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“Great communication begins with connection.”
– Oprah Winfrey
Effective communication is at the heart of strong schools and successful students. In a Title I community, clear, consistent and respectful communication builds trust, strengthens partnerships and ensures that everyone is working toward shared goals.
When information is accessible and voices are heard, we create meaningful connections that support student learning and growth. This newsletter focuses on how effective communication empowers families and schools to collaborate, advocate and move forward together.
Meaningful Two-way Communication
Section 1116(c)(2)(D) of the Every Student Succeeds Act (ESSA) requires schools receiving Title I funds to implement parent and family engagement strategies that include regular, meaningful communication between family members and school staff.
This requirement is part of the school‑level parent and family engagement (PFE) policy provisions and reinforces the expectation that communication is ongoing, reciprocal and focused on student learning rather than one‑directional notifications. It’s important to note that this requirement is in place even for those districts whose allocations are below $500,000 and therefore don’t have to set aside funding for PFE activities. So, whether or not your district allocates PFE funds to schools, the requirement for effective two-way communication remains.
The intent of PFE is to ensure parents and caregivers are meaningful partners in their child’s education by providing clear, timely and accessible communication in languages families understand and through multiple formats when possible. Just as important, two‑way communication invites family input, questions and feedback so schools can respond to needs, build trust and work together with families to support student success.
Two‑way communication is not just about schools sending information home, it also means listening to families, welcoming questions and ideas, and responding to concerns. Effective two‑way communication ensures families have a voice in their child’s education.
Multiple Methods of Communication
Parents are busy, just like we are. In our modern information-age society with all its hustle and bustle, it’s tempting to rely solely on social media for fast and free communication. But use caution here and ensure that you are not solely relying on this form of communication, as it’s fallible and comes with some glaring setbacks. For one, social media is tricky to navigate on a good day, as algorithms may cause timely information to be seen late or be buried altogether. Additionally, you likely have parents or other caregivers who do not use social media at all.
Instead, think of social media as just one among a host of tools your district is using to communicate critical information to families. Couple your Facebook posts with emails, All Calls or text notifications, messages in your chosen district communication app and even sending home flyers or notes with students.
Face-to-face communication through conferences and engagement events like your Title I annual meeting or parent and family engagement events will prove to be the most effective tool in your arsenal, provided there is opportunity for open discussion. Surveys, particularly those that allow for open responses, also create an opportunity for families to provide feedback.
Note that not all your forms of communication can be considered effective two-way communication under the umbrella of a Title I requirement. Activities like sending home report cards, sending flyers, newsletters or even social media posts are all useful for those one-time quick announcements. But those types of communication don’t provide for the open dialogue required under Title I, Part A.
Remember that our goal under Title I is relational communication – a two-way process that encourages dialogue, questions and partnership.
All About Communication Apps
Over the years, many districts have inquired about the purchase of two-way communication apps with Title I parent and family engagement (PFE) funds in order to meet the two-way requirement for communication. Best practice on communication apps is constantly evolving, and there are many factors to consider before pursuing the use of federal funds to purchase any portion of a communication app.
The onus is on the school to facilitate two-way communication with families. Often, communication apps are used for general schoolwide announcements (ball games, fundraisers, clubs and activities) meaning that communication only becomes two-way when initiated by parents. Rather, schools should model how to use those apps to invite open dialogue in support of student achievement.
Other factors to consider include:
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Are we consistent? Are all schools using the same communication app and are they using it in the same manner? Overwhelming parents with too many options for communication across schools can complicate and confuse communication. Instead, streamline to ensure that everyone is on the same page.
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Can we monitor? Does your chosen communication app provide reports or some other method to monitor the use of the app for efficacy? Are teachers and administrators using the app as intended? Are parents accessing the app consistently? Frequent data checks will help to document that your investment is effective.
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Is it reasonable? There are many requirements within the Title I parent and family engagement program beyond communication, such as engagement events, policies and building parent capacity. In order for schools to effectively meet those requirements, they need access to PFE set-aside funds. Therefore, it is not reasonable to use the entire PFE set-aside on the district’s chosen communication app.
Bottom Line on Communication
Do examine how your district and schools communicate with parents. Categorize which methods are one-way and which are two-way.
Don’t use Title I funds to support communication that can’t be considered open two-way communication (i.e. communication folders, agenda books or even communication apps if only used for announcements).
Don’t use your district’s entire PFE set aside to fund communication apps.
Principal’s Perspective: Beyond the Download – Ensuring Effective Use of Communication Apps
Submitted by Denise Harover, Title I, Part A Consultant
Once your district has decided on an approved communication app that will be used districtwide, there are some important guidelines to consider. Of course, you must keep in mind all district processes and procedures that have been established, but you also will want to look at the details of how the app will be used effectively in your school.
Train – Train all your staff on the various functions of the app and provide them with clear expectations of how the app should be used, including response time expectations. For consistency throughout the school, all teachers in every grade level should be using the app the same way. Usage should not be optional.
Be certain all staff are trained on privacy regulations and keeping personal student information confidential. Also ensure the use of the app follows the district’s implementation of KRS 160.145 in relation to traceable communication systems. Please refer to KDE’s Traceable Communication Systems FAQ for additional information. Model how the app should be used to avoid any misconceptions.
In addition to all staff being trained, guidance and training should also be offered to parents. This could include a station set up at Open House for parents to receive personal instruction from a staff member. Provide resources and written instructions for any parent who cannot attend the training provided.
Monitor – Many apps have administrative features that can be used to check teacher and parent activity on the app. Often there are reports to monitor activity and frequency of use for staff and parents. Look to make sure there is meaningful two-way communication with families.
The app should not be used as a school bulletin board that only provides dates and times for school events or fundraiser information. The app should be used to provide frequent reports to parents on their children’s academic progress as well as observed behaviors and/or social-emotional development. Teachers should be asking and answering questions with parents and communicating in a way that engages families.
Gathering staff and parent feedback through conversation is another way to monitor app usage and performance. Most teachers and parents are happy to tell you what they think of the app; be sure to listen to their feedback.
Document – Retaining documentation of the information you gather is essential. Provide sign-in sheets for all trainings that were offered to staff and parents to know who did/did not attend. Keep meeting agendas and minutes for meetings where the communications app was discussed.
Save any surveys that may have been used to determine app satisfaction. Make note of any conversations with teachers or parents where they shared their insights about using the app. This documentation will help you to be prepared to discuss with the district any questions, concerns or challenges your school family has concerning the communications app.
Open Title I, Part A Projects and Associated Deadlines
Please review the table below and make note of the approaching deadlines regarding the obligation and expenditure of funds from all open Title I, Part A projects.
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Fiscal Year (FY)
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Period of Award
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85% Obligation
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All Funds Spent or Encumbered
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Final Federal Cash Request
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FY2024
(Project 310K)
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July 1, 2023 - June 30, 2026
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Sept. 30, 2024
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June 30, 2026
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Aug. 31, 2026
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FY2025
(Project 310L)
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July 1, 2024 - Sept. 30, 2026
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Sept. 30, 2025
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Sept. 30, 2026
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Nov. 13, 2026
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FY2026 (Project 310M)
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July 1, 2025 - Sept. 30, 2027
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Sept. 30, 2026
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Sept. 30, 2027
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Nov. 12, 2027
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