dli marketing strategy 2017 - campaign and messaging deliverables final

“LEADERS ESTABLISH A COLLABORATIVE CULTURE OF GROWTH TO ENSURE VIBRANT

CATHOLIC SCHOOLS FOR PRESENT AND FUTURE GENERATIONS”.

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DLI Network Marketing Strategy - Campaign and Deliverables 2017-2018

Plan Overview

The Archdiocese of Los Angeles Dual Language Immersion program Marketing Campaign has

been designed to deliver a constructive marketing strategy and directives for building brand

awareness and creating engagement for new and continuing parents, stakeholders, and donors.

The ADLA – DLI marketing plan has been developed to create both regional and local area

visibility while also ensuring a strong rollout with touch points via digital platforms and through

traditional marketing formats.

The three month process of work was extensive and involved review of ADLA –DLI Network’s

internal documents and guiding documents as a starting point. Additional assessment and

evaluation was conducted including Industry Analysis, Competitive Analysis, and data gathering

or “Discovery” to obtain critical insights and perceptions regarding current DLI Network

program delivery. On-site meetings were held with school principals and staff at All Souls in

Alhambra, St. Sebastian in Los Angeles, and St. Mathias in Huntington Park. Staff meetings

were very helpful in providing additional insights specific to student demographics, current

marketing work, and return on marketing efforts.

The DLI Network will host an official launch in January 2017 during the Annual Catholic Schools

Week celebration.

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Mission Statement

The current mission of the ADLA Dual Language Immersion Network (DLI) has been defined in

very specific detail through the Network Mission Effectiveness Standards document. A concise

Mission Statement will be developed from those standards which reflects how a DLI Catholic

elementary school education creates successful outcomes with English and partner language

instruction.

Vision Statement (framing)

The DLI Vision Statement will focus on positioning the Network for steady growth and rollout

over the next five to six years. The vision statement will define the support and training needed

to meet key growth objectives for the 2016-2018 school years.

The growth objectives are noted below:

Objective #1: To establish the ADLA DLI Network as the core technical assistance,

training and coordinating component of the program.

Objective #2: To implement a four-phase process to assist 8-10 Catholic elementary

schools and their stakeholders to investigate and complete a feasibility study for

transitioning to a DLI school.

Objective #3: To support principals, teachers and staff of 3-4 additional schools annually as they transition to a Dual Language Immersion model.

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Positioning Statement Defined

The Positioning Statement is also referred to as a brand strategy, positioning strategy,

or brand positioning statement, a positioning statement is a description of the core target

audience to whom a brand is directed, and a compelling picture of how the marketer wants

targets to view the brand.

A well-constructed positioning statement is an invaluable means of bringing focus and clarity to

the development of a marketing strategy and tactics. How? Because every decision that is made

regarding the brand is judged by how well it supports the positioning statement---from the

brand name, the product itself, and packaging, to advertising, promotions, etc. (from

Brandeo.com)

http://brandeo.drupalgardens.com/strategy

http://brandeo.drupalgardens.com/tactic

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ADLA – DLI Positioning Statement

The ADLA Dual Language Immersion Network (DLI) is poised to deliver a comprehensive

education model whereby bilingualism, biliteracy and multiculturalism is harnessed in Catholic

elementary schools through teaching and learning in partner languages.

As members of the Roman Catholic Church the tenants of the Gospel serve as the primary catalyst

for the program. Also, with influences from the National Cristo Rey Network and Two Way

Immersion Network – Catholic Schools (TWIN-CS -Boston College), the DLI Network has the

opportunity to educate many new and continuing elementary school students by equipping them

with skills that can be used well into their college and adult career years.

The DLI Network recognizes that the center of Catholic faith is the Church. The Church is not only a physical representation, but the representation as the spiritual and pastoral head directing leadership for all religious growth. Accordingly, the DLI Network will look to the Church leadership to underscore the message of faith, service and academic excellence. In receiving that support, our leadership affirms the core values which allows us to evangelize using multiple languages to advance education. ADLA-DLI Network Catholic school students will consistently be able to read, write, speak and

think in a partner language placing them well ahead of the curve with stronger academic,

cognitive and social skills. The DLI model brings innovation into the Catholic school education

platform giving students that ability to compete in an ever evolving, culturally diverse, and multi-

lingual world.

