the submitting office. d. The submitting office handles edits according to its own processes and returns the document to the appropriate deputys office. e. The deputys office sends the document to the superintendents office for final review.
PRocess foR PRePaRing McPs MeMoRanda foR executive staff MeMBeRs signatuRes
This chart represents the process, depending on the required level of approval.
Originating department/unit
To the approving office (submitting) (chief academic officer, school performance officer, associate superintendents) To the Office of the Deputy Superintendent of Schools or Office of the Chief Operating Officer for processing and approval
To the Office of the Superintendent of Schools
Memoranda 5
Board Materials (See Board Paper, page 39.)

A Board paper is a resolution, or action item, or discussion item in memorandum form. The Board paper should be concise, to the point, and in keeping with the following guidelines: The first paragraphs typically describe why we are here today and further delineate what, who, when, and how. The paragraph should begin with the information that needs to be updated, discussed, or acted upon. When appropriate, the previously adopted Board resolution also should be in the first section of the paper. In the remaining paragraphs, describe three to five major points you want the Board to learn from the paper. Identify issues and concerns you want to bring to the Boards attention with the superintendent of schools recommendation, if appropriate. All presentation papers for discussion and action items will include an executive summary as the first section of the paper and titled as an Executive Summary in bold. (See Executive Summary sample, page 39.) The executive summary is expected to be a synopsis, summarizing the pertinent issues raised in the paper and any reaction requested of the Board. The next section of the paper should begin with an appropriate title in bold (for example, Background) to denote the end of the executive summary. There are two different types of executive summaries depending on the length of the presentation paper. o For papers of three pages or less, the executive summary will be one paragraph summarizing the pertinent issues and, if applicable, the action request. o For papers of four pages or more, the executive summary will consist of one or more paragraphs followed by several bullet-point statements (up to no more than the first page in length) that together summarize the pertinent issues and, if applicable, the action request. In the case of a combined Discussion/Action item, the resolution for the action discussed should be the last paragraphs of the memorandum rather than a separate memorandum, and should begin as follows: The following resolution is included for your consideration. When a memorandum contains a resolution, the first page of the memorandum is reproduced on green paper with the following pages on white paper. The final paragraph should name the major presenter(s) who will be at the Board table and the experts who will be in the audience for the discussion.
Presentation Plan (See sample, page 45.)

All major Board papers must have a presentation plan and talking points. The presentation plan should set the stage for the discussion to follow. As stated in the Board of Education Handbook, Presentations by staff should not be repetitive of the paper; rather, the highlights of the paper and recommendations shall be made in a manner that allows sufficient time for the Board to discuss the agenda item. It may be necessary to rehearse some presentations, especially those featuring PowerPoint or overhead transparencies, to ensure that the presentation flows smoothly and the information can be read by everyone. The following is the basic format required for presentation papers, for discussion and action items. (This does not apply to consent items and simple resolutions, unless otherwise requested.) The presentation plan begins with the title of the item, in 14-point boldface Times New Roman font, followed by the scheduled date and time. use 12-point Times New Roman font for the text. The plan must include topic or contribution and number of minutes. Those participants listed as present at the Board table should be listed in the order in which they speak. Those participants listed as present in the audience should be listed in alphabetical order.
Superintendents Talking Points (See sample, page 47.) The superintendent prefers talking points that include problems and successes, data, and humor when appropriate. The talking points should include the introduction as well as the summation of the item. Text should be full justified. Note: This format also applies to talking points for the deputy superintendent of schools, chief of staff, and chief operating officer. Begin with the title of the item on the first line, Talking Points for Dr. Weast on the second line, followed by Board of Education Presentation: on the third line with the date. On the next line, indicate the agenda item category and number. All of the above is to be presented in 16-point boldface Arial font. Talking points must be listed in order, using bullet format and concise sentences. use regular 14-point Arial font uniformly, and double space between bullets.
General Meeting Agendas

