Brand Standards & Guidelines

Our Name

When referring to our organization, our full name (Berrien RESA) should be said or used.

 

• Do not use any other variation. Variations of our name erodes clarity and perception of our organization. BRESA* and RESA are not acceptable forms of our name.
   
• When writing Berrien RESA, "RESA" should be in all CAPS.
   

* Exception to the rule:  "BRESA" can be used in file names and social media hashtags.

Examples: math-leader-network-BRESA-pl-flyer.pdf  and  #theBRESAdifference

Our Mission Statement

Optimizing student outcomes through collaboration and transformation

When used as a mission statement, we do not include a period at the end because it is a standalone fragment or phrase, not a complete sentence.

 

Correct (no period)

This is the standard stylistic approach for mission statements, which often prioritize clarity and brevity over grammatical completeness.

 

Correct (with a period)

IF our mission statement is being used within a complete sentence a period WOULD be used.
i.e. "Our mission is to optimize student outcomes through collaboration and transformation."

 

Incorrect (with period in this context)

While not grammatically wrong, it's less common and may feel unnecessarily formal or rigid.

Who Benefits from Plain Language?

Everyone!

Using plain language is a critical aspect of making content accessible to as many people as possible including people with disabilities and people who may not speak English as their first language. 

Plain language is about writing in a clear, concise and well-organized way to reach a much broader audience with information they can understand. 

It is conversational, friendly and less intimidating. 

Because you are an expert in your subject matter, this can be difficult and does take some practice.

Strive to Write/Speak at a 6th Grade Level

This applies to all types of communications written and spoken. When in doubt, reach out! The Communications Office is happy to help.

You can also test the readability of your content using the Hemingway App. It highlights lengthy, complex sentences and common errors. You can copy and paste your text into the app and get immediate readability feedback:

• Identify the grade reading level of the writing.
• Highlight the use of passive voice and adverbs.
• Provide simpler alternatives for complex or lengthy words.
• Spotlight difficult-to-read sentences.

Tips

• Address the reader directly (use pronouns like “you”). This is more conversational and accessible. It helps the reader understand that you are sharing information meant specifically for them.
   
• Use an active voice, not passive.
   
• Be concise. Omit excess and redundant words.
   
• Write for your audience. Who are they and what do they need to know?
   
• Use everyday words and avoid professional jargon and acronyms! If you are referencing a term that has an acronym later in your text, spell out the acronym and follow it with the letter behind it. (Ex. The parent will be invited to an Individualized Education Plan (IEP) meeting.) BUT... if you can avoid using the acronym all together, do so.
   
• Keep it short! Long paragraphs (more than 150 words) discourage readers from trying to understand your material. The same goes for long sentences and sentences with jargon and acronyms. 
   
• Have the Communications office read your document for understanding or test the readability of your content using the Hemingway App.

Examples: Instead of... Use...
 

Constituent OR  Stakeholder	The people we help/serve OR better yet be specific about WHO you are talking about! Example: Superintendents, parents/guardians, students, etc.
Compliance is the expectation	You must follow the law
To initiate the application process	To apply for a job
Open enrollment occurs annually at the end of the school year	Sign-up for classes every summer
in order to	to
preclude	prevent
solicit	ask for
with the exception of	except for
commence	start
consequently	so
prior to	before
should you wish	if you want
The Michigan Career & Technical Institute serves adults with disabilities, 18 years or older, who are seeking to develop their vocational skills and gain the confidence needed to secure competitive employment opportunities. Candidates need the skills necessary to live independently and navigate campus.	The Michigan Career & Technical Institute helps adults with disabilities, who are 18 or older, to learn job skills and build confidence to find good jobs. Students need to have the skills to live on their own and get around campus.

Additional Resources

The Center for Plain Language (website)

PlainLanguage.gov (website)

National Adult Literacy Agency's Checklist for Documents (pdf)

Writing for Disabilities

To write inclusively, it is important not to define a person by their disability, whether it be physical, developmental or emotional. A person’s disability should only be mentioned if it is relevant to the story you are telling, and you should do so in a way that puts a person first.