“Catholic schools exist to proclaim the Gospel message, to build

community, and to educate. All the people in the school —

administrators, teachers, clergy, parents and students — share a

common life of prayer, mutual responsibility, and freedom. Life in

a Catholic school is shaped by the values of the Gospel — peace,

justice, community, love, patience, reconciliation, and respect”.

(ADLA Website)

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Top Audience Profiles

Traditional Catholic Families

This profile consists of families raised as traditional Catholics who believe in the

tenants of Catholicism and will carry that belief system on to the next

generation. These families retain their beliefs by professing their faith as regular

Mass attendee’s, receiving the sacraments, and becoming active in the church

and school setting. Traditional Catholic families strongly desire that their

children continue the practice of Catholic faith, however practicing as they

perceive it.

“Cultural” Catholic Families

Cultural Catholic’s consist of families that holds strong belief in their Catholic

heritage, yet are not necessarily aligned with many of the tenants of Catholicism.

This group expresses Catholic adherences through ritual and symbolism and are

more likely tied to generational family expectations versus their own faith belief

system. Many of these Catholic families are likely to enroll in Faith Formation

classes but may not consider Catholic schools as they desire more of a “faith

balance” for their children. This group also believes that they can be good

Catholics without attending Mass.

Non-Catholic Families

This group recognizes the value proposition that Catholic educational institutions

have historically provided. Although not of Catholic faith, these families

generally embrace Christian and/or religious beliefs and may be church goers

elsewhere. Non-Catholic families are drawn to the niche programs that are

often delivered in a setting that is well managed and adheres to excellence.

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DLI Marketing Strategy - Campaign and Deliverables 2017-2018

Individual/Local Donor Community

A fund development plan that defines the financial amount needed is the first

step in engaging the right donors. Individual/local donors will be looking to

support organizations or activities that are in alignment with their personal

values. Businesses, however will have goals that are in alignment with a

company strategic plan and possibly outreach or community development goals.

While capital infrastructure, technology upgrades and curriculum needs have

been identified, these items must be specifically defined cost wise so that donors

have transparency regarding the “ask”. It is also important to establish giving

tiers and recognitions for donors.

Community Stakeholders/Influencers

Community Stakeholders can be found in business, government, and non-profit

organizations. Community Stakeholders will be looking for partners and

participants in the overall sustainability plan of action for the community. The

plan is generally presented by local government or economic development

constituents. The key is to be certain that plans or programs are in alignment

with DLI Network values and goals.

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Key Message Defined

Key Messages are defined very simply as speaking and communicating in a way that effectively

reaches the target audience group(s). Different messages can be developed for different

purposes, such as speeches, fundraising campaigns or presentations, however each specific

audience profile must be reached in a manner that resonates with their expectations.

Key Message per Audience Profiles

Traditional Catholic Families

Messaging– To ensure that Catholic faith is being led by the Gospel in the

classroom as a first priority; and that faith is never compromised in the partner

language delivery scheme.

“Cultural” Catholic Families

o Messaging – To make certain that the DLI value proposition is not being

shortchanged – meaning that the integration of faith, academics and social

justice as core drivers does not get sidelined or watered down.

Non-Catholic Families

Messaging – To assure that success outcomes for academic, cognitive and

social skills metrics are being consistently met.

Local Donor Community

Messaging –To showcase the positive impact that the DLI education construct

creates for ongoing student success.

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Community Stakeholders/Influencers

Messaging – To support the creation and building of sustainable communities

by developing highly sought after skills that are being established in DLI

Catholic schools.

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Call -To- Action (CTA) Defined

A Call –To- Action is a set of instructions that you want the customer or prospective customer

to take after reviewing the marketing piece. A specific Call-To-Action can be developed for

both print and digital. Print assets such as Information Flyers should have a call to action that

stands out with visibility on the page. Digital options include click through buttons that lead to

form fillers, downloads, and also payment options.

Examples of typical Call-To-Action requests are:

Sign-Up for Now with One Month Free

Subscribe to our Newsletter

Get Started Today

Donate Now

Download your FREE Whitepaper

Keep in mind that you ALWAYS want the customer/prospect to take a specific action.

(See Excel Spread Sheet for more with each Campaign)

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S.W.O.T. ANALYSIS

DLI Network STRENGTH’S WEAKNESSES OPPORTUNITIES THREATS

Faith Long standing faith based community of believers and supporters.

