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Preston County Schools seeks parent input on engagement, communications and classroom supports
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Summary
At a Title I advisory workshop, district staff asked parents and teachers about family engagement events, preferred communications (Seesaw, Schoology, Thrillshare) and supports for higher-performing and special-needs students; staff noted a district parent survey had about 600 responses.
Katie Rush, the district K–8 curriculum director and Title I coordinator, opened the Title I advisory portion of the Preston County Board of Education work session and asked parents and staff for feedback on how to improve family engagement and district communications.
"What is the biggest draw for family engagement activities?" Rush asked, listing logistics and topics the district must consider when planning the four family engagement activities required of each school each year.
Parents and teachers discussed practical barriers and preferences. A teacher and several parents said Seesaw is popular for younger students but does not meet older students’ needs; Schoology draws complaints. A staff member described Thrillshare and the district phone system that can push messages to apps and mask staff numbers. The district said it will limit blanket phone calls and favor texts or app messages and will investigate masked phone numbers so teachers need not share personal numbers.
Staff reported they had distributed the parent engagement guidance and posted it on the district federal programs page and that a recent parent survey about technology usage produced about 600 responses. Parents suggested keeping both digital and printed materials available and asked for clearer notification when documents are posted online.
Discussion also touched on classroom supports: board members and parents asked how the district supports higher-performing students and whether gifted services and acceleration options are available. Staff confirmed gifted services continue through eighth grade and said the district is exploring acceleration options, MOUs and possible virtual course providers for hard-to-staff subjects.
On special education supports, parents raised concerns about sensory-room locations and whether rooms have padding and proximity to classrooms. District staff said most schools have sensory rooms and occupational-therapy staff provide consultation, but building layout sometimes requires reassigning rooms and further assessment.
Staff encouraged continued teacher outreach to families, including proactive calls and weekly teacher newsletters, and asked teachers what training would help them better engage families.
The work session ended with the board asking staff to prepare communications and materials for broader parent outreach on the policy updates and engagement plans; no formal vote occurred on program changes during the workshop.
What’s next: district staff will update the parent engagement documents on the federal programs page, continue the use of interim benchmarks, and prepare materials for the policy and engagement items that will return to the board for formal consideration.
