Community Engagement / Public Relations / Customer Service / Program Development / Volunteer / Mentor / Service Learning

1. ebrSCHOOLS
Marvin L. Trotter, Executive Assistant to the Superintendent1

2. ebrSCHOOLS
Marvin L. Trotter, Executive Assistant to the Superintendent2
“Restoring the FACE of education”
The Office of Family and Community Engagement (FACE) is responsible for creating
and expanding partnerships with local businesses, institutions and organizations,
including for-profit and non-profit; developing relationships with community, business
and civic leaders for collaborative ventures, leveraging support systems and
relationships.
FACE harnesses the collective vision, goals and energy of community advocates for the
inclusion in the decision-making process for sustaining, improving, planning, and
communicating decisions impacting schools, families and communities.
Community Engagement Stakeholders are, but not limited to:
 Community groups
 Faith-based institutions
 Parents/parent groups
 Businesses
 Colleges and universities
 Alumni associations
 Elected officials
 Others
FACE Primary Role and Responsibilities:
 Work with schools to develop parental engagement strategies for academic
achievement, e.g. understand and review student performance data.
 Work with schools and communities to develop and implement Parent-Teacher
Advisory Councils.
 Establish, support and manage Parent Resource Centers.
 Work with schools and communities to coach families on district protocols,
processes, and procedures.
 Identify and develop new partnerships while continuing to foster existing
relationships, inclusive of sponsorships, school resources and professional
development.
 Collaborate with schools, administrators, and central offices to implement a data-
driven curriculum aligned to increasing parental awareness around student
achievement via site-based parent-teacher organizations (P.T.O).
 Frontload parents with an understanding of district services, new initiatives, and
existing programs to establish a link between school, home, and the community.

3. ebrSCHOOLS
Marvin L. Trotter, Executive Assistant to the Superintendent3
The Office of Family and Community Engagement (FACE)
The major goals and strategies of this initiative, as guided by parents and community
members who will participate in the development of the districts strategic plan for parent
and community engagement are to:
A. Improve academic achievement and graduation rates through parent, partner, and
community engagement by developing inclusive high quality programs at each school.
 Expand volunteer programs and options for parents
 Coordinate services provided by partners and community members to support
student achievement and ensure that all schools have active community partners
 Increase parent leadership opportunities
B. Identify and combat the communication, institutional, and socioeconomic barriers to
ensure advocacy for every child. This will be done in collaboration with the departments
of Public Safety, Communications, School Leadership and Innovation, and Reform.
 Provide parent advocacy programs to arm parents with information regarding
their child’s academic history and current standing.
 Provide training to staff, students, parents and community members on
emotional/ inter-personal communication.
 Ensure diverse and inclusive support systems as a means of reflecting the
broader community.

4. ebrSCHOOLS
Marvin L. Trotter, Executive Assistant to the Superintendent4
Project Overview
A support-centered approach to education
Leadership, Resources, Advocacy
Leadership – providing opportunities to explore learn and grow with the newly
established expectation that effort creates intelligence.
Resources – leveraging district and community partnerships to provide specific and
intentional culturally relevant interventions.
Advocacy – Looking at the natural relationships that exist to combat barriers to high
quality equal education using district and community resources
Leadership
Connection &
Empowerment
Resources
Diversity & Inclusion
Advocacy
Understanding
Expectation

5. ebrSCHOOLS
Marvin L. Trotter, Executive Assistant to the Superintendent5
Distributive Counseling
Distributive
Counseling
Central
Office
Site Admin
Teachers
Counselors
Social
Workers
Youth
Advocate
Trunancy
Officers
Service
Providers
Communnity
Partners
PTOs'
Parents
Community
Advocacy, Resources, and Leadership for the parents,
students and staff of ebrSCHOOLS
Connection &
Empowerment
Understanding &
Expectation
Diversity
Inclusion

6. ebrSCHOOLS
Marvin L. Trotter, Executive Assistant to the Superintendent6
FACE IMPACT TEAM/ FIT
The purpose of the Impact Team is to promote distributive counseling and collaboration
among building staff at the middle and high school levels. As no individual holds all the
answers when connecting with our youth, FACE’s main goal is to provide a social
support system while emphasizing positive academic progression. This support will be
very intentional, data-driven, and individualized. During meetings teams will identify
those students that are most at risk, according to agreed upon indicators, to provide
support to students, staff, and parents.
 Academic Success
 Climate + Culture
 Professional Development
 Family and Community Engagement
FACE / FIT will work to:
1. Provide parents with multiple opportunities to be engaged as educational
partners, provide feedback to their school and the district, and create and
improve district practices and protocols that address the needs of parents and
families.
2. Provide parents with continuous feedback on the progress of their child so that
they may fully participate as educational partners to ensure that their child will
attain the district goal of achieving a high school diploma inclusive of the skills
necessary to become College and Career Ready.
3. Ensure that parents have the necessary knowledge and skills to be proactive
advocates for their children.
Guiding Questions
1. What professional development does the building staff need as a whole and how
are we supporting teachers?
2. What impact has partnerships (e.g., after-school programs, tutoring, contract
services, etc.) had on academic progress?
3. How and what are we communicating with parents and the larger community?
4. What are the interactions between student and staff, staff and administration
within building that contribute to or hinder student achievement?
5. Based on the data, what implications can be made on our next steps regarding
the Wheel of Support to enhance the learning process for students and families?