Catholic institution has suffered with reputation as a result of recent national headlines.

Tenants of Catholicism re: social justice as applied to human dignity – placing value on language and cultures of others while supporting evangelization of faith in multiple languages.

Catholic construct may present ambivalence for passive Catholics and non-religious parents. Studies note that Catholic parents are gravitating away from Catholic school education.

Education

DLI performance indicators reflect 3rd and 4th grades are out performing public/charter school counterparts

Catholic school closures raise question about sustainable success.

DLI program presents opportunity to court new parents and sell the value of dual language proficiency and relationship to on-going academic success.

Local charter and public schools with additional resources and funding present alternatives for parents.

Resources

Existing school space and design lend to DLI delivery readiness and on-going capacity building.

Limited educational, financial, and technical resources inhibit full scope of program delivery.

Ability to bridge support between ADLA/ACC, local parishes, and school leadership to engage prospective parents.

Sourcing of adequate textbooks for in-demand language curriculum is a challenge.

Tuition & Fees Enrollments have increased at DLI schools –tuition DOES NOT appear to be a limiting factor.

DLI schools are not operating at full classroom capacity.

Lower enrollment levels offer advantages for metric design and evaluation and growth management.

Local charter and public schools provide DLI with non-tuition or non-fee component.

1 Updated 11/1/2016

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Competitive Landscape

The competitive landscape for language immersion programs in the State of California and in

the Los Angeles County region represents full market saturation with two-way, hybrid, and

maintenance programs in existence in most school districts. In addition to local and regional

public school programs, the DLI Network is competing with both charter schools and other

private schools for student prospects.

California public schools offer curriculum with program models with a variety of partner

languages. A total of 201 language immersion programs are delivered in public school districts

statewide, with multiple programs being offered in the same district in some cases.2

Most California public schools teach dual language using English and a partner language. The

program models offered are either 50/50, 90/10 or 80/20. Immersion programs offer

curriculum with partner languages of Spanish, Korean, Japanese, Mandarin and Cantonese

through one or more of the teaching models below:

Two way Immersion

Dual Language3

Heritage Maintenance

Transitional

Development Bi-lingual

_____________________

The total number of charter schools in the Los Angeles LAUSD region is approximately 282.

These schools reflect a demographic of predominately Latino students, with the majority

meeting the school district poverty guidelines. While it is not clear about the total number of

immersion language programs in place, it is important to note that as of 2015 approximately

40,000 students were on wait lists for charter school enrollment.4

2 California Department of Education - http://www.cde.ca.gov

3 When called "dual language," may refer to students from one language group developing full literacy skills in two languages

4 California Charter Schools Association LAUSD - 2015

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Competitive Landscape

The S.W.O.T. Analysis above notes a highly competitive marketplace with opportunity for

leverage and expansion from DLI Network schools. Opportunities exist to prospect families that

have strong interest in language immersion education, but may be unaware of the ADLA -DLI

Network program given the limited marketing and outreach resources.

Recommendations include marketing efforts that consist of “boots on the ground” outreach

along with a new digital presence as the first step to making connections with parent prospects,

donors and stakeholders.

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DLI Parent Survey

Participating Schools: All Souls, St. Sebastian and St. Matthias Catholic Schools

Survey Dates: October 10th, 2016 through November 14th, 2016

Total Respondents: 187

Methodology

This survey was administered to current DLI Network Parents to assess the perceived impact

regarding enrollment in an ADLA DLI program school. This survey was designed to assess

parent interests and perceptions regarding the Dual Language Immersion (DLI) program while

also assessing parent decisions regarding enrollment in a Catholic School setting. The survey

was also used to gauge parent interest in DLI program curriculum beyond the current primary

grade levels.

The online survey tool Survey Monkey was used to poll parents for this project. Survey Monkey

is an open-source cloud based software program that is often used for survey analysis in

business and private industry.

Utilizing a Likert Scale response metric, the survey consisted of ten (10) questions and included

an open ended question that asked participants to offer additional comments.

A copy of the survey questions follow below. 5

5 This survey was translated to accommodate Spanish speaking parents.

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DLI Parent Survey

SURVEY QUESTIONS

On a scale of 1-10 please rate your responses based on the following - 1 being “Least

Important”, and 10 - being “Most Important”. Question # 10 is an open ended question and all

feedback is encouraged.