You may have heard someone referred to as a “disabled person,” thus describing them as a person second to their disability. The best description is “a person with a disability.” Better yet, you should describe someone as a “person with/who has/who is (name the specific disability).” Again, this is only if it is relevant to the story being told. Keep in mind that a disability is not always visible to the naked eye and you should never make assumptions about a person and what their disability may or may not be.

It is important to avoid negative connotations when referring to a person with a disability. For example, someone is not “confined to a wheelchair,” they “use a wheelchair.” Avoid making judgements about one’s circumstances. Others do not “suffer” from a disability, they simply have a disability.

If you are referring to someone that does not have a disability, do not use terms such as “normal” or “healthy.” You may choose to use non-disabled or person without disabilities if needed to tell your story. Be careful not to make a person who has a disability seem “less than” or different.

Writing about Race

It is important to know why you would mention a person’s race and ethnicity in your writing and if it strengthens, or takes away from, the story.

A person’s race should only be used as an identifying characteristic if it adds value and importance to the story. A person should not simply be defined by their race and ethnicity or subject to racial stereotypes. For instance, if a school hires its first Black superintendent, race is important. If a student writes a winning essay, the race of the student is not important.

Important Terms

Race: the idea that the human species is divided into distinct groups on the basis of inherited physical and behavioral differences. (Brittanica)

Ethnicity: A social construct that divides people into smaller social groups based on characteristics such as shared sense of group membership, values, behavioral patterns, language, political and economic interests, history and ancestral geographical base. (Teaching for Diversity and Social Justice: A Sourcebook. Maurianne Adams, Lee Anne Bell, and Pat Griffin, editors Routledge, 1997.)

Implicit bias: Also known as unconscious or hidden bias, implicit biases are negative associations that people unknowingly hold. They are expressed automatically, without conscious awareness. Many studies have indicated that implicit biases affect individuals’ attitudes and actions, thus creating real-world implications, even though individuals may not even be aware that those biases exist within themselves. (State of the Science Implicit Bias Review 2013, Cheryl Staats, Kirwan Institute, The Ohio State University.)

Anti-racism: An anti-racist is someone who is supporting an antiracist policy through their actions or expressing antiracist ideas. This includes the expression or ideas that racial groups are equals and none needs developing, and is supporting policy that reduces racial inequity. (Ibram X Kendi, How to be an Antiracist, Random House, 2019.)

Using Proper Terms 

Black should always be capitalized (as it is recognized as a culture, not just a color alone), but white is always lower-case (Associated Press Stylebook). 

African American is an acceptable term in the United States, as long as you know the person is of African descent. 

Asian American can be used for an American of Asian descent. Stay away from using terms such as “Orient” or “Oriental” when describing a person of Asian descent. 

Latino/Latina is used when referring to a person, or descendent of, a Spanish-speaking country from Latin America. Latino is the masculine term and Latina is the feminine term. Hispanics may also be used to describe Latinos in the United States. However, when describing a group it is best to be specific about their country of origin by using terms such as Puerto Rican or Cuban. 

Indigenous Peoples refers to a group of people with a shared national identity such as "Navajo" or "Sami", and is the equivalent of saying "the American people". If you are speaking of one specific tribe, it is best to name the tribe itself, as opposed to using a generalization. (UCLA Equity, Diversity & Inclusion)

Writing about Gender

What is the difference between gender and sex?

Gender (noun): the behavioral, cultural, or psychological traits typically associated with one sex. (Merriam-Webster) 

Sex (noun): either of the two major forms of individuals that occur in many species and that are distinguished respectively as female or male especially on the basis of their reproductive organs and structures. (Merriam-Webster) 

Gender is the social construct, sex is the biological form. 