using a structured agenda will facilitate a smooth flow of discussion in any meeting. Also, it will assist in keeping participants on task in the prescribed time frame. Assigning tasks to meeting participantsor requesting volunteerssuch as a note taker or timekeeper, will ensure a more productive, efficient meeting. Below is the recommended format for general meeting agendas.
Superintendents Final FY 2009 Operating Budget Meeting Agenda AGENDA October 18, 2007 Margins: Top1; Sides1; 1:004:00 p.m. Bottom1 Fonts: Times New Roman, 12 pt. CESC, Room 120 Desired Outcomes By the end of the meeting, we will have discussed the operating budget review process, reviewed current fiscal status, discussed proposed program initiatives, and reviewed suggested PEAR reductions. Time 1:001:05 p.m. 1:051:10 p.m. What Agenda and Review of Status Introductory Remarks Fiscal Status Review: Expenditures and Revenues Review of Initiatives Review of PEAR Reductions Next Steps Discussion Presentation and Discussion Discussion Discussion Discussion How Who Dr. Spatz Dr. Weast Mr. Bowers/ Dr. Lacey Mr. Bowers Dr. Spatz Ms. Hurley All All All
Header: Center Returns: 2 returns after each paragraph
1:102:00 p.m. 2:003:00 p.m. 3:003:50 p.m. 3:504:00 p.m.
Next Meeting: Wednesday, October 24, 2007, 1:004:00 p.m.
This sample is presented as an example of correct formatting only. This is not a template. Content may not reflect current information. The number of returns is based on the length of the document to allow for a balanced page. Memoranda 7
INFORMATION Office of the Deputy Superintendent of Schools MONTGOMERY COUNTY PUBLIC SCHOOLS Rockville, Maryland
MEMORANDUM: General
Margins: Top1; Sides1; Bottom1 Information: INFORMATION, right January 5, 2007 justified Heading: 2 returns after MEMORANDUM INFORMATION; Line 1Department/School Name; To: High School Principals Line 2 MONTGOMERY COUNTY PUBLIC SCHOOLS; From: Frieda K. Lacey, Deputy Superintendent of Schools Line 3City, State Date: 24 returns after Heading, center Subject: Updated Training for the Honors/AP Potential Identification Tool MeMoRanDuM: 24 returns after Date; all caps, underline To: 2 returns after MEMORANDUM The purpose of this memorandum is to provide you with information regarding updated training From: 2 returns after To for the Honors/AP Potential Identification Tool (HAPIT). HAPIT was introduced in January Subject: 2 returns after From 2006 and proved to be an extremely useful tool to identify students who have potential 3for moreSubject Body: returns after rigorous studies and students who had not been enrolled in advanced courses.Identifying Initials: 2 returns It has been especially helpful in identifying African American and Hispanic students for participation in after Body such courses and is an excellent means of gathering information that will help raise the bar 2 returns after attachments: and Identifying Initials close the gap for our students.
The updated training is designed to provide school teams with the ability to use real-time data in making placement decisions for students. HAPIT will become part of a new high school FileMaker Pro/SIMS template (HSIMS). This template has been designed to take full advantage of the relational capabilities of FileMaker Pro 8. The new template will provide schools with the ability to work with all of their SIMS data in one integrated environment. All high schools are scheduled to receive their regularly scheduled SIMS data extracts on January 8, 2007. This will include the new template. Training will be done by quad/quint clusters and will be held at the Center for Technology Innovation (4 Choke Cherry Road, Suite 120, Rockville, Maryland). Each school is to have a five member team to include the following: The principal The resource counselor Three other staff members of the principals choosing who will be using the template
Each team member will need to bring the HSIMS template to the training and will need his/her own memory stick (at least 256MB). The template will need to be loaded onto each memory stick for the team members involved in the training. The HSIMS template, the SIMS data files, and a set of detailed instructions for loading the SIMS data into a template will
High School Principals
January 5, 2007
MEMORANDUM: General
be included in the data distribution to schools on January 8. These materials will be placed on a Margins: Top1; Sides1; server in each school in the schools SIMS download folder.
Bottom1 Header, Subsequent Pages: Once the data has been imported into the HSIMS template, copies of HSIMS can beRecipient(s), align left; page #, distributed center; Date, align right throughout the school as required and may be loaded onto memory sticks so that the team Body: returns after Header members may bring their data to the training sessions. Your user support specialist 3should be Identifying Initials: 2 returns able to assist you and your team members with this task. after Body Copy to notation: 2 returns after Identifying Initials; for each The schedule is as follows: name, indent 3 spaces on a separate line
Tuesday, January 16
o Bethesda-Chevy Chase, Walter Johnson, Wheaton, and Walt Whitman: 8:3010:00 a.m. o James Hubert Blake, Paint Branch, Sherwood, Springbrook: 10:30 a.m.12:00 p.m. Thursday, January 18 o Winston Churchill, Richard Montgomery, Rockville, Wootton: 8:009:30 a.m. o Northwest, Poolesville, Quince Orchard, Seneca Valley: 10:0011:30 a.m. o Montgomery Blair, Albert Einstein, John F. Kennedy, Northwood: 12:001:30 p.m. o Clarksburg, Damascus, Gaithersburg, Col. Zadok Magruder, Watkins Mill: 2:003:30 p.m. Snow days have not been built into the training schedule. If a snow day occurs, we will reschedule a particular days training quickly, as we know the utilization of the data is important to the scheduling, registration, and staffing processes. Teacher level or paraprofessional staff members who attend the January 18, 2007, session from 2:003:30 p.m. will receive payment, at their own hourly rate, for working time beyond their regular hours. Thank you for your attention to this important matter. If you have any questions, please contact your community superintendent. FLK:mb Copy to: Executive Staff Ms. Blum Dr. Newman
This sample is presented as an example of correct formatting only. This is not a template. Content may not reflect current information. The number of returns is based on the length of the document to allow for a balanced page. 10 MCPSCORRESPONDENCEMANUAL
ACTION DUE: September 12, 2007 Office of the Chief Academic Officer MONTGOMERY COUNTY PUBLIC SCHOOLS Rockville, Maryland August 31, 2007
MEMORANDUM: Action Due
Margins: Top1; Sides1; Bottom1 action Due: Type ACTION DUE: [Date]; align right MEMORANDUM Heading: Line 1Department/ School Name; To: Middle School Principals Line 2 MONTGOMERY COUNTY PUBLIC SCHOOLS; Line 3City, State From: Jody A. Leleck, Chief Academic Officer Date: 24 returns after Heading, Subject: ACTION: Official Testing Schedule for the 20072008 School Year center MeMoRanDuM: 2 returns after Date; all caps, underline To: 2 returns after MEMORANDUM Attached is the official testing schedule for the 20072008 school year (Attachment A). Also attached is a form for you to identify up to three certified staff members to From: 2 returns after To test serve as school Subject: 2 returns after From coordinators during the 20072008 school year (Attachment B). Note: The Maryland State Department Body: 3 returns after Header of Education requires that testing coordinators be certified in the state of Maryland. Please return this Identifying Initials: 2 returns form to Ms. Chris Houser, accountability support specialist, Department of Shared Accountability, after Body Room 11, Carver Educational Services Center (CESC), by Tuesday, September 12, 2007. attachments: 2 returns after Identifying Initials For more detailed information about the testing schedule, please visit the Montgomery County Copy to notation: 2 returns after Public Schools Web site at http://www.mcps.k12.md.us/departments/sharedaccountability/testing/ Identifying Initials; for each name, indent 3 spaces on a STCpage3.shtm. separate line approval Line: 2 or 3 returns after If you have any questions, please contact Ms. E. Grace Chesney, supervisor of testing, at Copy to Notation 301-279-3595, or by e-mail at Elizabeth_Chesney@mcpsmd.org.
JAL:ch Attachments Copy to: Executive Staff Ms. Chesney Directors of School Performance Ms. Ferrell Ms. Houser Dr. Newman
Approved: _______________________________________________ Frieda K. Lacey, Deputy Superintendent of Schools
MEMORANDUM: Refer Questions To Margins: Top1; Sides1; Bottom1 Office of the Chief Operating Officer Heading: Line 1Department/ MONTGOMERY COUNTY PUBLIC SCHOOLS School Name; Rockville, Maryland Line 2 MONTGOMERY COUNTY PUBLIC SCHOOLS; Line 3City, State November 1, 2007 Date: 24 returns after Heading, center MeMoRanDuM: 2 returns after MEMORANDUM Date; all caps, underline To: 2 returns after MEMORANDUM From: 2 returns after To To: All Principals Refer Questions To: 2 returns after From From: Susanne G. DeGraba, Chief Financial Officer Subject: 2 returns after Refer Questions To Refer Questions To: Mrs. Judy Van Sickle, Division of Controller, 301-279-3039 3 returns after Subject Body: Identifying Initials: 2 returns after Body Subject: Federal Impact Aid Survey for the U.S. Department of Education attachments: 2 returns after Identifying Initials Copy to notation: 2 returns Each year, principals and teachers are asked to assist us in surveying their students inAttachments; for each after connection with U.S. Department of Education Title VIII of the Elementary and Secondaryname, indent 3 spaces on a Education Act separate line (Impact Aid). As a result of this survey, the Montgomery County Public Schools will receive
federal funds that will be used to support the operating budget.
Please distribute the attached preprinted survey forms to the students named at the top of each form. Forms will only be distributed to the youngest student in each family. Instructions on the form direct parents to mail the forms to the Division of Controller. There will be no need to maintain a supply of blank forms, since schools are no longer responsible for collecting and accounting for forms. Once you have distributed the forms, any questions from students or parents should be referred to Mrs. Judy Van Sickle, fiscal assistant, Division of Controller at 301-279-3039. Thank you for your support with this effort. SGD:vnb Attachment Copy to: Executive Staff Approved: _______________________________________ Larry A. Bowers, Chief Operating Officer
MEMORANDUM: Multiple Recipients Margins: Top1; Sides1; Bottom1 e-Mail approval Statement: Justified Heading: Line 1Department/ School Name; Line 2MONTGOMERY COUNTY PUBLIC SCHOOLS; Line 3City, State Date: 24 returns after Heading, center MeMoRanDuM: 2 returns after Date; all caps, underline To: 2 returns after MEMORANDUM From: 2 returns after To Subject: 2 returns after From Body: 3 returns after Subject; 2 returns after each paragraph
MEMORANDUM: Multiple Recipients Margins: Top1; Sides1; Bottom1 Header, Subsequent Pages: Recipient(s), align left; page #, center; date, align right Body: 3 returns after Header; 2 returns after each paragraph
MEMORANDUM: Multiple Recipients Margins: Top1; Sides1; Bottom1 Header, Subsequent Pages: Recipient(s), align left; page #, center; date, align right Body: 3 returns after Header; 2 returns after each paragraph
MEMORANDUM: Multiple Recipients Margins: Top1; Sides1; Bottom1 Header, Subsequent Pages: Recipient(s), align left; page #, center; Date, align right Body: 3 returns after Header; 2 returns after each paragraph Identifying Initials: 2 returns after Body Copy to notation: 2 returns after Identifying Initials; Recipient(s), indent 3 spaces on a new line for each entry approval Line: 23 returns after Copy to Notation
Memorandum: E-mail Margins: Top1; Sides1; Bottom1 e-Mail approval Statement: Justified Heading: 24 returns after E-mail Approval Statement; Line 1Department/School Name; Line 2MONTGOMERY COUNTY PUBLIC SCHOOLS; Line 3City, State Date: 24 returns after Heading, center MeMoRanDuM: 2 returns after Date; all caps, underline To: 2 returns after MEMORANDUM From: 2 returns after To Subject: 2 returns after From Body: 3 returns after Subject; 2 returns after each paragraph Identifying Initials: 2 returns after Body Copy to notation: 2 returns after Identifying Initials; Recipient(s), indent 3 spaces on a new line for each entry
This e-mail has been approved for distribution by Dr. Frieda K. Lacey, deputy superintendent of schools. No hard copy will be provided. Office of the Chief Academic Officer MONTGOMERY COUNTY PUBLIC SCHOOLS Rockville, Maryland
MEMORANDUM: Confidential
Margins: Top1; Sides1; Bottom1 e-Mail approval Statement: Justified Heading: 24 returns after E-mail August 14, 2007 Approval Statement; Line 1Department/School Name; Line 2MONTGOMERY COUNTY PUBLIC SCHOOLS; CONFIDENTIAL Line 3City, State MEMORANDUM Date: 24 returns after Heading, center To: Secondary Principals ConFIDenTIaL MeMoRanDuM: 2 returns after Date; all caps, From: Jody A. Leleck, Chief Academic Officer underline, left justified To: 2 returns after MEMORANDUM Subject: Release of Embargoed High School Assessment Data From: 2 returns after To Subject: 2 returns after From Body: 3 returns after Subject; 2 Today, the Maryland State Department of Education notified us that electronic data files forafter each paragraph returns the Maryland High School Assessment (HSA) and preliminary high school Adequate Yearly 2 returns Identifying Initials: after Body Progress (AYP) status designations will be sent to local school systems tomorrow, August 15, Copy to notation: 2007. These data will be publicly released on August 28, 2007, and are embargoed until that 2 returns after time. Information about school-level data and the appeals process will be forthcoming. Identifying Initials; Recipient(s), indent 3 spaces on a new line for each entry JAL:sjl approval Line: 23 returns after Copy to Notation
Copy to: Executive Staff
Approved: _____________________________________________________ Frieda K. Lacey, Deputy Superintendent of Schools
Department of School Safety and Security MONTGOMERY COUNTY PUBLIC SCHOOLS Rockville, Maryland [Date] MEMORANDUM To: Through: From: Subject: Principals and Directors Mr. Robert B. Hellmuth, Acting Director Ellen V. Carroll, Field Security Coordinator Tornado Safety Information
MEMORANDUM: Through Margins: Top1; Sides1; Bottom1 Heading: Line 1Department/ School Name; Line 2 MONTGOMERY COUNTY PUBLIC SCHOOLS; Line 3City, State Date: 24 returns after Heading, center MeMoRanDuM: 24 returns after Date; all caps, underline To: 2 returns after MEMORANDUM Through: 2 returns after To From: 2 returns after Through Subject: 2 returns after From Body: 3 returns after Subject; 2 returns after each paragraph
As a result of recent weather conditions, especially the violent thunderstorms and tornadoes that have occurred in the Midwest, South, and the recent incidents in Maryland (College Park and St. Marys County), the following important tornado safety information is being provided for you to share with students, staff, and parents. Also, please consider attaching this useful information to your local school crisis plan. This information was obtained from the Federal Emergency Management Agency (FEMA) and the National Oceanic and Atmospheric Administration (NOAA). This information is particularly important in the use of the NOAA weather alert radios provided to all schools. Parents should be reminded that the schools have such a radio and it is used for preparedness regarding emergency weather conditions. Tornado Safety in Schools Be prepared to respond to a wide range of weather-related emergencies such as severe thunderstorms, tornadoes, and winter storms. Designate internal spaces, such as interior hallways and classrooms, as safe areas to go to in the event of a tornado. Basements offer the best protection. Schools without basements should use interior rooms and hallways on the lowest floor and away from windows. Designate a staff person to monitor weather information from local radio and television stations, and to monitor the schools NOAA weather alert radio. Ensure that there is access to the megaphone in the schools emergency kit. If a power failure occurs as a result of a tornado; and the schools fire alarm system relies on electricity, the megaphone should be used in the event of a fire. Make special provisions for students and staff with special needs.
Principals and Directors
[Date]
MEMORANDUM:
Ensure that a member(s) of the on-site emergency team knows how to turn Through off the electricity and gas in the event that there is damage to the school building as a result of a Margins: Top1; Sides1; tornado. Bottom1
Initiate a Code Blue and provide students and staff with directions via the public addressleft; page #, Recipient(s), align center; Date, align right system during severe weather. Ensure student/staff accountability during all types of weather emergencies.
Body: 3 returns after Header; 2 returns after each paragraph
Header, Subsequent Pages:
About Tornadoes Tornadoes can occur at any time of the year; however, according to the National Weather Service, the peak activity period is March through early July. The average tornado moves from southwest to northeast and can produce whirling winds of tremendous speeds that can exceed several hundred miles per hour. Thunderstorms often produce large hail, strong winds, and tornadoes. Know the Difference: Tornado Watch vs. Tornado Warning It is important to know the difference between tornado watches and warnings. A tornado watch means that tornadoes are possible in the area and that you should remain alert for approaching storms. A tornado warning means a tornado has been sighted or indicated by weather radar. If a tornado warning is issued for the area, and the sky appears threatening, move to a predesignated place of safety and follow the Tornado Safety in Schools information listed below. Tornado Danger Signs The following information regarding tornado danger signs was obtained from FEMAs tornado fact sheet that can be accessed at the FEMA Web site, www.fema.gov. Occasionally, tornadoes develop so rapidly that advance warning is not possible. Look out for: o Dark, often greenish sky o Large hail o Wall cloud o Loud roar, similar to a freight train Caution: o Some tornadoes are clearly visible, while rain or nearby low-hanging clouds obscure others. o Before a tornado hits, the wind may die down and the air may become very still. o A cloud of debris can mark the location of a tornado even if a funnel is not visible. o Tornadoes generally occur near the trailing edge of a thunderstorm. It is not uncommon to see clear, sunlit skies behind a tornado.
Principals and Directors Immediate Response
[Date]
If a tornado warning is issued or threatening weather approaches, immediately seek safety. Quickly move students, staff, and visitors from relocatable/portable classrooms to the main building when safe to do so. Quickly move students and staff from outside activities into the main building. When practical, go to the basement or to an inside hallway at the lowest level. Avoid places with wide-span roofs such as auditoriums, cafeterias, or large hallways. Get under a piece of sturdy furniture such as a workbench or heavy table or desk and hold on to it. The National Weather Service has recommended that in the event of an actual tornado, students be instructed to assume the tornado protection position, i.e., on the floor in a tucked position with hands folded behind head. Use arms to protect head and neck. Stay away from windows. Do not open the windows. Consideration should be given to delay lunches or assemblies in large rooms, i.e., gymnasium, cafeteria, auditorium, when warnings are issued. If caught outside or in a vehicle with no safe place to go, the National Weather Service recommends lying flat in a nearby ditch or depression. Be aware of the potential for flooding.
Attached, for your information, is a copy of the May Safety Tip, Special Tornado Edition, published by the Montgomery County Fire and Rescue Services. Additional information about weather safety can be found at the NOAA Web site, http://www.noaa.gov. A brochure entitled, MEMORANDUM: Tornadoes... Natures Most Violent Storms, is an informative preparedness guide that includes Through safety information for schools and can be downloaded from http://www.nssl.noaa.gov/NWSTornado.Sides1; Margins: Top1; If you have questions regarding this information, please contact the staff at the Department of Pages: Header, Subsequent School Safety and Security, 301-279-3066. Recipient(s), align left; page #, EVC:fn Attachment Copy to: Executive Staff Approved: ______________________________________________ Larry A. Bowers, Chief Operating Officer ______________________________________________ Frieda K. Lacey, Deputy Superintendent of Schools
center; Date, align right Body: 3 returns after Header; 2 returns after each paragraph Identifying Initials: 2 returns after Body attachments: 2 returns after Identifying Initials Copy to notation: 2 returns after Attachments; Recipient(s), indent 3 spaces on a new line for each entry approval Line: 23 returns after Copy to Notation Bottom1
Margins: Top1; Sides1; Bottom1 Heading: Line 1Department/ November 2, 2007 School Name; Line 2MONTGOMERY MEMORANDUM COUNTY PUBLIC SCHOOLS; Line 3City, State Date: 24 returns after Heading, To: Members of the Board of Education center MeMoRanDuM: From: Jerry D. Weast, Superintendent of Schools 2 returns after Date; all caps, underline Subject: Approval of Advanced Placement and International Baccalaureate Tests To: 2 returns after MEMORANDUM as Substitutes for the Maryland High School Assessments From: 2 returns after To Subject: 2 returns after From Body: 3 returns after Subject; 2 The Maryland State Department of Education (MSDE) informed local school districts yesterday that paragraph returns after each effective with the 20062007 school year, high school students can opt to substitute certain 2 returns Identifying Initials: Advanced Placement (AP) and International Baccalaureate (IB) tests for the Maryland High Body after School Assessment (HSA) in English, algebra/data analysis, and government if they achieve specific scores after attachment: 1 return Identifying Initials to fit on on the substitute tests. one page Copy to notation: 1 return after As you know, we have been advocating since early 2006 for the flexibility to substitute AP/IB exam results in place of HSA scores. Maryland State Superintendent of Schools, Dr. Nancy Attachment to fit on one page; Grasmick, Recipient(s), indent 3 spaces initially indicated in a letter to Board of Education President Nancy Navarro on Octoberon a new line for each entry 12, 2006,
Office of the Superintendent of Schools MONTGOMERY COUNTY PUBLIC SCHOOLS Rockville, Maryland
MEMORANDUM: Board Memorandum
that the United States Department of Education (USDE) had finally approved this plan. It was only yesterday that we received the official news of this positive development, which places Maryland among the first states in the nation to offer students the ability to substitute passing AP/IB scores for state mandated assessments.
Under the No Child Left Behind Act of 2001 (NCLB), the USDE granted MSDE flexibility for the 20062007 through 20092010 school years to permit students to substitute designated AP and IB tests for the HSA in English and algebra/data analysis. After the first of the year, MSDE plans to submit a request to the USDE to allow successful performance on the AP or IB Biology examination to substitute for the corresponding HSA. Students also may substitute AP and IB tests for the HSA in government since this is not an NCLB Act required assessment. Attached please find a chart from MSDE that details allowable substitute tests and acceptable scores. MDSE will count students who achieve acceptable scores on substitute exams as proficient when determining Adequate Yearly Progress. The flexibility for the substitute exams has been granted from the USDE unless the requirements change as a result of the future reauthorization of the NCLB Act. I have asked Ms. Jody Leleck, chief academic officer, to work with MSDE to ensure that our students are able to take advantage of this substitution to avoid duplicative testing. I will continue to keep you informed. JDW:sjl Attachment Copy to: Executive Staff
MEMORANDUM: Board Update Margins: Top1; Sides1; Bottom1 Heading: Line 1Department/ School Name; Line 2MONTGOMERY January 22, 2008 COUNTY PUBLIC SCHOOLS; Line 3City, State Date: 24 returns after Heading, center MEMORANDUM MeMoRanDuM: 2 returns after Date; all caps, To: Members of the Board of Education underline To: 2 returns after MEMORANDUM From: Jerry D. Weast, Superintendent of Schools From: 2 returns after To Subject: 2 returns after From Subject: Update on State Board of Educations Guidelines for High School Assessment after Subject; 2 Body: 3 returns returns after each paragraph Identifying Initials: 2 returns after Body The purpose of this memorandum is to provide you with information on the High School attachment: 2 returns after Assessments (HSAs) recently received from the Maryland State Department of Education Identifying Initials (MSDE). This update deals with two issues: (1) the elimination of the minimum passingnotation: 2 returns after Copy to score for the HSA Combined-Score Option (Attachment A) and (2) the updated Bridge Attachment, indent 3 spaces on Plan for a new line for each entry Academic Validation (Attachment B).
Office of the Superintendent of Schools MONTGOMERY COUNTY PUBLIC SCHOOLS Rockville, Maryland
As a result of the State Board of Educations October 2007 decision, students entering high school in fall 2005 or later and using the Combined-Score Option will no longer need to meet the minimum score for any HSA. This means that to use the Combined-Score Option, students must earn a total of 1602 scale score points when their scores on all four assessments are combined or added together. The January 16, 2008, revision of the Bridge Plan for Academic Validation replaces the document released by MSDE on November 1, 2007. On Thursday, January 17, 2008, a meeting was held with all high school principals and appropriate central office staff to provide an overview of these two documents. Dr. Frieda K. Lacey, deputy superintendent of schools, has organized her staff to ensure that staff in schools receive the information and support they need to successfully implement the HSAs as changes are made by MSDE. If you have any questions, please contact Ms. Jody A. Leleck, chief academic officer, at 301-279-3566. JDW:lsh Attachments Copy to: Executive Staff
MEMORANDUM: Response Margins: Top1; Sides1; Bottom1 Heading: Line 1Department/ School Name Line 2 MONTGOMERY COUNTY PUBLIC SCHOOLS; Line 3City, State Date: 24 returns after Heading, center MeMoRanDuM: 2 returns after Date; all caps, underline To: 2 returns after MEMORANDUM From: 2 returns after To Subject: 2 returns after From Body: 3 returns after Subject; 2 returns after each paragraph
MEMORANDUM: Response Margins: Top1; Sides1; Bottom1 Header, Subsequent Pages: Recipient(s), align left; page #, center; Date, align right Body: 3 returns after Header; 2 returns after each paragraph Identifying Initials: 2 returns after Body attachments: 2 returns after Identifying Initials Copy to notation: 2 returns after Attachment, indent 3 spaces on a new line for each entry
Attachment Best Practices from Summer School Programs School-based: Instruction and Curriculum Maintenance of students academic skills Acceleration and extension of student learning Use of small group instruction and cooperative learning Continuity of instruction and provision of services for special education and ESOL students Use of manipulatives Fidelity to the clear, focused lesson plans provided to them, which focused very heavily on student engagement, discourse and interaction Use of media and technology services Additional time to provide increased support to at-risk students Multiple modalities of instruction to support different learning styles which afford students multiple avenues to success Manipulatives and games used in mathematics classes to help further the conceptual understanding of the objectives Cooperative learning and group work Opportunity for students to review and retain last years curriculum and preview next years to increase the likelihood of their success in the 20072008 school year Journaling techniques to increase students writing abilities Building skills for the successful transition of students from middle schools into a high school setting by augmenting their academic skills in English and mathematics Giving students the opportunity to have flexibility in the learning process by engaging technology Working with students in small groups
Assessment Development of a summer school report card that reflects student progress on individual skills as well as an assessment of learning skills Pre- and post-assessments to tailor instruction for students over the summer and for the next school year and to monitor their progress Allowing students to prepare and practice for the High School Assessments
Learning Environment Opportunity for students to become familiar with the learning routines and expectations of a school and a classroom teacher, thereby easing their transition into next years learning environment
Attachment Staff Hiring of highly qualified, certified, and dedicated teachers, often from the same school or cluster, who are fairly compensated for their critical work Ability to provide small student to teacher ratios Smaller class sizes to increase students access to computer technology to support their learning Opportunity for students to build relationships with school staff which are so critical to learning, creating bonds between them so that students may remain active and interested in their learning The involvement of all staff members in taking ownership in supporting all students and setting high expectations for them Recognizing students on-time and consistent attendance for each class taken and providing incentives for it Developing students abilities to self-reflect and self-evaluate so that they may increase their management of their learning Providing team building activities for students and teachers and, familiarizing students with a school building, staff, expectations, services, and programs Taking students on field trips to college campuses to help them begin to consider their post-secondary plans Taking students on site visits to augment the curriculum with real life experience, such as visits to government sites with government officials Using outside professionals as speakers to augment teacher instruction to promote students real world experience
Logistics Appropriate design of the Extended Learning Opportunities (ELO) program which is free; has the proper length, in terms of both the school day (a half day) as well as duration (4 weeks); and appropriate supports, such as the provision of free transportation and meals (both breakfast and lunch) The opportunity to be flexible with the length of time and the number of hours over which courses were offered Providing students the opportunity to concentrate more time on a subject with reduced distractions Financial assistance for program fees Enabling students to advance their credits
2
Attachment Parent/Volunteer Involvement Use of volunteers to provide small group and one-on-one instruction Outreach to parents by providing weekly newsletters which were sent home with the students Collaboration with the Linkages to Learning programs which provided additional literacy experiences for students and parents, a reading camp, and relevant field trips Provision of a parental involvement component for the program Using student volunteers to tutor
Community-based: Instruction and Curriculum Helping students to maintain their mathematics skills throughout the summer break by conducting mathematics reviews Structuring the engineering activities provided to ensure that students will have to use problem-solving skills to complete the tasks Using a well-rounded variety of activities to hold students interest in learning the subject at hand Providing weekly reading time with volunteers Playing strategic games with the students that require critical thinking skills Using a diversified arts program (during 1.5 hours per full session) which involves the visual arts, dance, drama, piano, and singing
Assessment Using pre- and post-assessment tools to guide student learning
Learning Environment Staff Hiring extremely dedicated instructors who love having the opportunity to create challenging, high quality curriculum with which to enrich childrens experiences in learning about social studies, science, and the arts Providing a low student to teacher ration (5:1) Taking children on library field trip
3
ACTION 2.2 Office of the Superintendent of Schools MONTGOMERY COUNTY PUBLIC SCHOOLS Rockville, Maryland January 8, 2008 MEMORANDUM To: From: Subject: Members of the Board of Education Jerry D. Weast, Superintendent of Schools African American History MonthFebruary 2008
MEMORANDUM: Resolution Margins: Top1; Sides1; Bottom1 Heading: Line 1Department/ School Name; Line 2MONTGOMERY COUNTY PUBLIC SCHOOLS; Line 3City, State Date: 24 returns after Heading, center MeMoRanDuM: 2 returns after Date; all caps, underline To: 2 returns after MEMORANDUM From: 2 returns after To Subject: 2 returns after From Body: 3 returns after Subject; 2 settlement of twenty paragraph returns after each Identifying Initials: 2 returns after Body
WHEREAS, The history of African Americans began in 1619 with the African Americans at Jamestown, Virginia; and
WHEREAS, In 1926, Dr. Carter D. Woodson, African American educator and historian, moved to officially recognize the achievements and contributions that African Americans make to our society; and
WHEREAS, African Americans have contributed significantly to the growth and development of the country and our county through their distinguished leadership in the fields of science, medicine, education, law, government, religion, the arts, and the humanities; and WHEREAS, African Americans currently represent 22.9 percent of the overall enrollment of the Montgomery County Public Schools; and WHEREAS, In 2007, African American students earned 1,062 scores of 3 or higher on Advanced Placement exams, accounting for 39.4 percent and 3.2 percent, respectively, of all Advanced Placement exams with scores of 3 or higher earned by African American public school students in Maryland and the nation; now therefore be it Resolved, That the Montgomery County Board of Education and superintendent of schools hereby declare the month of February 2008 to be African American History Month; and be it further Resolved, That the Montgomery County Board of Education and superintendent of schools encourage the staff, students, parents, and community to actively honor the contributions of African Americans in Montgomery County, the state, and the nation, and enhance the awareness of the impact of attitudes and expectations on the achievement of African American students. JDW:GB:oar
DISCUSSION 10.0 Office of the Superintendent of Schools MONTGOMERY COUNTY PUBLIC SCHOOLS Rockville, Maryland January 8, 2008 MEMORANDUM To: From: Subject: Members of the Board of Education Jerry D. Weast, Superintendent of Schools Update on MCPS/College Partnerships for Students
MEMORANDUM: Board Paper Margins: Top1; Sides1; Bottom1 Heading: Line 1Department/ School Name Line 2 MONTGOMERY COUNTY PUBLIC SCHOOLS; Line 3City, State Date: 24 returns after Heading, center MeMoRanDuM: 2 returns after Date; all caps, underline To: 2 returns after MEMORANDUM From: 2 returns after To Subject: 2 returns after From Body: 3 returns after Subject; 2 returns after each paragraph
Executive Summary
Higher education partnerships focus on providing access to college or university education experiences for every student. Since 1999, the Montgomery County Public Schools (MCPS) has significantly expanded these partnerships, affording students additional opportunities to learn about college and career paths, experience college-level instruction and settings, and to learn to view a college education as a realistic option. Higher education partnerships are aligned with the Board of Education Academic Priorities to develop, pilot, and expand improvements in secondary content, instruction, and programs that support students active engagement in learning and to strengthen family-school relationships and continue to expand civic, business, and community partnerships that support improved student achievement. Background The Montgomery College/Montgomery County Public Schools Partnership (Montgomery College/MCPS Partnership) was formed in 1996 and funded in 1999 through a joint request to the Montgomery County Council by Dr. Charlene Nunley, former president of Montgomery College, and me. This partnership has since flowered into over 19 different initiatives designed to provide students direct access to college courses and faculty, or to prepare students for college success. In October 2006, The University Systems of Maryland, Montgomery College, and MCPS agreed to a new Memorandum of Understanding (MOU). This MOU confirms the commitment of The University Systems of Maryland and Montgomery College to offer undergraduate-level coursework in MCPS. The Montgomery College/MCPS Partnership and the MOU, with The University Systems of Maryland, have led to beneficial growth in school and system-level programs that provide college experiences for many students.
Members of the Board of Education