1. How important is it for your child/ren to receive a Catholic school education?

2. Is regular Mass attendance important to your family?

3. How important is it for your child/ren to continue DLI curriculum into middle

school?

4. How important is it for your child/ren to continue DLI curriculum into high

school?

5. How important is it for your child/ren to attend college?

6. How important is DLI in preparing your child/ren for college?

7. Is it important for your child/ren to learn and understand as much as possible

about other cultures?

8. How important is heritage maintenance as applied to DLI program outcome?

9. How important is it for your child/ren to “read”, “write” and “speak” a second

language?

10. Please provide any other thoughts about your thoughts regarding Dual Language

Immersion. (open comments)

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DLI Parent Survey

Overview

A total of 187 survey responses were received from DLI parents at St. Matthias, All Souls and St.

Sebastian Catholic Schools during the survey period. Total current enrollment at these schools

was approximately 258 DLI students, so parent responses reflect approximately 72.4% of the

total student/parent population.

Using the Likert Scale measurement of 1-10 - with 1 being “Least Important”, and 10 - being

“Most Important”, survey responses are analyzed below.

Ratings from 1-5 – Low to Moderate Importance

Ratings from 6-10 – High Moderate Importance to Very Important

Analysis and Findings

Question 1 – How important is it for your child/ren to receive a Catholic school education?

At least 76% of all respondents rated the importance of a Catholic education for their children

at 6 and above with most responses being rated at 10. Responses were also rated from 1-5 or

“Low to Moderate Importance”, reflecting 23% of the total responses.

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DLI Parent Survey -Analysis and Findings – Cont.

Using the Likert Scale measurement of 1-10 - with 1 being “Least Important”, and 10 - being “Most Important”, survey responses are analyzed below. Ratings from 1-5 – Low to Moderate Importance Ratings from 6-10 – High Moderate Importance to Very Important

Question 2 – Is regular Mass attendance important to your family?

The majority of respondents (60%) believed Mass attendance to be of “High Moderate

Importance” to “Very Important”, with ratings posted at 6 and above. However, 39% of all

responses fell within the 1 – 5 rating with Mass attendance reflecting from “Low to Moderate

Importance”.

Question 3 – How important is it for your child/ren to continue DLI curriculum into middle

school?

Almost every respondent (96%) believed it to be of “High Moderate Importance” to “Very

Important” to have their children continue DLI instruction into middle school. Of that total, 83%

rated this response as 10, or “Very Important”.

Question 4 – How important is it for your child/ren to continue DLI curriculum into high

school?

Respondents were also in alignment with Question #3 as responses indicated strong interest in

DLI continuity. 93% of the responses noted ratings of 6 and above – “High Moderate

Importance” To “Very Important” for DLI continuity through high school. Of those responses,

70% rated continuity into high school as 10, or being “Very Important”.

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Using the Likert Scale measurement of 1-10 - with 1 being “Least Important”, and 10 - being “Most Important”, survey responses are analyzed below. Ratings from 1-5 – Low to Moderate Importance Ratings from 6-10 – High Moderate Importance to Very Important

Question 5 – How important is it for your child/ren to attend college?

The total 187 respondents rated this question as of “High Moderate Importance” to “Very Important”. Of the 187 responses, a total of 184 or 98% rated this question as 10, or being “Very Important”. Question 6 – How important is DLI in preparing your child/ren for college?

Responses to this question are in alignment with Question #5 reflecting parent support for higher education for their children. 98% of the responses were rated from “High Moderate Importance” to “Very Important” with 75% of those responses noted as 10, or being “Very Important”. Parent responses strongly suggest that DLI will assist in college readiness for their students.

Question 7 - Is it important for your child/ren to learn and understand as much as possible

about other cultures?

Parent responses to this question were very positive with 96% reflecting “High Moderate

Importance” to “Very Important” ratings. A total of 65% of those responses noted 10, or “Very

Important” response to this question.

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Question 8 - How important is heritage maintenance as applied to DLI program outcome?

Heritage maintenance is also important to DLI parent, however responses were rated slightly lower than responses for the related Question #7 above. Although parent responses were positive with 83% reflecting “High Moderate Importance” to “Very Important” ratings; there were some responses noted as Low to Moderate Importance – 16%. A total of 63% of parents noted a 10, or “Very Important” response to this question. Question 9 - How important is it for your child/ren to “read”, “write” and “speak” a second

language?