7. ebrSCHOOLS
Marvin L. Trotter, Executive Assistant to the Superintendent7
Superintendent’s Advisory Council (SAC)
The purpose of the Superintendent’s Advisory Council (SAC) is to build an active
partnership between parents and administration around district policies and other issues
related to student achievement and overall safety.
The Superintendent’s Advisory Council will be comprised of multiple councils:
 Title I
 Special Education
 ESS, and
 School Safety and Security
The SAC councils will service in an advisory capacity to the Superintendent. SAC’s
value is in the multiple and diverse perspectives brought by individual members, who
live in the attendance area and have children attending EBR schools. It is for this
reason the Superintendent and designated staff will make every effort to ensure a
diverse and inclusive group that represent and reflect the diverse student composition of
our district.
The SACs has two roles:
 1 – Springboard: Superintendent Taylor and/or designated staff will communicate
with SAC on current initiatives, issues and ideas for input purposes;
 2 - Listen and Inform: to help SAC identify and bring forward items of concern for
the purpose of resolution.
The SAC will work toward:
 Building strong relationships between parents, schools, and community to accelerate
student achievement.
 Providing input, making recommendations, and advocating on key issues and
concerns, which the Superintendent will bring before the EBRPSS School Board.
 Providing input on concerns facing students and families.
 Creating opportunities for parent engagement and leadership.
 Increasing positive climate and culture within our Schools through community
outreach.

8. ebrSCHOOLS
Marvin L. Trotter, Executive Assistant to the Superintendent8
Faith-based Initiative
Mission: The mission of the faith-based Initiative is to develop social capital
networks that support EBR Schools' goal of closing the racial achievement gap and
supporting parents.
Integrated Services and Support Model: The faith-based Initiative is an integration of
services and community supports that support the academic achievement of students
through community and family engagement. Collaborative resources and social capital
networks are shared between faith-based organizations and schools to build strong
partnerships and networks with families. Faith-based partners and school
communities also come together to provide support and services to the educational
growth of all EBR School students.
Goals:
1. Build a solid network of faith-based partners that align with the district's strategic
plan.
2. Create a district-wide systematic process for members of the faith-based and
school community to become authentic partners.
3. Provide support and referral services for faith-based and school partnerships.
Areas of focus:
 Increase social capital networks
 Support academic achievement
 Increase parent involvement
 Strengthen family and school relationships
Examples of Partnership Activities:
 Family Night volunteer
 Hall monitor
 School-based parent program
 Parent involvement recruiter
 Office helper
 Host parent meetings

9. ebrSCHOOLS
Marvin L. Trotter, Executive Assistant to the Superintendent9
Goals 2012 - 2015
Expand EBR’s organizational and accountability structures for parent
engagement.
1. Strengthen the district’s central structures for parent and community
engagement.
2. Strengthen the district’s central structures for communication with families.
3. Incorporate parent engagement and partnership in district accountability and staff
evaluations.
4. Restructure branding and marketing efforts centered on parent and community
engagement.
5. Create office dedicated to Parent / Family and Community Engagement.
Assist schools in deepening a culture of partnership with parents.
1) Professional development and support for site administrators.
2) Professional development and support for teachers and school staff.
3) Resources and tools for schools to support parent engagement.
4) Training and curricula to support parent partnership.
5) Align with the districts strategic plan.
Strengthen community partnerships to facilitate strong family engagement.
1. Partner with CBOs for outreach, organizing and leadership development.
2. Collaborate with community agencies to provide resources to families.
Structure District and/or Regional Level Advisory Councils
1. District Family and Community Engagement
2. School Safety and Security
3. Title 1
4. Special Education

10. ebrSCHOOLS
Marvin L. Trotter, Executive Assistant to the Superintendent10
FACE Cycle of Support
Phase 1: Initiation “Listening”
Invite the community to FACE Forums to share stories and provide a historical
context about EBR Schools - their versions of successes and their feelings of
disconnect that have led to a gap between home, school, and community. We
want to hear the voice of the people so that we can repair, reconnect, and rebuild
relationships focused on student achievement.
Phase 2: Design “Making the vision a reality”
The FACE Task Force will engage the community in a process of inquiry,
research, analysis, and recommendations centered on family and community
engagement and support systems. Though solid implementation of the Wheel of
Support, each division of this initiative will work collectively to ensure that families
are able to properly support their child’s academic future.
Initiation
Design
Implementation
Tuning and
Sustaining
Reflection
and Next
Steps

11. ebrSCHOOLS
Marvin L. Trotter, Executive Assistant to the Superintendent11
Phase 3: Implementation “Putting the work into action”
In this phase, we engage the significant work of making human resources match
the goals and organizational needs. These goals will drive the work of EBR
schools and community partners to organize all fiscal, human, and physical
assets. Organizations will create shared meaning and definition of shared work.
We will create and extend opportunities in ways that benefit all our students.
Phase 4: Tuning & Sustaining “Moving forward”
We should see where the strengths, weaknesses, opportunities, and threats
exist in accordance to the Wheel of Support implementation processes. Based
on the results of our action-based research, next steps will be developed to
implement and revise our cycle to ensure that families are equipped with the
tools necessary to support student achievement.