Current Partnerships
January 8, 2008
MEMORANDUM: Board Paper Margins: Top1; Sides1;
MCPS has established student partnerships with Montgomery College; The University of Maryland; Bottom1 The University of Maryland, Baltimore County (UMBC); The University of Maryland University Pages: Header, Subsequent College (UMUC); The Maryland Institute College of Art (MICA); and The National LaborRecipient(s), align left; page #, College. Discussions are under way to establish partnerships with Coppin State University andcenter; Date, align right Towson Body: 3 returns after University. There were no direct student partnerships with high schools in 1999. Today, 17 high Header; 2 returns after each schools have partnerships with one or more of the above institutions and plans are to develop direct paragraph student partnerships with all high schools. Attachment 1, Montgomery County Public Schools Credit Opportunities by High School, is a list of the different credit programs offered at each high school. Partnership projects with Montgomery College support system initiatives related to preparing students for college success and offer college programs at various high schools to MCPS students at various levels of academic attainment (see Attachment 2, Montgomery College/Montgomery County Public Schools Partnership Projects Synopsis). The College Institute, Early Placement Program, and Gateway to College are three of the most prominent Montgomery College/MCPS projects. The College Institute was established as an opportunity for the highest achieving seniors to experience coursework beyond Advanced Placement (AP) courses. Students earn college credits on a high school campus during the regular high school day. Over 260 students at Gaithersburg, John F. Kennedy, Seneca Valley, and Thomas S. Wootton high schools are taking advantage of this partnership opportunity this year. The Early Placement Program is designed to extend the existing high school curriculum by offering opportunities for college-ready high school seniors to earn transferable college credits. All MCPS high schools can participate in the Early Placement Program with Montgomery College. The Gateway to College Program, located on Montgomery College campuses, offers an alternative to the traditional high school program. Students ages 1620 who are in danger of dropping out of high school may apply. Once accepted and enrolled in the program, they are provided supports to meet high school and college course requirements. The Gateway to College Program currently has 235 students enrolled. The signing of the October 2006 MOU with The University Systems of Maryland created the following student partnerships: A University of Maryland/Northwood High School partnership allows college-ready high school juniors and seniors to take classes on The University of Maryland campus during school hours. Seventeen students from Northwood High School completed courses at The University of Maryland campus during the school day in fall 2007.
The new Institute for Global and Cultural Studies (IGCS) at Wheaton High School is a partnership with UMBC and Montgomery College. Georgetown University also has partnered with Wheaton High Schools IGCS and provides professional development for staff and enrichment activities for students in the Institute. Implementation of this partnership began with a class of 18 students in fall 2006, and will be part of a significant expansion of academies at Wheaton High School in fall 2008.
January 8, 2008
MEMORANDUM: Board UMUC and MCPS are providing MCPS high school students with a virtual collegePaper
experience through the Virtual Early College Program. Students in various career pathwaysSides1; Margins: Top1; programs are provided opportunities to enroll in online credit-bearing collegeBottom1 courses. Students at Clarksburg and Quince Orchard high schools will be enrolled in the first Subsequent Pages: Header, online Recipient(s), align left; page #, college classes at UMUC this spring.
center; Date, align right Body: recently Header; 2 The University of Maryland, Walter Johnson, and Walt Whitman high schools 3 returns after returns after each paragraph
established a partnership to offer college courses to students during the school day. Thirty students, from both high schools, are taking college classes during both semesters of the 20072008 school year.
MICA and James Hubert Blake High School joined in a partnership to offer courses in the fields of ceramics, photography, and the fine arts. This partnership creates a satellite college campus at the high school after the regular school day and on weekends. Students, staff, parents, and community members can access classes at the undergraduate and graduate level. Implementation began in fall 2005. The National Labor College Program provides students with intensive work in the areas of applied reading, writing, and analytical skills needed for the range of careers in the construction trades. Students are introduced to opportunities offered by joint apprenticeship and union-sponsored training programs and explore the linkage between these pathways and the various options available through two- and four-year college degree programs. Students learn that apprenticeships are a valid, alternative path to higher education. Implementation of this partnership began in summer 2006, countywide.
Developing Partnerships Staff in the Department of Enriched and Innovative Programs works with prospective partners and administrators and counselors at high schools to develop strong partnerships that match institutional strengths with students interests and workforce demands. Reflecting a national trend, MCPS is developing programs that support science, technology, engineering, and math (STEM) instruction. Project Lead The Way (PLTW) is part of a national program network focusing on engineering. MCPS partnered with Montgomery College and UMBC to support PLTW at Wheaton High School. The recent expansion of The Universities at Shady Grove (USG) includes programs in engineering and boasts significant laboratory space. USG and Montgomery College partnered with MCPS to host Thomas S. Wootton High School College Institute classes at USG and to develop a new STEM laboratory program for Thomas S. Wootton students. Juniors have begun several STEM demonstration projects this fall to help MCPS staff determine the most important courses and knowledge strands for a successful program launch of PLTW in August 2008. The development of this new lab program is supported by a STEM grant from the Maryland State Department of Education. Earning College Credit Students can earn credit through access to college courses while still in high school, either at the high school site or on the college campus. Attachment 3, College Credit Opportunities for High School
January 8, 2008
MEMORANDUM:
Board Students, provides a description of the methods through which students may earn college credit. The Paper most common manner in which students earn college credit is through certified examination Sides1; Margins: Top1; programs such as those offered by the College Board and the International Baccalaureate Bottom1 Organization. Dual credit and dual enrollment options are offered through the development Subsequent Pages: Header, of an MOU with a partner institution. In addition, MCPS has developed articulation agreementsRecipient(s), align left; page #, with 14 center; Date, different institutions. Articulation agreements are established through an MOU between a collegealign right Body: returns after and MCPS to align programs to award college credit for successful completion of high school3course Header; 2 sequences, usually in the career and technology education clusters. Credits are awarded toreturns after each paragraph students only if they attend the specific college with which MCPS has an agreement.
Current Developments in Maryland In spring 2007, legislation passed by the Maryland General Assembly established the Dual Enrollment Grant Program (renamed The Early College Access Grant Program). The new legislation calls for the Maryland Partnership for Teaching and Learning, Pre-K16 (K16 Leadership Council) to create a need-based scholarship fund to support tuition and fees for college-ready high school students. Although the legislation passed to create the scholarship fund, monies have not yet been appropriated. The new legislation also requires the K16 Leadership Council to provide the governor and General Assembly with a comprehensive list of recommendations that surmount barriers to dual-enrollment and facilitate dual-enrollment opportunities. The recommendations include the following: Institutions of Higher Education and Local Educational Associations are encouraged to form partnerships designed to provide students enhanced educational opportunities, including access to college-credit bearing courses. Establish or maintain State policies that ensure that neither Pre-K12 nor higher education funding will be negatively affected. Identify regulatory barriers that interfere with early college access. Develop an intensive information program to inform students and parents about the academic work that is required to prepare for college, gain admission to college, receive financial aid, and graduate with a degree, prepared to pursue a career. Collect data to document trends in student retention and degree completion by those who have participated in early college access programs.
Recent National Reports Partnerships between local institutions of higher education and MCPS address research findings, such as those noted below, that highlight the benefits of K16 initiatives to ensure that all partners work together to promote student success at all academic levels.
January 8, 2008
MEMORANDUM:
Identifying Initials: 2 returns after Body A new report, The Postsecondary Achievement of Participants in Dual Enrollment: Anattachments:ofreturns after Analysis 2 Student Outcomes in Two States, issued by the National Research Center for Career and Technology Identifying Initials
Despite the past use of these programs by advanced students and the apparent Board Paper counterintuitive nature of the argument, policy literature, program information, and Top1; Sides1; Margins: practitioners advance a variety of reasons for why dual enrollment programs can serve Bottom1 a wide variety of students, especially students from backgrounds traditionally Subsequent Pages: Header, underrepresented in higher education Recipient(s), align left; page #, center; (Thomas Bailey and Melinda Mechur Karp, Promoting College Access and Date, align right Body: 3 Success: A Review of Credit-Based Transition Programs, Community College returns after Header; 2 returns after each paragraph Research Center Teachers College/Columbia University, November 2003)
Education, University of Minnesota (2007), provides one of the most comprehensive analyses to date of dual enrollment programs. This report highlights the critical role that dual enrollment opportunities play in student graduation from high school and college completion. Conclusion Partnerships are created to address the need for K12 institutions to create multiple pathways for students of all achievement levels to see college as a realistic option and to see themselves as capable of performing college-level work. Such experiences can help students prepare for the academic rigors of college, explore areas of interest and possible future career options, and provide the opportunity to earn college credit. MCPS has significantly expanded partnerships that directly benefit students and is now poised to expand these programs to every high school through the strong bond with Montgomery College and the newly forged relationship with The University Systems of Maryland. Present at the table for todays discussion are Mr. Erick J. Lang, associate superintendent, Office of Curriculum and Instructional Programs; Dr. Mary Kay Shartle-Galotto, executive vice president of academic and student affairs, Montgomery College; Ms. Elyse Korn, student, Gateway to College at Montgomery College; Ms. Eva Jannotta, student, University of Maryland/Northwood High School; and Dr. Stewart Edelstein, associate vice chancellor for academic affairs, The University Systems of Maryland, and executive director, The Universities at Shady Grove. JDW:smw Attachments
PRESENTATION PLAN
Update
Dr. Weast Dr. Lacey Mr. Lang Dr. Shartle-Galotto Ms. Korn Ms. Jannotta
Margins: Top1; Sides1; Bottom1 on MCPS/College Partnerships for Students Heading: Times New Roman, 14 pt. bold; 2 returns after first line of heading; 3 returns after Presentation Plan Discussion 10.0 second line of heading. Date and Time: 3 returns after heading Presentation Items: 3 returns January 8, 2008 after Date and time and 3 returns between items. 3:15 4:45 p.m. Body: Times New Roman, 12 pt. normal; 3 returns after Presentation Items; 2 returns Opening comments 2 minutesafter each paragraph
Background Connection to system initiatives Montgomery College perspective Gateway to College significance University of Maryland/Northwood High School collaboration Significance Perspective on new partnerships
1 minutes 5 minutes 5 minutes 6 minutes 6 minutes
Dr. Edelstein
5 minutes 60 minutes
Discussion of the Board of Education Present at the Board table:
Mr. Erick Lang, associate superintendent, Office of Curriculum and Instructional Programs Dr. Mary Kay Shartle-Galotto, executive vice president of academic and student affairs, Montgomery College Ms. Elyse Korn, student, Gateway to College at Montgomery College Ms. Eva Jannotta, student, University of Maryland/Northwood High School Collaboration
This sample is presented as an example of correct formatting only. This is not a template. Content may not reflect current information. The number of returns is based on the length of the document to allow for a balanced page. PresentationPlan 45
PRESENTATION Margins: Top1; Sides1; Bottom1
Present in the audience:
Dr. Judy Ackerman, vice president and provost, Montgomery College Mr. Martin Creel, director, Department of Enriched and Innovative Programs Dr. Genevieve Floyd, acting coordinator, Montgomery College/MCPS Partnerships Mr. Henry Johnson, principal, Northwood High School Ms. Charla Levine, consultant, MCPS Higher Education Partnerships Ms. Elena Saenz, director of academic initiatives, Montgomery College Dr. Clarice Somersall, acting vice president for academic initiatives and partnerships, Montgomery College Board member questions are welcome during this presentation. Board members should hold questions until the discussion period.
Talking Points Margins: Top1; Sides1; Bottom1 Heading: Arial, 16 pt. bold: Body: Arial, 14 pt. normal; bulleted list; 2 returns after each bullet
Update on MCPS/College Partnerships for Students Talking Points for Dr. Weast Board of Education Presentation: January 8, 2008 Discussion 10.0
Developing college/university partnerships was one of my goals when I came here as superintendent. In 1999 there were no direct higher education partnerships with individual high schools. Today, 17 high schools have partnerships with at least one college or university and the list is expanding.
These initiatives provide direct access to college courses and faculty to many students who may not have considered college as an option; broaden students and parents college awareness; increase preparation for success in college; and strengthen the academic foundation of our students. The relationships that we have entered into with our higher education partners enhance the ability of our students to compete in a global society. Rigorous college initiatives increase career opportunities and expand possibilities for every MCPS student. The college and university presidents are as committed as we are to ensuring success for every student. The collaboration between the institutions provides an advantage and an avenue to reach that goal. We will hear more about some of our initiatives from leaders at two of our partner institutions, and hear directly from students about the impact a few of our programs have made on them.
At this time, Ill turn it over to Dr. Lacey who will introduce our guests.
This sample is presented as an example of correct formatting only. This is not a template. Content may not reflect current information. The number of returns is based on the length of the document to allow for a balanced page. TalkingPoints 47
Letters
Letters are used as formal correspondence to MCPS employees and individuals outside of MCPS. The style here is intended only for documents distributed systemwide and communitywide. (See samples, pages 5363.)
Board of Educations/superintendents correspondence

