Most of the notification provisions in NCLB require that the state, local district and/or individual school entities notify parents about certain aspects of the school program. The area where the school entities must disseminate information to the community relates to the annual state and local school district report cards. The reports cards provide information about the state, school district, and individual school progress in meeting the AYP expectation, along with other indicators of academic progress. Please note that this information will often be in addition to other measures of aptitude and progress that the state or local school districts may administer, and provide community organization with rich and powerful mechanisms to engage community members in discussions about the meaning of academic data.

However, because community notification about state, school district and individual school information and progress is not as prevalent as requirements to notify parents, that does not mean the community-based organizations do not play an important role in working with schools and parents. Effective communications between the home and school is an essential element in building a relationship of trust, understanding and support in improving the public school performance. Given that schools must communicate with parents in languages and formats they can understand, it is critical that community and parent leaders have open channels of communications so that they are equipped with the information they need to provide support to parents in Title I schools.

Action Opportunities

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 Know and be informed of all of the areas where NCLB requires the school entities to notify the community and/or parents about academic progress. This information relates to state, school district and individual school information.
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 Provide help and support to the school district in disseminating academic progress information through various means: to community organization members through meetings and newsletters, community and town meetings, the media, and faith-based channels. Everyone in the community should possess the information they need to judge the quality and the health of their public schools.
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 Notification is only the FIRST step in a communications process. Notification opens the communications door, but communication efforts need to be sustained over a period of time to be effective and lead to meaningful improvements. Work with your school district and parent organizations in developing continuing communication strategies. Some areas of work could include:
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 Use more than one single channel of communication. Letters sent through the mail are often the least effective means of notification and communication
 
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 Include face-to-face meetings, the Internet, radio talk shows, the media, and town meetings in the communication strategies;
 
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 Avoid education jargon, and use language that the community and parents can understand;
 
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 Notifications and other communications should be positive and let the community know that student academic progress is a priority;
 
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 Make sure that the notifications are sent in a timely manner, after the district or school receives information;
 
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 Be sensitive to parents and community members whose primary language is not English, or who are intimidated by language of standards and testing;
 
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 Avoid resorting to standardized form letters to communicate with parents. Unfortunately, some school districts will minimally comply with NCLB, without seeing the notification process as an opportunity to build positive relationships with parents and the community; and
 
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 The community and parents should understand the purpose of the communication, and community organizations can make their services available to citizens who need additional information.
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 The message and content are extremely important. You can work with the school district in assuring that:
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 Community and parents understand the basics of NCLB and AYP expectations;
 
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 The annual results of AYP and the impact of those results on the district as a whole and the various schools are understood;
 
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 If there are schools that have been identified as low performing, explain what that means, explain the assessment program including an explanation of both the assets and flaws of high stakes testing, and describe what the district intends to do to increase achievement;
 
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 Community leaders can serve as interpreters of information for parents and the community. Do parents need follow-up information to the notification? Are there community advocates that might serve to help parents make decisions about public school choice? Supplementary Educational Services, or selection of an ELL program? Has the district developed Title I parent involvement policies? Do parents understand their rights and responsibilities related to the policy?
 
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 As the school district receives academic progress information about the district, hold community meetings to determine what to do with the data, and plan for next steps, especially if school improvements are required. Remember, the community, as well as parents, have a responsibility to assure quality schools for all children.