All 187 parent responses rated this question as “High Moderate Importance” to “Very

Important”, with 87% rating the response as “Very Important”.

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Question 10 - Please provide any other thoughts about your thoughts regarding Dual

Language Immersion. (Open comments).

Parent Survey comments are listed below.6

“The incorporation of a good religious foundation is important to me as a parent. It is great to be able to

find a school where children are achieving outstanding academics but also moral/ethical lessons. The

importance of learning diversity and a second language can only be a social benefit for our children. It is

important as we are raising children to grow up and become a meaningful part of society. I believe that

we can become better humans and enhance humanity by teaching and learning as much possible about

ourselves but most importantly learning about others. As humans we have to see beyond our near

environment and have to enhance our world perspective. I want for my child to see beyond her

immediate surroundings. I want her to see the world and how she is part of something bigger that God

has created for all”.

“Must need for middle and high school immersion In catholic setting”

“None at this time”.

“Student has more opportunity to do more things in the future”.

“WE ARE SO HAPPY THAT THIS PROGRAM STARTED IN OUR SCHOOL”.

“WE LOOK FORWARD TO SEEING IT START IN ALL THE CLASSES. WE TRY TO IMPLIMENT THE

BILINGUAL READING AND SPEAKING, BUT NEED MORE HELP FROM SCHOOL”.

“eh asistido a la junta y se me ase bien importante y pienso que es importante que los hijos

aprenden la importancia que es ablar mas de un idioma”.

6 This list reflects all comments made during the survey period. There were no additional comments after the first week of the survey ending

10/21/16.

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Summary

The ADLA- Dual Language Immersion (DLI) program presents an exceptional opportunity for

Catholic school students to experience skills development where they are reading, writing, and

speaking in a pre-determined partner language with stand-out proficiency. The overall goals of

the program are bilingualism, biliteralism and multicultural skills that prepare students for

cognitive, academic and social success beyond school years.

Indications from the survey suggest that DLI parents are very much invested in this curriculum

as they offer positive feedback in support of their student’s participation. Accordingly, there is a

strong interest in seeing program continuity through middle school and into high school. This is

very encouraging especially since St. Sebastian and St. Matthias are relatively new in this space,

launching programs in fall 2015 and fall 2016, respectively.

DLI parents have aspirations for their children that include college attendance. In regards to

college attendance, 98% noted that this was “Very Important”. The response to the related

question #6 noted that parent’s believe DLI be a strong asset in providing college readiness.

Questions #7 through #9 directly relate to DLI objectives with cultural appreciation, language

maintenance and skills development being measured. While reading, writing and speaking a

partner language was very important (87% noted as “Very Important”); language or heritage

maintenance fell slightly (63% noted as Very Important); and cultural appreciation fell slightly as

well (65% noted as Very Important). This drop off may be due to stronger pressures to have

their children become college ready above the all else given the extreme competitiveness of

college admissions and performance expectations.

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Summary

It is interesting to note that responses to Question #2, only 60% believed Mass attendance to

be of “High Moderate Importance” to “Very Important”, with ratings posted at 6 and above.

This may suggest that some families are falling into the “Cultural Catholic” audience group

where symbolism is important, however Mass attendance is not reflective of one’s

commitment to faith.

Overall, parents is this survey group are supportive of the DLI program in schools. DLI Parents

recognize the positive results of the program and are assured that continuity will keep students

academically on-track to reach successes beyond the elementary grade school level classroom

setting.

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Marketing Campaign School Roll-Out Strategy - Local Level

The campaign will commence in January 2017 for 2017-2018 school year. After being awarded

the DLI designation the marketing campaign will be initiated with Phase 1 – Enrollment Plan

and Phase 2 – Retention Plan. After that, marketing phases will roll out every month until start

of school in August/September 2017.

PHASE #1 – RECRUITMENT PLAN – Feb. 2017

The recruitment strategy is designed to reach new parents both Catholic and non-Catholic by

selling the unique enhancement of Dual Language Immersion (DLI) within a faith based

education program. DLI will be presented as an education success model while also being

touted as meeting the cultural expectations of the community with bi-literal, bi-lingual and

heritage maintenance (where applicable) as key selling points. Incorporate fresh and relevant

touch points to make this connect to prospective parents.