A Board staff member assigns responsibility for preparation of replies to correspondence. The Office of the Superintendent is responsible for reviewing all correspondence prepared for the signature of the president of the Board of Education or another member of the Board. The correspondence is prepared in final form by the appropriate associate superintendent or department director for review by the Office of the Superintendent after review by the Office of the Chief Operating Officer or Office of the Deputy Superintendent of Schools.
Time limits for replying to incoming correspondence

Replies to incoming correspondence from members of the Board of Education, the County Council, other county officials, the Maryland State Department of Education, and the u.S. Department of Education are made within seven working days of receipt, unless another due date is specified in the incoming correspondence. Other correspondence requiring a reply is answered within 10 working days of receipt. If a substantive reply cannot be made within the above time limits, a letter acknowledging receipt and indicating when a reply can be expected is sent immediately.
Letter preparation for Board presidents signature

To prepare a letter for the Board presidents signature, print an original on Board stationery. Also prepare envelope(s) to addressee(s). After preparing the body of the letter and the closing, type Copy to: Members of the Board of Education Superintendent of Schools (use name) Deputy superintendent of schools/chief operating officer/chief of staff/chief academic officer/chief school performance officer/associate superintendents/community superintendents (use names) Name of appropriate associate superintendent preparing the letter (use name) Name of anyone mentioned in the letter so that these items will appear on the original and the copies
Time Limits
Incoming from elected officials: Incoming from all others: Reply within seven working days Reply within 10 working days
Preparing MCPS letters for signature

Administrative and supervisory personnel are authorized to sign correspondence within their areas of responsibility except as stated below: Correspondence to members of the Board of Education, the County Council (or other elected local, state, or national officials), and the state superintendent of schools is signed by the superintendent or, in his absence, by the acting superintendent. Correspondence initiated by staff members to the above officials is reviewed by the chief academic officer, school performance officer, the appropriate associate superintendent(s)/community superintendent(s), and approved by the deputy superintendent of schools, or chief operating officer before submission to the Office of the Superintendent. Remember to submit the original correspondence prepared for the signature of another individual with envelopes for distribution of the correspondence.
Letter preparation for superintendents signature

To prepare a letter for the superintendents signature, use the superintendents stationery. Prepare envelope(s) to addressee(s). After preparing the body of the letter and the closing, type the following so that these items will appear on the original: Copy to: Members of the Board of Education (if appropriate) Executive staff (if appropriate).
Letters 49
How to Prepare a Letter in General