 

Important Terms 

Non-binary (adjective): relating to or being a person who identifies with or expresses a gender identity that is neither entirely male nor entirely female. (Merriam-Webster) 

Trans-gender (adjective): of, relating to, or being a person whose gender identity differs from the sex the person had or was identified as having at birth. (Merriam-Webster) Note: Use terms such as transgender man or transgender woman, not transgendered. 

Gender-fluid (adjective): of, relating to, or being a person whose gender identity is not fixed. (Merriam-Webster) 

 

Using Proper Terms 

It is important, when writing generally about all people, to not use gender specific language. For example, do not say “if he needs...,” use “if they need...” You can also use “they” when in doubt of a person’s preferred pronoun. 

Think of terms such as “mankind.” Instead of using terms that specify the male gender, use a term such as “humankind.” This goes for terms such as policeman, garbage man, or chairman. Many words have historically been geared towards the male gender, but we want to be inclusive to both genders simultaneously. 

Avoid stereotyping by assuming the manager is a man, or a nurse is a woman. Don’t use terms that may not show genders at an equal status such as the phrase “man and wife.” It is better to use “husband and wife.” 

It is best to have a person self-identify the pronoun they prefer. 

Writing about LGBTQ+

 

LGBTQ+ refers to communities that identify as lesbian, gay, bisexual, transgender, and queer. The “+” refers to transexual, two-spirit, questioning, intersex, asexual and ally.

Other terms include pansexual, agender, gender queer, bigender, gender variant and pangender.

Important Terms

Sexual Orientation refers to emotional, romantic, sexual or relational attraction to another person, whether they are lesbian, gay, bisexual, straight or use another word to accurately describe their identity. Refrain from using “sexual preference,” “lifestyle,” “homosexuality” or “heterosexuality.” (From the Human Rights Campaign)

Gender Identity is one’s internal concept of self as male, female, a blend of both or neither. It includes how individuals perceive themselves and what they call themselves. One's gender identity can be the same or different from their sex assignment at birth. (From the Human Rights Campaign)

Gender Expression refers to the external appearance of one’s gender identity, usually expressed through behavior, clothing, haircut or voice and which may or may not con-form to socially-defined behaviors and characteristics typically associated with being either masculine or feminine. (From the Human Rights Campaign)

Using Proper Terms

Everyone we reference is a person beyond any other characteristics. A person’s gender identity or sexual orientation should be relevant to the story being told, or it shouldn’t be referenced. Never assume you know how someone identifies.

Instead of using typical heterosexual terms such as husband or wife, use language such as spouse or partner.

If possible, avoid general terms to describe a group or community such as “gay.” The community as a whole has varying identities and should be treated as such. If you are using an all encompassing term to describe the community, use LGBTQ+.

 

Definitions

Lesbian: A female who is sexually attracted to other females.

Gay: Homosexual, typically used to refer to homosexual men, but not exclusively.

Bisexual: Attraction to both male and females.

Transgender: Identifying with a gender that is different from the typical gender associated of the sex you were assigned at birth.

Transexual: Identifies with the gender that is not typically associated with the sex you were assigned at birth.

Two-Spirit: A term used in some Native American cultures in North America to identify people in their community that are gender-variant, or have both male and female spirits.

Queer: A general term used to reference people who are not heterosexual or identify with a gender different than the one associated with the sex they were assigned at birth.

Questioning: Exploring and questioning one’s gender, sexual orientation or identity.

Intersex: A person who has sex characteristics that doesn't define them as either male or female.

Asexual: A lack of sexual attraction or little interest in sexual activity.

Ally: A friend of the LGBTQ+ community.

Pansexual: A person is sexually attracted to people of any sex or gender identity.

Agender: People that identify as having no gender.

Gender Queer: A general term to describe those that have a gender identity that are not only masculine or feminine.

Bigender: A gender identity that may move between feminine and masculine gender identifies, whether at different times or simultaneously.

Gender Variant: Expressing gender in a way that is non-conforming to masculine or feminine gender norms.