PHASE #2 – RETENTION PLAN – Feb. 2017

Grade level retention is critical to school capacity building for DLI and non DLI tracks. Parents

require on-going feedback regarding student progress and curriculum updates in order to

remain engaged. The current school retention plan will be enhanced with DLI specific pitch deck

and discussion at school events and will also be supported by parent peer groups and a parent

advocacy platform to strengthen communications channels.

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PHASE #3 – OUTREACH PLAN – Community and Stakeholder Engagement – CUSTOMIZED

APPOACH

Create and/or organize a community based collaborative by building local partnership(s)

whereby DLI parent advocates, DLI staff, and select stakeholders align to support a community

based growth initiative and/or innovation goal(s) as related to education. This phase will be

customized to elevate the parish school while also seeking local influencers and supporters on a

larger scale.

PHASE #4 – OUTREACH PLAN –Donor Engagement

Current DLI program funding needs are specific to capital improvements, technology upgrades,

and education scholarships. Donor engagement is critical at both regional and local levels,

however each parish community has its’ own unique funding priorities that are essential in

assuring that DLI objectives are met. The recommendation is to develop Affinity Group or Donor

Clubs with the charge of spearheading the fund development plan and identifying individual

donors, sponsorship and corporate giving opportunities.

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PHASE #5 –DIGITAL FOOTPRINT 2.0

Visual branding and relevant messaging will lead engagement and recruitment/retention

strategies. Parent prospects will require relevant success stories, and donors will require social

proof with testimonials, endorsements, positive ratings and social media success as the

benchmark. Consistency in presentation with templatized design for all on-line channels

including email newsletters, informational flyer, video, parent/student testimonials, media kits

and business listings are recommended as the starting framework.

Additional considerations for Yellow/White pages, display advertising, Google AdWords (PPC),

Facebook ads will be reviewed on an individual school basis.

All appropriate Social Media channels will be applied with more consistent and relevant posts.

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Marketing Campaign Strategy and Roll Out

Local Strategy

Regional & Statewide Strategy

(See Attached Excel Spread Sheets)

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Marketing Assets – DEFINED

Sizzle Reel

o A Sizzle Reel is a 2-4 minute video clip that offers key highlights of the program

using visuals, audio and messaging. The video pace is fast, and the idea is to

feature positive and engaging elements. The term “sizzle” is used to convey the

energy, excitement and compassion created throughout the piece.

Life Teen - This is What Happens

USC Media Institute

Coca Cola - Women in Business

Pitch Deck (Presentation)

o A sales focused deliverable that easily communicates the value proposition. This

is not a training piece or general information deck. This type of pitch deck is

designed with intriguing content along with the appropriate call to action based

on the target audience. A pitch deck can be used for any type of presentation

and is generally delivered in Power Point or Keynote (Apple) software.

Information Flyer

o Glossy 1 page flyer that must include:

Engaging & Relevant Content

Links to website or other landing page

Specific Call To Action –

i.e. “Schedule Your Appointment”,” Sign-up”, “Register Now”,

“Donate”

Contact Info

https://www.youtube.com/watch?v=2P0LVAIo9DY

https://www.youtube.com/watch?v=MWI_7zt3CR0

https://www.youtube.com/watch?v=j3lQ9kFEoio

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Marketing Assets – Overview

Impact Report

o An Impact Report highlights successes and outcomes for a specified period with

focus on “Impacts” to the community, “Impacts” to the school, “Impacts” to an

event or other outcomes such as new partnerships for example. This is not

simply a list of activities, but and unlike an Annual Report the focus is not on

financials or checks and balances.

Cal Tech example

White Papers

o Report and discussion on success based outcomes with focus on credible and

realistic solutions that benefit the entire industry.

Case Study

o Analyses of outcomes based on individual program experiences and outcomes.

A case study may enhance the way the customer program is delivered, however

it which may or may not generate benefit for the industry.

Media Kit – Online & Print

Uplift Education School – (one page media fact sheet)

Ravenscroft School

Seattle Girls School

Donor Solicitation – Direct Mail/On-line

o USC Catholic Trojan - On-line giving

https://innovation.caltech.edu/content/impact-reports

http://www.uplifteducation.org/domain/44

http://www.ravenscroft.org/page.cfm?p=408

https://www.seattlegirlsschool.org/media-kit/

http://www.catholictrojan.org/Give_to_OSP

dli marketing strategy 2017 - campaign and messaging deliverables final

Documents