See samples, pages 5363. 1. Letterheaduse appropriate MCPS office letterhead. 2. DatePosition the date six tab stops from the left margin. Note: For a letter to have a balanced appearance, it may be necessary to place the date at the right margin on some school stationery. Do not abbreviate the month and use figures for the date and year. Do not use suffixes such as st, rd, and th with dates. 3. MarginsThe margin is 1 inches on the top and 1 inch on sides and bottom, depending on the design of the letterhead. use modified block style in the body (i.e., paragraphs not indented). Note: The bottom margin may be adjusted by one or two lines to accommodate the length of the letter. 4. Inside AddressPlace the inside address at the left margin two to four returns below the date. It should occupy a minimum of three lines. When there is no street address, type the name of the city on the second line and the name of the state (spelled out) and ZIP Code on the third line. The inside address should be in block form. The first line includes the addressees title (Dr., Mr., Mrs., Miss, Ms.) and full name. The persons position, when appropriate, may follow the name on the same line or may be placed on the second line. If the name of the persons position requires two lines, indent the second line three spaces. Street, Avenue, Boulevard, Road, and the name of the state are not abbreviated. When the abbreviations, NW, NE, SW, and SE are used, a comma and a space precede NW, etc.; There are no spaces nor periods between the letters of the abbreviation. Information can be abbreviated on envelopes. Type the ZIP Code two spaces after the name of the state (not abbreviated). There is no comma between the state and the ZIP Code. 5. Attention LineLetters addressed to business firms or other types of organizations may be directed to the attention of a certain individual or department. Place the attention line at the left margin between the inside address and the salutation, with two returns above and below it. The name of the person or the department usually is considered sufficient here.
6. SalutationPlace the salutation at the left margin two returns below the inside address. The salutation is followed by a colon: Dr., Mr., Mrs., Miss, and Ms., are abbreviated but such titles as Senator or President are not. 7. Reference Line (RE:)The reference line should be aligned with the date, above the salutation. (See page 55.) 8. Body of the LetterThe body of the letter is in block form and begins two returns below the salutation or subject line, if used. 9. Complimentary CloseAlign the complimentary close with the date (6 tabs) of the letter and place it two returns below the last sentence in the body of the letter. For Dear Madam, Ladies, and Ladies and Gentlemen, use the complimentary close that best suits how formal or personal you need to be. Capitalize only the first word of the complimentary close. Follow the closing with a comma. Sincerely, Respectfully, Cordially, Sincerely yours, Best regards, 10. SignaturePosition the signature block six tab stops from the left margin so that it will align with the date. Align the full name and position of the sender four returns below the complimentary close. No signature line should extend beyond the right margin. When the name of the persons position occupies two lines, indent the second line three spaces under the complimentary close. 11. More than one senderAt times, two people may be sending the letter, in which case place the full name and position of the second sender four returns below the position information of the first sender. List two or more letter senders according to rank, that is, Board president, superintendent of schools, deputy superintendent of schools, etc. (See sample, page 57.) New style for letters with outside signatures. When preparing a letter that includes an outside signature, use a joint letterhead. For example, if you are preparing a letter that has the signatures of the superintendent and the president of Montgomery College, make sure both the MCPS and Montgomery College logos are used on the letterhead. When signing a letter or routine document for another person, sign the persons name and your initials slightly below and to the right of the signature. Note: The superintendent and deputy superintendent of schools do not delegate their signatures and, generally, it is not considered good office practice to do so. Signing a document for another person could cause
legal problems if there is a court challenge, unless a power of attorney has been granted. But when it is done on routine documents, make sure that the absentee signer is aware of what has been signed for in the persons absence. If material is dictated over the phone, type at the bottom of the document, dictated by [the person] and forwarded without signature, in the persons absence. 12. Identifying InitialsThe initials of the signer (in caps) and the typist (in lowercase) are separated by a colon and are placed at the left margin two returns below the signers position. 13. EnclosureIf appropriate, an attachment is indicated two returns below the identifying initials at the left margin. If more than one document is attached, the word Attachments is used. Note: attachment is used with memoranda and e-mail; enclosure is used with letters. 1 4. Copy To NotationWhen sending a copy of a letter to another individual, place the Copy to notation at the left margin two lines below the enclosure line, if used, or the identifying initials. The name is indented three spaces under the Copy to line. After listing the Board of Education, superintendent, chief operating officer, deputy superintendent of schools, and chief school performance officer, alphabetize individuals names. Include Dr., Mr., Mrs., Miss, or Ms. with the surname. When sending copies to all individuals holding the same type of position, show only the name of the position. For example: Copy to: Members of the Board of Education Chief operating officer (use name) Deputy superintendent of schools (use name) Chief school performance officer Chief academic officer (use name) Community superintendent(s)/associate superintendent(s) Chief technology officer (use name) 15. Second and Subsequent Pages Plain bond paper is used for the second and succeeding pages of a letter. The name of the addressee is placed at the left margin, 1 inch from the top of the paper. The page number is centered. The date of the letter is typed at the right margin.
If the letter is addressed to more than three people, on the second page, type each addressees name. Type the page number and date on the same line as the last person listed. Continue the body of the letter three returns below the heading of the second and succeeding pages. 1 6. StaplingDo not staple letters of more than one page together; do not staple enclosure to the letter. Staple pages of the copy together, however. Special Mailing InstructionsType AIRMAIL (with foreign mail only), CERTIFIED, etc., at the left margin of the letter in capitals, a double space below the dateline.
Letters 51
Salutations
Abbreviate only the titles Mr., Ms., Mrs., and Dr. Spell out all other titles, such as Professor and Father. Capitalize the first word as well as any nouns and titles in the salutation (e.g., Dear Mrs. Brand, Dear Sir). To one person (name, gender, and courtesy title preference known) Dear Mr. Smith: Dear Ms. Simpson: Dear Mrs. Gray: Dear Miss Wells: To one person (name known, gender unknown) Dear Robin Smith: Dear A. J. Moore: To one person (name unknown, gender known) Dear Madam: Dear Sir: To one person (name and gender unknown) Dear Sir or Madam: Dear Madam or Sir: To one woman (courtesy title preference unknown) Dear Ms. McCoy: Dear Shelly McCoy: To two or more men Dear Mr. Nguyen and Mr. Walters: To two or more women Dear Mrs. Chao, Miss Perez, and Ms. Smith: Dear Mrs. Jordan and Mrs. Ortiz: (See Gregg Reference Manual, 10th edition, page 378 for more extensive examples.)
Here are some examples: Place: Montgomery County Executive Addressee: The Honorable Isiah Leggett Montgomery County Executive Executive Office Building 101 Monroe Street Rockville, Maryland 20850 Salutation: Dear Mr. Leggett: Place: Addressee: Montgomery County Council The Honorable Michael Knapp Member, Montgomery County Council Stella B. Werner Council Office Building 100 Maryland Avenue Rockville, Maryland 20850 Salutation: Dear Council Member Knapp: Place: Addressee: Maryland State Government The Honorable Martin OMalley Governor, The State of Maryland The State House Annapolis, Maryland 21404 Salutation: Dear Governor OMalley: Place: Addressee: Salutation: Place: Addressee: Salutation: Place: Addressee: Salutation: Place: Addressee: Salutation: Maryland General Assembly, State Senate The Honorable Jennie M. Forehand Maryland State Senate James Office Building, Room 223 Annapolis, Maryland 21401-1991 Dear Senator Forehand: Maryland General Assembly, House of Delegates The Honorable Delegate Kumar P. Barve Maryland House of Delegates Lowe Office Building, Room 361 Annapolis, Maryland 21401-1991 Dear Delegate Barve: District Office, U.S. House of Representatives The Honorable Christopher Van Hollen, Jr. u.S. House of Representatives 11141 Georgia Avenue Wheaton, Maryland 20902 Dear Representative Van Hollen: District Office, United States Senate The Honorable Barbara A. Mikulski united States Senate Wheaton Plaza South, #503 Wheaton, Maryland 20902 Dear Senator Mikulski:
Salutations for elected officials

All elected officials should be addressed as The Honorable , except the President of the united States, who is addressed as The President. Proper salutation is Dear Mr. President. For members of the u.S. Congress, the salutation for senators (also Maryland state senators) is Dear Senator ; for members of the u.S. House of Representatives and Maryland House of Delegates the salutation is Dear Representative (or Delegate) , or Dear Mr., Mrs., Ms. . For members of the County Council or the county executive the salutation should be Dear Mr., Mrs., Ms. , or Dear Council member.
MARYLAND
Letterhead: Official MCPS letterhead MARYLAND Margins: Top1.5; Sides1; Bottom1 (depending on design of letterhead) Date: 6 tab stops from left margin address: 24 returns after Date Salutation: 2 returns after Address Body: 2 returns after Salutation; 2 returns after each paragraph Complimentary Closing: 2 returns after Body Writers name: 4 returns after Complimentary Closing; 6 tab stops from left margin Writers Position: 1 return after Writers Name; 6 tab stops from left margin Identifying Initials: 2 returns after Writers position
LETTER: General
September 11, 2004
Ms. Northville, Michigan 48166 Dear Ms.
Thank you for your thoughtful letter of September 1, 2004, in which you express your appreciation for your grandsons physical education teacher at Elementary School, , who also attended your family while on lifeguard duty at Ocean City this summer. It is uplifting to read your account of Pauls rewarding relationship with Mr. Judging from your description of this dedicated educator and his depiction in the photograph that you enclosed, he is having an exemplary influence. The educational advice that Mr. provided to Paul and your other grandchildren regarding safety at the beach characterizes him as a professional who carries his commitment to enriching young lives beyond the boundaries of his classroom. I am pleased to hear that he loves kids, as you put it, and I join you in applauding him for extending their learning opportunities into real-life experience during their summer vacation. Thank you for taking the time to share your observations with me and for sending me this charming photograph. Please convey my best wishes to Paul for the best of success in school. Respectfully,
Jerry D. Weast, Ed.D. Superintendent of Schools JDW:js
Ofce of the Superintendent of Schools 850 Hungerford Drive, Room 122 Rockville, Maryland 20850 301-279-3381
Ofce of the Superintendent of Schools

This sample is presented850 Hungerford Drive, Room 122 This is not a template. Content may not reflect current information. as an example of correct formatting only. Rockville, Maryland 20850 301-279-3381 The number of returns is based on the length of the document to allow for a balanced page. Letters 53
MARYLAND
LETTER: Regarding
Letterhead: Official MCPS letterhead Margins:A R Y LSides1;D www.montgomeryschoolsmd.org M Top1.5; A N Bottom1 (depending on design of letterhead) Date: 6 tab stops from left margin address: 24 returns after Date Re: 2 returns after Address; 6 tab stops from left margin Salutation: 2 returns after RE September 11, 2004 Body: 2 returns after Salutation; 2 returns after each paragraph Complimentary Closing: 2 returns after Body Writers name: 4 returns after Ms. Complimentary Closing; 6 tab stops from left margin Northville, Michigan 48166 Writers Position: 2 returns after Writers Name; 6 tab stops from left margin Identifying Initials: 2 returns after RE: ______________________________________ Writers Identification
Dear Ms.
Thank you for your thoughtful letter of September 1, 2004, in which you express your appreciation for your grandsons physical education teacher at School, Mr. who also attended your family while on lifeguard duty at Ocean City this summer. It is uplifting to read your account of Pauls rewarding relationship with Mr. . Judging from your description of this dedicated educator and his depiction in the photograph that you enclosed, he is having an exemplary influence. The educational advice that Mr. provided to Paul and your other grandchildren regarding safety at the beach characterizes him as a professional who carries his commitment to enriching young lives beyond the boundaries of his classroom. I am pleased to hear that he loves kids, as you put it, and I join you in applauding him for extending their learning opportunities into real-life experience during their summer vacation. Thank you for taking the time to share your observations with me and for sending me this charming photograph. Please convey my best wishes to Paul for the best of success in school. Respectfully,
Jerry D. Weast, Ed.D. Superintendent of Schools JDW:js


MARYLAND
LETTER: Multiple Signatures
Letterhead: Official MCPS letterhead Margins: Top1.5; Sides1; Bottom1 www.montgomeryschoolsmd.org MARYLAND (depending on design of letterhead) Date: 6 tab stops from left margin Salutation: 2 returns after Date May 17,2006 Body: 2 returns after Salutation; 2 returns after each paragraph May 17, 2006 Complimentary Closing: 2 returns after Body Writers name: 4 returns after To Our Valued Adult Students: Complimentary Closing; 6 tab stops from left margin Writers Position: 1 return after Writers This summer, the Montgomery County Public Schools (MCPS) is transferring its adult education Name
programs to Montgomery College and the Montgomery County Recreation Department. You will continue to be able to access many of the same course offerings with the same instructors in many of the same community locations to which you have grown accustomed. In fact, we anticipate that our adult education students will have access to an even broader selection of adult education courses as a result of the transfer.
The change will occur effective July 1, 2006. The college will provide instruction in business and finance, communication arts, computers and technology, languages, parent education, parent workshops, and SAT preparation courses. The Recreation Department will provide instruction in art, culinary arts, health and personal growth, and music. These course offerings will continue to be offered with many of the same instructors in community locations throughout the county. If you have any questions, please call the MCPS Adult Education Office at 301-517-5005, or look for us online at www.mcpsadulted.org. Also, check the Department of Recreation Web site at or the Montgomery College Web site at for details. Respectfully,
Jerry D. Weast, Superintendent of Schools
Charlene Nunley, President, Montgomery College
Gregory Director, Montgomery County Recreation Department

M A Community D RYLAN
Letterhead: Official MCPS letterhead Margins:A R Y L A N D M Top1.5; Sides1; Bottom1 (depending on design of letterhead) Date: 6 tab stops from left margin address: 24 returns after Date Salutation: 2 returns after RE Body: 2 returns after Salutation; 2 returns after each paragraph Complimentary Closing: 2 returns after Body Writers name: 4 returns after Complimentary Closing; 6 tab stops from left margin Writers Position: 1 return after Writers Name; 6 tab stops from left margin Identifying Initials: 2 returns after Writers Position Copy to notation: 2 returns after Identifying Initials; Recipient(s), indent 3 spaces on a new line for each entry
LETTER:
April 20, 2007
Col. Zadok Magruder High School 5939 Muncaster Mill Road Rockville, Maryland 20855 Dear Parents, Staff, and Students:
I know you will join me in congratulating Mr. Lee Evans on being named principal at Col. Zadok Magruder High School, effective April 20, 2007. My staff and I are pleased to have him officially join the Magruder Cluster schools. We wish him much success in continuing to serve your school and looking forward to seeing him lead you in accomplishing great things in his tenure as your principal. Sincerely,
Adrian B. Talley Community Superintendent ABT:mmh Copy to: Mr. Kress Mr. Bedford Dr. Brake Dr. Newsome
Ofce of School Performance 850 Hungerford Drive, Room 100 Rockville, Maryland 20850 301-315-7377

MARYLAND Multiple Pages

Letterhead: Official MCPS letterhead Margins: Top1.5; Sides1; Bottom1 MARYLAND (depending on design of letterhead) Date: 6 tab stops from left margin address: 24 returns after Date Salutation: 2 returns after Address Body: 2 returns after Salutation; 2 returns after each paragraph
LETTER:
I am writing in response to your letter dated June 1, 2007, to Dr. Jerry D. Weast, superintendent of schools, regarding the quality of instruction at both Greenwood Elementary School and Rosa Parks Middle School. As a result of your letter, I have asked Ms. Sarah L. Pinkney-Murkey, principal of Rosa Parks Middle School, and Mr. Christopher A. Wynne, principal of Greenwood Elementary School, to do an investigation into your concerns. Both Ms. Pinkney-Murkey and Mr. Wynne expressed surprise by the fact that you had not addressed these matters with them.
Ofce of School Performance 850 Hungerford Drive, Room 100 Rockville, Maryland 20850 301-315-7377

LETTER: Multiple Pages Header, Subsequent Pages: Set 1 top margin; Recipient(s), align left; page #, center; Date, align right; 3 returns Body: 2 returns after each paragraph Complimentary Closing: 2 returns after Body Writers name: 4 returns after Complimentary Closing; 6 tab stops from left margin Writers Position: 1 return after Writers Name; 6 tab stops from left margin Identifying Initials: 2 returns after Writers Position Copy to notation: 2 returns after Identifying Initials; Recipient(s), indent 3 spaces on a new line for each entry
LETTER: Community Notification Letterhead: School letterhead Margins: Top1.5; Sides1; Bottom1 (depending on design of letterhead) Date: 6 tab stops from left marginSalutation: 24 returns after Date Body: 2 returns after Salutation; 2 returns after each paragraph Complimentary Closing: 2 returns after Body Writers name: 4 returns after Complimentary Closing; 6 tab stops from left margin Writers Position: 2 returns after Writers Name; 6 tab stops from left margin Identifying Initials: 2 returns after Writers Position
SCHOOL LETTERHEAD Date
Dear Students, Parents, and Staff:
This letter is being sent to inform you of recent vandalism at ____High School, and the initiation of a police investigation into those responsible for this damage. The school was damaged with two broken windows and several outside walls were spray painted with graffiti, including swastikas and profanity against staff members. There also was one small piece of graffiti in a classroom that contained an unspecified threat. We reported the vandalism and the threat to the Montgomery County Police and the Montgomery County Public Schools Department of School Safety and Security. This type of incident is rare for ____ High School, but we are taking it very seriously. Consequently, we have arranged for extra visits by additional school security officers as well as county police over the next several days. Anyone with information about this incident is encouraged to contact school administration, school security, or the police in confidence. A reward has been offered for the name(s) of person(s) responsible for making these threats. We are asking students to be vigilant and report any incidents or concerns to me or any staff member. All reports will be treated confidentially. If you have any questions or any information related to this situation, please contact me personally. My phone number is 301-000-0000. Sincerely,
[Principals Name] Principal ABC:def
This sample is presented as an example of correct formatting only. This is not a template. Content may not reflect current information. The number of returns is based on the length of the document to allow for a balanced page. Letters 63
Additional Writing Tips

