Parents and families of Title I schools in a large urban school district expressed communication as one of the barriers to their engagement. This occurred after Information and Communication Technology (ICT) resources were increased district wide. The barrier generated a problem of practice for the Title I office because parent engagement was one of the major components of the project. The theoretical design adapted for the study was Epstein's (2001) Overlapping Spheres of Influence. The theory emphasized the overlap of communication between the family and the school using ICT as a catalyst to impact student achievement. A cross sectional survey was designed to gather input from parents to be able to describe the situation and pose solutions to the problem of practice. The research question was: which methods of ICT are most effective in supporting the greatest level of parent involvement in an elementary school implementing the Title I grant project? Results of the study demonstrated parents preferred ICT resources that provided them with leverage with communication, two-way communication options, multiple communication features, and access to their student's performance. Results also revealed that parents felt that the district and school communicated effectively with them with the tools that were primarily used, however the tools selected for primary communication did not align to two-way communication preferences. The differences were more pronounced at the individual school level. The implications of this study are intended to help educators understand how to design two-way communication mechanisms with parent input that will yield greater returns on investment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]