Pangender: Identifying with all genders.

Cisgender: A person whose gender identity corresponds with the sex they were assigned at birth.

Writing about Age

People of all age ranges are a part of the education world. 

Similar to every other category mentioned, unless age is relevant to the story, it does not need to be included. With our student population, we serve a specific age range, which is an acceptable reason to list age. In all instances it is best to list the number, as opposed to any phrasing that might put a negative connotation on someone’s age. Don’t use descriptions that might make children not seem as valued and as smart as an adult, simply because they are younger. Don’t make an older adult seem not as smart as a younger adult simply because they are older.

If you are mentioning one person’s age because it seems relevant to what you are writing, you may want to consider including ages of all the people in the story so that one person is not singled out. This will depend on the story you are telling.

Ultimately, do not belittle anyone’s knowledge, abilities or intelligence simply because of their age. And again, always think of people first. Their age is not their identity.

 

Using Proper Terms

A few terms to consider using include youth, people over (an age), people under (an age), teenager, older person, and senior. You many want to ask specifically what someone prefers to be called when describing their age.

Writing about Religion

Religion is a personal and sometimes sensitive topic for people. It is important to be neutral and respectful to everyone's beliefs in both the workplace and in education.

Each of us have our own belief system and values but that is not all that defines us, just as our race, socioeconomic status, or gender do not completely define who we are. Do not note anyone's religion unless it is important to the story being told.

Religion is often something you cannot see. Do not make assumptions about someone's religion. For example, do not assume that a person who is from the Middle East is of the Muslim faith, just as you shouldn’t assume that a white woman from rural Michigan is of the Christian faith. If someone is a person of Jewish faith, refer to them as such or as a member of the Jewish community IF it is necessary for the story being shared.

Stay away from religious terms that could be viewed as culturally insensitive such as “Christian name” or “spirit animal.” Do not use terms such as "praying for you" or “oh my God.” Do not assume everyone celebrates Christmas, but rather refer to the time of year as the "holidays" or "holiday season". Avoid offensive stereotypes.

Writing about Socioeconomic Status

One’s socioeconomic status is a sensitive, typically private matter, and should be respected and dealt with in a way that provides empowerment to all. 

As with all of the categories, a person is far more than their income bracket or economic class. We should not refer to people as “poor people” or “homeless.” They are a “person of low-income” or a “person experiencing poverty.” They are not “homeless,” they are a “person experiencing homelessness.” When we put people into categories first and take away their humanity, we often create a perpetuating system of classism. Avoid terms like “low class” and “high class.” Each term makes judgements of a person’s circumstances and shouldn’t be used. 

Socioeconomic status can also refer to educational attainment. Avoid using terms such as “high school dropouts” or “poorly educated.” 

As a general rule of thumb when discussing socioeconomic status, approach your writing in a way that tells what people have, not what they lack. 

Ordering Apparel

Berrien RESA now offers a variety of items for purchase in our Company Store through Land's End!

If you or your group/department/program would like an item that is not currently offered in our online store contact the Communications office so we can add it or provide you with other options. Simply email a photo or link of your item(s) to Laura Tidey.
 

Berrien RESA's Land's End Store

Ordering Swag/Promotional Items & Signage

The Communications Team is here to help! Be sure to collaborate with us BEFORE placing your order so that we can ensure correct logos,  file types and colors are being used. When you get a proof from the company please forward it to Laura Tidey to quickly review it for logo size and placement.

Suggested Vendors for Promo/Swag Items:

Custom Plus
Contact: Sally Brush
248-889-8251

DJ's Embroidery Plus
Contact: Denise Wagner
269-362-1694

Impressive Lettering
Contact: Crystal Young
269-695-2755

Swag Geek / Scott Berry Promotions
Contact: Scott Berry
269-429-6200

What is a RESA and what do they do?

A Regional Education Service Agency (RESA) provides services to local school districts to improve education outcomes for students and support the overall success of the education system. In state legislation, RESAs are known as Intermediate School Districts or ISDs.