Netiquette: Etiquette for E-mail
Microsoft Outlook is Montgomery County Public Schools electronic mail, conference, calendar, address book, task organizer, and online communications system. With Microsoft Outlook, users can exchange e-mail with other users; exchange e-mail with users on other systems; transfer several files quickly, using file attachments; engage in electronic conferences with other users on a variety of topics; and communicate with other users online. You can even start a journal to help you keep track of how much time youve spent working on a project. Microsoft Outlook is an excellent organizing tool in our efforts to support instruction in the classroom and meet Success for Every Student. E-mail has fast become as integral to the work place as regular paper mail. Its popularity has made it necessary to create some basic rules of conduct for working with this medium. Knowing the dos and donts of working with email is like having good table manners. Its better to have than not have them. Here are some practical tips to make your e-mail experience more orderly and effective. 1. Include a meaningful subject line. use your Subject line to alert the receiver to what the message is all about. Readers who receive many e-mails will often check the subject line first to decide whether to read your message promptly, later, next week, or never. A message with a blank subject line or a very general subject (e.g., question) will more than likely have a low priority to recipients. You will get a faster response by using an accurate and descriptive subject line. 2. Keep it short. One of the benefits of e-mail is the ability it gives us to communicate quickly and concisely. Do not lose that with long-winded messages. However, be cautious with your use of abbreviations, such as LOL, BRB, and others. Many people do not know what those mean. For business communications, it is important to be as clear as possible; if readers do not understand something, theres a possibility of miscommunication. 3. Do not shout. Avoid using all caps when composing your e-mail. Its the equivalent of SHOuTING at your reader(s). It also makes your message difficult to read and may well overwhelm your reader(s). 4. Use your address book. When sending an e-mail to a long list of recipients, consider using the address book function in Microsoft Outlook. It does not list all recipients in the To header. Having to scroll past a long list of addresses to get to the message itself can be disconcerting to many recipients. Also, many people may not like having their e-mail address displayed to others. Creating and using an address book in Microsoft Outlook is a convenient way of sending e-mail to groups of people with Microsoft Outlook accounts. The address book contains personal mailing lists, but you can create a list with a single identifying name. For example, you could create a personal mailing list with the names of science teachers. use a simple title, such as Science Teachers. When you want to send a message to those people in that group, simply address it to Science Teachers. 5. Reply to the appropriate people. Regarding Reply All: Only the most relevant work-related messages should be sent to all recipients. Private messages, or messages that only apply to a few people, should never be sent this way. Be careful when sending. People often press the Reply All icon inadvertently. In Microsoft Outlook you may select one of the following options: Reply All (to the sender and all other names in the original message), or Reply Sender (to the sender whose name is on the To line of the original message). 6. Avoid sending e-mails prematurely. It is good practice to leave the address line empty or address it to yourself as you compose it. This will help you avoid the embarrassment that sometimes arises when you accidentally send an e-mail before it is finalized. 7. Avoid misunderstandings. E-mail lends itself to be used conversationally, as one would speak over the phone. But without the nonverbal cues that accompany and clarify a spoken conversation, e-mails can be ambiguous and easily misconstrued, despite the best intentions of the writer. Keep the following tips in mind in order to communicate clearly and avoid misinterpretation in your daily e-mail correspondence: Always reread your e-mails, especially if you prefer to use a conversational tone. If you use irony in your conversation, beware of its potential to be misconstrued, especially if the recipient is not familiar with your conversational style. Consider that the e-mail will appear in a different context and must present its message clearly, relying
Netiquette: Etiquette for E-mail 65
8.
9.
10.
11.
only on the words as they appear on the page, just as a memorandum or letter would be read by its recipient. Avoid trying to resolve or discuss a sensitive or complex topic that would be best dealt with by speaking with someone over the phone or in person. A good rule to follow is if you cant write a letter about it, then dont write an e-mail either. Check before you send. While our e-mail culture is full of its own special terms, it is best to always reread your messages before sending to make sure there are no grammatical or spelling errors. use the spell check feature. Also, be smart about what you put in writing. unlike regular mail, an e-mail is a permanent record. Whenever you can, park important e-mails in the Outbox for a while and review them before sending. Always reply. Be polite; always respond to your messages. Try to stick to a 24-hour response time depending on your availability. But keep in mind that some situations are urgent and require a shorter response time. If someone sends you a long e-mail, it is appropriate to acknowledge the effort, even if you do not have time to return the favor word for word right away. Its sufficient to say, for example, Thanks for the update. I look forward to catching up more. If you are going to be out of the office for an extended period (usually more than 24 hours), you should always use the Microsoft Outlook Out of Office Assistant feature. This is a convenient way to set expectations with regard to your response time. Monitor your e-mail. Check your e-mail at least twice per day. Most people use e-mail in order to receive an immediate response, and if they do not hear from you within a reasonable amount of time, they might think you are ignoring them.
References
Before you hit send: crafting workplace e-mails to avoid mishaps. Tennille M. Robinson. Jan. 2008. Black Enterprise. E-mail etiquette. Cecil Donahue. Nov. 2007. GQ. Netiquette. Peggy Post. 2001. www.emilypost.com. your Guide to E-mail. Heinz Tschabitscher. 2005. http:// email.about.com/od/emailnetiquette.html.
Keeping it Professional
E-mail is the latest version of a business letter or interoffice memorandum; think accordingly. Make it look professional. (Tip from Tennille M. Robinson, Black Enterprise magazine.) Never send anything you wouldnt be comfortable hearing read back to you in an entirely different context; like your bosss office or a courtroom. (Tip from Cecil Donahue, GQ magazine.) Reminder: Check that your contact/mailing lists are updated periodically to show only active members.
Checklist for Creating Correspondence

Bulletsformatting Large dot (), indented five spaces from the left margin. Business lettersformatting Place date six tab stops from the left margin. Tab six times for closing block to align with date. Capitalization Do not capitalize position titles unless they precede names. Capitalize names of offices, departments, divisions, units, and schools. Capitalize program and initiative when they follow a title/name. Only the first word in a permanently hyphenated compoundthat is, one found in the Merriam-Websters Collegiate Dictionary, 11th ed. (www.m-w.com/home. htmis capitalized in headings or titles. Jobs for Part-time Students Cost-effective Training Methods Soft-boiled Eggs Found to Contain Salmonella Law-abiding Citizens Form Neighborhood Watch Group Labor-intensive Products Long-range Planning Copy to hierarchy: County Council Members of the Board of Education Superintendent of schools Chief operating officer and/or deputy superintendent of schools Chief academic officer Chief school performance officer Associate superintendent(s)/community superintendent(s)/chief technology officer (in alpha order) Other MCPS staff members (in alpha order) Individuals outside MCPS (in alpha order) If the county executive, County Council, and other such officials are included, check with the Board office to clarify order. Font use Times New Roman 12 point for all correspondence. Headings and subheadings use boldface for headings and italics or boldface for subheadings. Do not underline.
Memoranda Center date When using multiple addresses, follow the same rules as the Copy to hierarchy listing. Do not use abbreviations in the subject line. Put three returns between the subject line and the first line of text. Boldface headings and italics or boldface subheadings. Do not underline. Spell out acronyms at first mention, with the acronym in parentheses (except in the subject line). use the acronym at any further mention of the name.
Page numbering (page 2 and subsequent pages)

For memoranda: Center at top of the page For letters: For reports: Center at top of the page Center at bottom of the page
Salutations Only the first word of the salutation and the name of the person addressed or the noun used in place of the name are capitalized. Dear Sir: Most Honorable Sir: Spelling MCPS uses the Merriam-Websters Collegiate Dictionary, 11th ed. (www.m-w.com/home.htm). As a general rule, when alternate spellings exist, use the first spelling in Websters. The dictionary is also useful to learn the roots and history of a word and to get information on such issues as forms of address. Titles use quotation marks for minor titles (e.g., for newspaper and newsletter articles). Italicize titles of books, brochures, and published reports.
Hyphenation: Tips on dividing words

Here is a summary of traditionally accepted hyphenation rules. Proper names should not be divided, and a persons initials or an abbreviated title or part of a name (such as Mr. Dr., III, or Jr.) should not be separated from the name. Short wordsthose of five letters or fewershould not be broken if possible. One-syllable words (fenced, jogged, prayer) should not be broken.
ChecklistforCreatingCorrespondence 67
Words should not be divided at single letters, at either the beginning or the end of a line (over, even, iris). End syllables of two letters should not be carried to the next line (dowel, clinic, barker). Words, when possible, should be divided after prefixes and at the natural breaking point for solid compound words (pre-cursor, lumber-yard, hand-kerchief). Also, when pronunciation allows, words containing Latin and Greek roots should be divided at those roots (antibiotic, petro-chemical, centi-meter, heli-copter). Hyphenated compound words should be broken only at the hyphen. Words should be divided between adjoining consonants (eigh-teen, cin-nabar, don-key); if a word has three or more consecutive consonants, keep one consonant with the preceding vowel (dis-tribute, atmosphere) unless the break results in mispronunciation. Words ending in -ing are divided on the base word (sing-ing, writ-ing) except when the final consonant is doubled to form a participle (refer-ring, admitting, begin-ning). If the original verb ends in -le, one or more of the preceding consonants are usually carried over with the -ing (puz-zling, whis-tling). Words of three or more syllables are divided on the vowel if pronunciation allows (lati-tude, harmo-nize, demonstra-tor). Words ending in -ible and -able are broken before those suffixes except when the root word loses its original form when -ible or -able is added (cita-ble, palpa-ble, negotia-ble). These endings are never divided: -ceous, -cial, -cient, -cion, -cious, -scious, -geous, -gion, -gious, -sial, -tial, -tion, -tious, and -sion. Contractions should not be divided (doesnt, couldnt). Abbreviations are never hyphenated (Ph.D., i.e.). Numbers should not be divided, but when long numbers make division unavoidable, they should be divided at the comma, retaining the comma. Numbers should stay on the same line with abbreviated units of measurement (640 MB) and with symbols, such as degree signs (72F).
The rule on numbers, when to spell out

Spell out numbers in the following instances: One through nine Larger numbers when used as approximates: about a hundred soldiers were killed. Special Usage: Age: 18 years old; a 3-year-old student; in his twenties Dates: Ninth century, 20th century; 20002002; 1990s; January 18, 2002; April 2002 (no comma); May 18 (not May 18th) Quantities: use numerals for numbers above nine. For example: one, two, three nine; 10, 11, 12 If a sentence includes numbers both above and below nine, use numerals for all the numbers. For example: There were 5 participants from Georgia and 12 from Florida. Express round numbers above 1 million in numerals + words: 13 million. Spell out percent: 80 percentunless working on a document that is heavily mathematical or statistical in nature. use commas in four-digit numbers: 1,409 Do not use commas with page numbers: p. 1409
Taken from The New York Public Library Writers Guide To Style and Usage, 1987.
Proofreading the final draft

When looking at the final typeset page, proofreaders should also be aware of these typographic traditions: No more than two consecutive hyphens should fall at the ends of lines. The last word in a paragraph should not be divided; if the break is unavoidable, then the majority of the word should carry to the last line. The last word on a right-hand page should not be divided.
MCPSDocumentStyle Tips
Displaylists
The following guidelines relate to display lists in MCPS documents. A display list is best introduced by a complete grammatical sentence, followed by a colon. Items carry no closing punctuation, unless they consist of complete sentences. A display list may be numbered or bulleted. Ideally, bulleted lists should have a minimum of two items, each displayed on a separate line. There is no firm rule about the maximum number of items in a list, but be aware that readers can lose track in a long list. Indent bullets or numbers five spaces from the margin. The text in each bulleted item must be grammatically parallel to the other bulleted items in the list; i.e., if one item is a complete sentence, they all should be complete sentences. If one item is written in the second person, the others should match. An incorrect list: The rules should be changed so that players are not so vulnerable. Ejection of a player for spearing or blindsiding. Write a letter warning of these suspect practices to the pertinent officials. The correct way to list the items: The rules should be changed so that players are not so vulnerable. Players should be ejected for spearing or blindsiding. A letter of warning of these suspect practices should be sent to the pertinent officials. There are two primary list styles used in MCPS documents: 1. Some lists are introduced by a complete sentence, like this one, and you must do the following: End the introductory sentence with a colon. Capitalize the first word in each item. Punctuate as follows: o use no punctuation at the end of items only when they are short sentence fragments and have no extra punctuation (commas or semicolons). For example: The foreign office reviews the following: 1) Legal problems 2) Financial problems 3) Medical issues 4) Search and rescue operations
o However, end each item with a period if they are complete sentences, which always end with a period. For example: The activities James had to do to earn an A in English were as follows: Read eight novels during the semester. Maintain an average score of 93. Attend all classes. Technically, the items in this list are imperative (command) sentences with an implied subject, so you may use periods after each entry or you may omit the punctuation if you are treating them as short sentence fragments. 2. In a list introduced by an incomplete sentence (a broken sentence list) the list reads as a sentence that has been broken into a list, the introductory phrase ends with either no punctuation or an em dash (), the items (sentence fragments) begin with a lowercased letter, the items end with a comma (or semicolon), the next-to-last bullet ends with a comma (or semicolon), and the word and, the last item ends with a period. For example: The activities James had to do to earn an A in English were 1) read eight novels during the semester, 2) maintain an average score of 93, and 3) attend all classes. The activities James had to do to earn an A in English were 1) read eight novels during the semester, 2) maintain an average score of 93, and 3) attend all classes. For example: The main responsibilities of the foreign office are assisting with legal issues; financial, medical, and cultural problems; and search and rescue operations. The main responsibilities of the foreign office are assisting with legal issues; financial, medical, and cultural problems; and search and rescue operations. Note that if the bulleted list contains items that are two lines or more, you must add two returns after each item.
MCPSDocumentStyleTips 69
For example: The following documents must be presented at the time of enrollment: Students birth certificate with parent name, immunization record, and social security number. Proof of residency. Student transcript and withdrawal papers from previous school.
It is also used to separate a word or words from a phrase that summarizes or explains those words: Paid holidays, subsidized health insurance, and free parkingthese are the only benefits I require.
En dash
An en dash is the equivalent of the word to. It is used to separate letters and numbers, especially when a range or time span is given: The gift shop in the lobby is open MondaySaturday, 10:00 a.m.6:00 p.m. The test will cover chapter 12, sections AF, so read pages 212275. There should be no spaces before or after em dashes and en dashes. WRONG: The test will cover chapter 12, sections A F. CORRECT: The test will cover chapter 12, sections AF.
Note: Information on dashes taken from Cormier, Robin. 1995. ErrorFree Writing: A Lifetime Guide to Flawless Business Writing. New Jersey: Prentice Hall.
Serial commas
MCPS style preference is for a comma before the conjunction and in a series, because it contributes to clarity and ease of reading.
Hyphen
The hyphen is used at the end of a line to show that part of the word has carried over to the next line. The hyphen is used to join words to form compound words. Compound adjectives that modify nouns are hyphenated. For example: Ahmed learned decision-making skills in his management class. Noun phrases used as adjectives are hyphenated. For example: Mary decided to take a stay-at-home job. Always hyphenate fractions when they are used as modifiers. For example: She owned a two-thirds share. Note: Do not hyphenate fractions when they are used as nouns. For example: His share was three fifths.
Dashes
The distinction between hyphens and dashes was once important mainly to typesetters. There was no em dash key on a typewriter, so writers who worked on typewriters had to improvise by typing two hyphens to make an em dash and typing one hyphen to make an en dash. Now, there is a full range of special characters at our disposal when we use word processing and desktop publishing software, but many people still key dashes as if they were using a typewriter. Em dashes and en dashes were given names that indicate their length. The em dash is as long as the width of the letter m, and the slightly shorter en dash is as long as the width of the letter n. The actual size varies from typeface to typeface. The hyphen is shorter than both types of dashes and should not be used in their places. using real em dashes () and en dashes () instead of hyphens (-) gives a document a more professional look.
Em dash
An em dash is used to separate an interrupting clause from the rest of the sentence: He came to my officewithout calling in advanceand demanded to see me immediately.
Proofreading and Proofreaders Marks

Standard proofreaders marks are traditionally used by editors to communicate with authors and printers. They are just as useful to anyone who proofreads or makes edits to a document. They help reduce the number of rounds of changes to a document; and they help make corrections more legible to the person making the changes. 1. use a RED pencil; the color is easier read. 2. Take the time to make sure your marks are legible so as to avoid confusing the person making the changes. 3. See Gregg Reference Manual, 10th Edition for more examples. 3. Link to this Web page and move your cursor over the proofreaders mark to see it used in contextwww.eeicom.com/staffing/marks.html.
Copyright 2007. Taken from www.eeicom.com/
ProofreadingandProofreadersMarks 71
Answers to Frequently Asked Questions

The that/which dilemma: Which one to use when
Both which and that are relative pronouns used to refer to places, animals, objects, ideas, and qualities. To improve clarity [and avoid ambiguity], many writers and editors make this distinction: The word which is used to introduce a clause containing informative but nonessential (nonrestrictive) information. Because the information in this clause is additional and therefore unnecessary to the meaning of the sentence, commas are placed before the word which and at the end of the clause. For example: Note that in the following sentence, the which clauses could be deleted and the meaning of the sentence would remain the same. This speech, which would have softened poor Mrs. Lyndes heart in a twinkling, had no effect on Mrs. Barry except to irritate her still more. (Lucy Maud Montgomery, Anne of Green Gables) The word that is used to introduce a clause containing essential (restrictive) information. Because the information in the clause is essential to the meaning of the sentence, no commas are used. Without the information in the clause, the following sentences would have a completely different meaning. Beware all enterprises that require new clothes. (Henry Thoreau) In five minutes, she solved the problem that I had been working on for three hours. man is a politician whos been dead 10 or 15 years. (Harry Truman) The exact number of trees that were cut down is still unknown.
Affect or effect
Confusion of these two words is perhaps the most common error in the English language. These simple mnemonics may help. To affect is to have influence on. For example: Audience reaction affects a speakers confidence. To effect is to cause something to happen. For example: Effect a solution to the problem by making the effort. Effect is also a noun that means result. Affect, a noun used in psychology, means emotion.
Who or whom
To decide whether to use who or whom in a sentence, follow these steps: 1. Isolate the who/whom clause from the rest of the sentence. 2. Delete the word who or whom. There will now be a gap in thought, usually at the beginning or end but sometimes in the middle of the phrase. The words may need to be rearranged to make sense. 3. Fill the gap with he or him. If he completes the thought, then who is correct. If him completes the thought, then whom is correct. The fact that him and whom both end in m makes this easy to remember.
Taken from The New York Public Library Writers Guide To Style and Usage, 1987.
Is it its or its?
By far the most common pronoun error is using its for the possessive pronoun its. Its is a contraction meaning it is. The error is seen frequently in signs, advertisements, and other printed matter created by nonprofessional writers and editors, but its not uncommon to see its used incorrectly in newspapers and magazines. Heres how to make sure of the correct form. Substitute the phrase it is to determine the correct pronoun; if the sentence makes sense, its is the correct form. Virtue is (its/its) own reward. Virtue is it is own reward. (This does not make sense, so its is correct.) (Its/Its) a grand night for singing. It is a grand night for singing. (This makes sense, so its is correct.)
Special word usage

We no longer use the when referring to Montgomery County Public Schools. We now use website, instead of Web site. This is an exception from the Merriam-Websters Dictionary. When referring to numbers, use the words more than instead of over. For example: The supplies cost more than $20,000.
Who or that
The pronoun who is used when referring to persons. The pronoun that is used when referring to objects. A politician is a man who understands government, and it takes a politician to run a government. A statesAnswerstoFrequentlyAskedQuestions 73
How to get those curly quotation marks and commas

To ensure that you always get true typographers apostrophes and quotation marks (curly quotes or smart quotes) as you type your document in Microsoft Word, go to Tools on your menu bar. Click on Auto Correct. Click on Auto format As You Type. Check the box titled Straight quotes with smart quotes. See sample below.
Photocopying and Publishing Services

Editorial, Graphics & Publishing Services (EGPS) offers graphic communications design and production services to Montgomery County Public Schools (MCPS). www. montgomeryschoolsmd.org/departments/egps/. Our products include the following: School handbooks Newsletters Daily planners Event promotions and displays Student workbooks, exams, and assessment booklets Letterhead and envelopes Course catalogs Teacher curriculum guides Parent information brochures Community outreach booklets Administrative and financial reports Business cards Pocket folders Certificates Forms (including Adobe Acrobat interactive and NCR [carbonless copy paper]) Invitations Memo pads Posters Manual and updates administrative staff on changes to MCPS style for preparing correspondence and other documents for publications we design. The Editorial Help Desk also edits reports and other documents on request. Contact the Editorial Help Desk at 301-517-8139. The EGPS Copy Center uses digital color and high-speed copiers to offer on-demand duplicating services. This work group offers various product enhancements, including tabbed dividers, color stock, and several binding styles. Contact the EGPS Copy Center at 301-275-3110.
Copy-PlusA special service for schools

www.montgomeryschoolsmd.org/departments/copyplus/ School staff may submit all documents needed for classroom instruction, homework, and student assessments to be photocopied, using the special job envelopes provided in the schools. Documents will be photocopied and delivered to your school in one week. There will be no charge-back to your school. Our photocopy machines feature everything commonly available on the photocopy machine used in your school, including 1- and 2-sided copies in black ink only 8 x11 page size 3-hole drilled, collated, and stapled in sets Heavy color-stock covers How to use Copy-Plus 1. Gather your Documents 2. Complete the appropriate Copy-Plus form (Math Assessment or e-mail order form) 3. Place documents and form in Copy-Plus envelope or e-mail to copyplus@mcpsmd.org. 4. Place in Pony mail at your school for pick up. 5. Wait for delivery in one week from time of pick-up. For further information, contact Mr. Felix ubiera, CopyPlus coordinator at 301-251-4492 or 301-251-4493, or go to the website (see above).
Services and Work Groups

The EGPS Customer Service Desk responds to inquiries from our many customers throughout the schools and central services. Staff members provide product samples and suggestions and refer customers to the various work group specialist, within EGPS. The Customer Service Desk is located in the Carver Educational Services Center, Room 21. Call 301-279-3110. The EGPS Graphics and Photography Services Team produces photography, illustrations, logos, charts, Adobe Acrobat interactive forms, and the comprehensive layouts associated with formal publications and other graphic communications. The EGPS Print Shop produces all the school systems major publications. For inquires and price quotes, contact the Customer Service Desk at 301-279-3110. The EGPS Editorial Help Desk responds to call-in and e-mail inquiries concerning grammar style and standards and questions associated with publishing. The Editorial Help Desk also manages the MCPS Correspondence
Printing,Photocopying,andGraphicsServices 75
How to Submit a Document

Once your material has been finalized and approved by your supervisor, you should do the following: Documents requiring layout, design, and printing o Schedule a prepublication meeting to discuss your project, set up a timeline, and meet your project coordinator and the EGPS publications manager. you should have a distribution list to submit at this time. This is important in helping us plan the most efficient way to design and package the publication for delivery. o E-mail the document file(s) as an attachment to the Customer Service Desk. A customer service representative will help you fill out and sign a requisition and submit a copy of the document. To complete the form, you will need to know the number of copies you want printed and the delivery date. If the document is a reprint or update of a publication previously published by EGPS, include a copy of the original publication. Be prepared to fill out a packing slip with information on distribution. Documents to be reproduced o Submit document by e-mail in PDF format. For large-run jobs (more than 30,000 copies), also please submit a hard copy of the document (for quality control purposes). For jobs under 30,000 copies, a customer service representative will help you fill out and submit a requisition. o If the document is not available electronically, submit a hard copy with the pages numbered in nonreproducible blue pencil.
The Nondiscrimination Notice

The nondiscrimination notice is required on all publications prepared by MCPS for widespread distribution to staff, parents, students, and the community. EGPS inserts this notice on the back of all such publications. Questions concerning this notice may be referred to the Public Information Office at 301-279-3391. The notice reads, as follows: This document is available in an alternate format, upon request, under the Americans with Disabilities Act, by contacting the Public Information Office, at 850 Hungerford Drive, Room 112, Rockville, MD 20850, or by phone at 301-279-3391 or via the Maryland Relay at 1-800-735-2258. Individuals who need sign language interpretation or cued speech transliteration in communicating with Montgomery County Public Schools (MCPS) may contact Interpreting Services in the Deaf and Hard of Hearing Program at 301-517-5539. MCPS prohibits illegal discrimination on the basis of race, color, gender, religion, ancestry, national origin, marital status, socioeconomic status, age, disability, physical characteristics, or sexual orientation. Inquiries or complaints regarding discrimination or Title IX issues such as gender equity and sexual harassment should be directed to the Office of the Deputy Superintendent of Schools at 301-279-3126, via the Maryland Relay at 1-800-735-2258, or addressed to that office at 850 Hungerford Drive, Room 129, Rockville, MD 20850.
What You Should Know About Copyright Law

If your document contains more than one page of information copied from another publication, you need permission in writing to use it. Please look for the date and accompanying information on the publication you want to copy. use that information to contact the author or publisher to get permission to make copies and include the number of copies, and your purpose for making those copies. Please give us a copy of your letter to the author. If you have any questions about copyright law, please contact the curriculum librarian, MCPS Professional Library, 301-279-3227, or the coordinator, Evaluation and Selection of Instructional Materials, at 301-279-3272.
Distribution Systems
The MCPS Pony Express
MCPS provides a postage-free interschool and interoffice mail service (the Pony) to expedite communications within the school system. In addition to scheduled deliveries to schools, the Pony delivers mail addressed to the following: All MCPS facilities Board of Education Office (CESC) Caithness Shelter Home Mail addressed to the following is picked up and distributed by the county: County agencies County Council Office Building (Stella B. Werner Building) County Courthouse County Executive Office Building County Service ParkMaintenance, Transportation, Food Services Court Evaluation Team Maryland National Capital Park and Planning Commission Montgomery CollegeGermantown, Rockville, and Takoma Park (mail is delivered to the Rockville Campus for distribution) Montgomery County Association of Administrative and Supervisory Personnel (MCAASP) Montgomery County Business Roundtable for Education (MCBRE) Montgomery County Council of Parent Teacher Associations (MCCPTA) Montgomery County Education Association (MCEA) Montgomery County Teachers Federal Credit unionGermantown, Kensington, and Rockville Montgomery County public libraries SEIu Local 500
5. Include school, office (e.g., department, or division and location of the office, for example, CESC, Montgomery College). Note: Do not use the school number in place of the school name. 6. When there is a mailing to all schools, it is sufficient to indicate Principal and name of school on the envelope. 7. Make only one copy of a confidential memorandum and file it in a separate, special place. To mail this type of memorandum, type CONFIDENTIAL in all caps, underlined, in the lower left area of the envelope or use a red stamp. Always seal the white envelope and place it inside a properly addressed Pony envelope. Special Mailing InstructionsType AIRMAIL (with foreign mail only), CERTIFIED, etc., at the left margin of the letter in capitals, a double space below the dateline.
PONY ROUTE #1 Bells Mill ES Bethesda Transportation & Maintenance Beverly Farms ES Brown Station ES Cabin John MS Carderock Springs ES Churchill HS Clopper Mill ES Cold Spring ES Darnestown ES Diamond ES Dufief ES Fields Road ES Great Seneca Creek ES Hoover MS Jones Lane ES Kingsview MS Lakelands Park MS Marshall ES Matsunaga ES & Longview School McNair ES Monocacy ES Muddy Branch Transportation Northwest HS Poole MS Poolesville ES Poolesville HS Potomac ES
Steps for preparing mail for processing in the mail room