About Berrien RESA

Our mission is to optimize student outcomes through collaboration and transformation.

We are one of 56 intermediate schools districts established in Michigan in 1962.

We proudly offer our services to Berrien County's:

• 15 public school districts
• 4 public school academies
• 20+ parochial and private schools
• 24,000+ students

A few of the services we provide include:

• providing shared administrative & business services
• professional development for teachers & administrators
• crisis management & support
• curriculum development
• math & literacy consultants
• technology support
• and so much more...

"Elevator Speech"

An elevator speech is an opportunity to share a QUICK summary of what Berrien RESA does and how YOUR role contributes to our success and/or impacts our students & the community.

It should be short (20-30 seconds) and use plain language. Here are some examples!

I work at Berrien RESA. We provide services and support to local school districts to improve educational outcomes for students and the overall success of the education system. I am a [job title here] and I [what you do here].

 

Hi, my name is [your name here]. I am a [job title here] for Berrien RESA. We provide services and support to local school districts to improve educational outcomes for students and the overall success of the education system and I [what you do here]. 

Use Single Spaces between Sentences

Double spaces are a thing of the past. One space between sentences is recommended for accessibility and is now the norm in most style guides: 

• Accessibility: Two spaces between sentences can cause issues for technology that helps users with disabilities. 
   
• Style guides: Most style guides, including the The Chicago Manual of Style and The Associated Press Stylebook, recommend one space between sentences. 
   
• Microsoft Word: Microsoft Word considers two spaces between sentences an error. 

Acronyms

The overriding concern when using abbreviations is clarity. We prefer to avoid them in both writing and speaking for the following reasons: 

• Accessibility: using jargon, technical terms, abbreviations or acronyms that people may not understand complicates things.
   
• Experience: We strive to ensure that everyone's experience working with us is inclusive, welcoming, and friendly.
   
• Clarity: acronyms can often have more than one meaning

Key Rules for Using Acronyms:

• Avoid unless widely recognized: Don't use abbreviations or acronyms that are not widely recognizable, such as "HR," "ADA," "ER," and "COVID" are acceptable and may also be used in headlines or titles.
   
• Spell out on first reference: For less common acronyms, state the full name first, followed by the abbreviation in parentheses. For example: "Parents as Teachers (PAT)".
  
  If the name is used only once or a couple of times, continue to spell it out. If the name is used frequently, it is acceptable to use the acronym only if it is appropriate for your audience.
   
• Don't assume your audience knows! For clarity, the name should always be spelled out for the general public, parents, guardians, and families. Even staff may not know what an abbreviation means.
   
• No periods in most acronyms: Omit periods in acronyms, unless they are two-letter abbreviations like "U.S." or "U.N.," and even then, exceptions exist like "HR" or "ID".
   
• Do not use in headlines or titles: Unless widely recognizable, as mentioned above, abbreviations should not be used in headlines or titles.

Oxford Comma

We don't use Oxford Commas. 

The Associated Press Stylebook considers the Oxford Comma unnecessary.

However, it should be used if it helps the writer and reader avoid confusion. Either way, the writer should be consistent with their usage of Oxford commas throughout a piece of writing. 

Not sure what an Oxford Comma is? Check out this helpful TEDEd video.

Dates – th, st, nd

We write dates like this:  December 5, 2024
The event is scheduled for December 5, 2024.

Not this: December 5th, 2024
The event is scheduled for December 5th, 2024.

Phone Numbers

269-471-7725

We format phone numbers using hyphens for ADA compliance.

Time

4:00 versus  4
A.M. / P.M.  versus  AM / PM

It depends!  For formal writing such as a press release, time should be written out and periods should always be used (4:00 P.M.).

When writing for a flyer, our website, newsletters or social media, it is not necessary. Visually it's much cleaner making it faster to read. Less is more, especially online!  (4 PM or 4:00 PM)