1. Cross out the address preceding the block to be used on the interdepartmental mail envelope. 2. use the address blocks in sequence. 3. Fill all blocks on one side of the envelope before using the reverse side. 4. use the full name or position title and address.
(continued on next page)
DistributionSystems 77
Quince Orchard HS Rachel Carson ES RICA Ridgeview MS Ritchie Park ES Seven Locks ES Stone Mill ES Taylor Center Travilah ES Wayside ES PONY ROUTE #2 Baker MS Century 21 Clarksburg Depot Clarksburg ES Clarksburg HS Clearspring ES Clemente MS Daly ES Damascus ES Damascus HS Fox Chapel ES Gaithersburg MS Germantown ES Goshen ES Hadley Farms (M, W, F) Lake Seneca ES Little Bennett ES Martin Luther King MS McAuliffe ES Model Learning Center Montgomery Village MS Neelsville MS & upcounty Infant Peppertree (Wed. only) Resnik ES Rockwell ES Rocky Hill MS Sally Ride ES SEIu Local Seneca Valley HS Skillful Center South Lake ES Stedwick ES upcounty & Staff Development Waters Landing ES Watkins Mill ES Watkins Mill HS Whetstone ES Woodfield ES PONY ROUTE #3 Ashburton ES Bannockburn ES Bethesda ES Bethesda-Chevy Chase HS
Bradley Hills ES Burning Tree ES Central Records Chevy Chase ES Concord Center (M, W, F) Einstein HS Farmland ES Garrett Park ES Glen Haven ES Hands On Science (Friday only) Kensington Parkwood ES Luxmanor ES Lynnbrook Center McKenny Hills Newport Mill MS North Bethesda MS North Chevy Chase ES Oakland Terrace ES Pyle MS Rock Creek Forest ES Rockview ES Rosemary Hills ES Sligo MS Somerset ES Stephen Knolls & Child Find Tilden MS Viers Mill ES Walt Whitman HS Walter Johnson HS Westbrook ES Westland MS Wood Acres ES Woodlin ES Wyngate ES PONY ROUTE #4 Argyle MS Banneker MS Bel Pre ES Belmont ES Blake HS Briggs Chaney MS Brooke Grove ES Burtonsville ES Cannon Road ES Cashell ES Cloverly ES Colesville Center (Wed. only) Drew ES Fairland ES Farquhar MS Flower Valley Galway ES Georgian Forest ES Greencastle ES
Greenwood ES Harmony Hills ES Magruder HS Olney ES Page ES Paint Branch HS Parkland MS Redland MS Rock Creek Valley ES Rosa Parks MS & East County Sequoyah ES Sherwood ES Sherwood HS Smith Center Stonegate ES Strathmore ES West Farm Depot PONY ROUTE #5 Blair HS Broad Acres ES Burnt Mills ES Cresthaven ES East Silver Spring ES Eastern MS Edison Forest Knolls ES Glenallen ES Highland ES Highland View ES Jackson Road ES Kemp Mill ES Kennedy HS Key MS Lee MS Montgomery Knolls ES New Hampshire Estates ES Nix ES Northwood HS Oakview ES Pine Crest ES Piney Branch ES Randolph Maintenance & Rolling Terrace ES Silver Spring Day Care (Wed. Silver Spring International MS Sligo Creek ES Spring Mill Center Springbrook HS Takoma Park ES Takoma Park HS Westover ES
Whtie Oak MS yMCA (Wed. only) PONY ROUTE #6 451 Hungerford Drive Beall ES Candlewood ES Children's Resource Center Emory Grove Center Flower Hill ES Food Services Forest Oak MS Hawk's Warehouse Lincoln Center Print Shop LMCAPS / E & S MCEA Mill Creek Towne ES Richard Montgomery HS Rock Terrace Shady Grove Maint./Transp. Shady Grove MS Strawberry Knoll ES Supply Main Office PONY ROUTE #7 Barnsley ES Carl Sandburg Center College Gardens ES Edison Center Fallsmead ES Frost MS Gaithersburg ES Gaithersburg HS Julius West MS Karma/Caithness Lakewood ES Loiederman MS Mark Twain/Fleet St. Alt. Maryvale ES Meadow Hall ES Rocking Horse Center Rockville HS Rosemont ES Shriver ES Summit Hall ES Twinbrook ES Washington Grove ES Weller Road ES Wheaton HS Wheaton Woods ES Wood MS Wootton HS
All locations not listed on the any of the routes are serviced directly from Carver Educational Services Center.
Abbreviations
Acronyms used by Montgomery County Public Schools are now available in a separate publication, MCPS Acronyms Guide. This publication is available from EGPS. Too many abbreviations in a document can be distracting to readers, who may have to decipher and keep track of the alphabet soup. Whenever an abbreviation is in order, however, spell out the name or term when it first occurs, with the abbreviation immediately following in parentheses (for example, Attention Deficit Disorder (ADD)). If you are working on a long document, such as a report, consider spelling out the acronym again at the beginning of each section. The two-letter abbreviations (for example, MD for Maryland) were created by the u.S. Postal Service and should be used only with ZIP Codes in addresses. To search for ZIP Codes to match addresses, go to http://zip4.usps.com/zip4/welcome.jsp Montana Nebraska Nevada New Hampshire New Jersey New Mexico New york North Carolina North Dakota Northern Mariana Islands Ohio Oklahoma Oregon Palau Pennsylvania Puerto Rico Rhode Island South Carolina South Dakota Tennessee Texas utah Vermont Virgin Islands Virginia Washington West Virginia Wisconsin Wyoming MT NE NV NH NJ NM Ny NC ND MP OH OK OR PW PA PR RI SC SD TN TX uT VT VI VA WA WV WI Wy
State abbreviations
In an address, spell out the name of the state or use the two-letter postal abbreviation of the state name. Alabama AL Alaska AK American Samoa AS Arizona AZ Arkansas AR California CA Colorado CO Connecticut CT Delaware DE District of Columbia DC Federated States of Micronesia FM Florida FL Georgia GA Guam Gu Hawaii HI Idaho ID Illinois IL Indiana IN Iowa IA Kansas KS Kentucky Ky Louisiana LA Maine ME Marshall Islands MH Maryland MD Massachusetts MA Michigan MI Minnesota MN Mississippi MS Missouri MO
In a Canadian address, express the name of the province as a two-letter abbreviation: Alberta AB British Columbia BC Manitoba MB New Brunswick NB Newfoundland NF Northwest Territories NT Nova Scotia NS Ontario ON Prince Edward Island PE Quebec PQ Saskatchewan SK yukon Territory yK
DCC MCPS
E LO S A I L CTE
Abbreviations 79
SP O
Miscellaneous abbreviations
use the abbreviations a.m. and p.m. in expressions of time (include periods). These should be lowercase. Abbreviate units of measure when they occur frequently. units of measure are now commonly abbreviated without periods. The abbreviations are the same for the singular and the plural. yd yard, yards ft foot, feet mi mile, miles oz ounce, ounces gal gallon, gallons lb pound, pounds rpm revolutions per minute cpi characters per inch mph miles per hour Note: the abbreviation in (for inch or inches) may be written without a period if it is not likely to be confused with the preposition in. In nontechnical writing, spell out units of measure. An 8-by-11-inch book a 150-acre estate a 20-gallon container Be consistent in the use of articles. In general, before an acronym (a short form that is pronounced as a word) do not use an article. For example: MADD held a special meeting in the community center. Before an abbreviation (which is spelled out letter by letter in speech) use the article. For example: The Board reviewed the superintendents report.
Index
A
Abbreviations 79 Action Required By/Action Due Line 4 Address book, creating and using in Microsoft Outlook 65 Affect or effect 73 Agenda 7 Age, special usage 68 Approval line 4 Attachment 4 Attention line 50
G
Gregg Reference Manual, 10th Edition iii, 71
S
Salutations 52, 67 for elected officials 52 Samples Agenda 7 Letters, Community 59 Community notification 63 General 53 Multiple pages 61 Multiple signatures 57 Regarding 55 Memoranda, Action Due 11 Board Memorandum 27 Board Paper 39 Board update 29 Confidential 21 General 9 Multiple Recipients 15 Refer Questions To 13 Resolution 37 Response 31 Through 23 Presentation plan 45 Talking points 6, 47 Second and subsequent pages 5 Serial commas 70 Signature 49 Smart quotes 74 Special mailing instructions 51, 77 Spelling 67 Stapling 5, 51 State abbreviations 79 Style tips 69 Subject line 4 Superintendents talking points 6
H
Heading and date 4 Headings and subheadings 67 How to submit a document for publishing 76 Hyphenation 67, 70
I
Identifying initials 4, 51 Inside address 50 Its or its 73
B
Body of memorandum 4 Bulleted lists 69
J
Joint letterhead 50, 57
C
Canadian address 79 Capitalization, special usage 67 Checklist, for creating correspondence 67 Columbia Guide to Online Style iii Copy Center 75 Copy-Plus 75 Copyright Law 76 Copy to hierarchy 67 Copy to Notation 4, 51 Curly quotation marks and commas 74
L
Letters 4951 Lists 69
M
Margins 4, 50 Meeting agendas 7 Memorandum 1, 3 Merriam-Webster Collegiate Dictionary, 11th Edition iii Miscellaneous abbreviations 80
D
Dashes 70 Dates, rules on 68 Display lists 69 Documents requiring layout, design, and printing 76 Documents to be reproduced 76 Duplicating services 75
N
Netiquette 65 Nondiscrimination notice 76 Numbers, when to spell out 68
P
Page numbering 67 Photocopying services 75 Photography services 75 Pony Express 77 Pony routes 77 Preface iii Preparing mail for processing 77 Presentation plan 6, 45 Printing services 75 Print Shop 75 Proofreading 68 Proofreading and proofreaders marks 71 Publishing services 75
T
Talking Points for Dr. Weast 6, 49 That/which 73 Titles of books, brochures, reports 67 To Line 4
E
Editing MCPS Board Memoranda 5 Editorial, Graphics & Publishing Services (EGPS) 75 Editorial Help Desk 75 E-mail 1, 19, 21, 65, 66 Reply All 65 Reply Sender 65 Em dash 70 Enclosure 51 En dash 70 Executive summary 6
W
Who or that 73 Who or whom 73
Z
ZIP Codes, link to 79
F
Font 67 Formal correspondence 49 Format 4 Frequently asked questions 73 From line 4
Q
Quantities 68
R
Replying to incoming correspondence, time limits for 49
Index 81

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Correspondence Manual

a style guide to writing for mcps 2oo8 revised edition

Office of the Superintendent MONTGOMERY COUNTY PUBLIC SCHOOLS Rockville, Maryland

Brian Edwards Chief of Staff

2008 MONTGOMERY COUNTY PUBLIC SCHOOLS

PhotocoPying and Publishing services

All MCPS employees

Principals or Selected Principals

How to Prepare a Memorandum in General

To the Office of the Superintendent of Schools

Board Materials (See Board Paper, page 39.)

Presentation Plan (See sample, page 45.)

General Meeting Agendas

1:102:00 p.m. 2:003:00 p.m. 3:003:50 p.m. 3:504:00 p.m.

Next Meeting: Wednesday, October 24, 2007, 1:004:00 p.m.

High School Principals

Approved: _______________________________________________ Frieda K. Lacey, Deputy Superintendent of Schools

federal funds that will be used to support the operating budget.

Copy to: Executive Staff

Approved: _____________________________________________________ Frieda K. Lacey, Deputy Superintendent of Schools

Principals and Directors

Header, Subsequent Pages:

Principals and Directors Immediate Response

MEMORANDUM: Board Memorandum

Assessment Using pre- and post-assessment tools to guide student learning

Members of the Board of Education

Members of the Board of Education

Members of the Board of Education

Members of the Board of Education

1 minutes 5 minutes 5 minutes 6 minutes 6 minutes

Discussion of the Board of Education Present at the Board table:

PRESENTATION Margins: Top1; Sides1; Bottom1

Present in the audience:

Board of Educations/superintendents correspondence

Time limits for replying to incoming correspondence

Letter preparation for Board presidents signature

Preparing MCPS letters for signature

Letter preparation for superintendents signature

How to Prepare a Letter in General

Salutations for elected officials

September 11, 2004

Ms. Northville, Michigan 48166 Dear Ms.

Jerry D. Weast, Ed.D. Superintendent of Schools JDW:js

Ofce of the Superintendent of Schools

Jerry D. Weast, Ed.D. Superintendent of Schools JDW:js

Ofce of the Superintendent of Schools

LETTER: Multiple Signatures

Jerry D. Weast, Superintendent of Schools

Charlene Nunley, President, Montgomery College

Gregory Director, Montgomery County Recreation Department

Ofce of the Superintendent of Schools

April 20, 2007

Ofce of the Superintendent of Schools

MARYLAND Multiple Pages

Ofce of the Superintendent of Schools

SCHOOL LETTERHEAD Date

Dear Students, Parents, and Staff:

[Principals Name] Principal ABC:def

Additional Writing Tips

Netiquette: Etiquette for E-mail 65

Checklist for Creating Correspondence

Page numbering (page 2 and subsequent pages)

Hyphenation: Tips on dividing words