Latest / GCA Unmuted: Voices of Virtual Education / Building Trust with Families with Shannon Ready: Partnering with Parents in a Virtual School

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Building Trust with Families with Shannon Ready: Partnering with Parents in a Virtual School · GCA Unmuted: Voices of Virtual Education

• 0:03
  SPEAKER_01: Welcome to A Unmuted, the podcast where we share the stories and strategies that show how Georgia Cyber Academy makes online learning work.
• 0:13
  SPEAKER_01: In a virtual school, families aren't just part of the journey.
• 0:17
  SPEAKER_01: They're essential partners.
• 0:20
  SPEAKER_01: Building trust, communication, and collaboration with parents is what helps students thrive in an online learning environment.
• 0:29
  SPEAKER_01: I'm joined today by Shannon Reddy, one of GCA's family engagement liaison, who works closely with families to build strong partnerships, support communication, and ensure parents will feel confident and connected.
• 0:45
  SPEAKER_01: We'll explore how family engagement works in a virtual school, how trust is built over time, and why strong partnerships with parents are foundational to student success.
• 0:55
  SPEAKER_01: So, Shannon, I appreciate you coming on.
• 0:58
  SPEAKER_01: Can you lead off with a moment or an experience that you think really captures what partnering with parents looks like at GCA?
• 1:10
  SPEAKER_00: Um, I don't really have like a one specific moment, um, but we do have, you know, a strong start period in the beginning of the uh school year, um, mostly heavily in August and September.
• 1:25
  SPEAKER_00: Um, and that is like the the family engagement team biggest uh collaboration with parents.
• 1:31
  SPEAKER_00: Um, and it's vital, it's important.
• 1:34
  SPEAKER_00: Um, there's not uh uh a time during those months where uh an FEL isn't um trying their best to uh help parents, help students get into uh learn the platforms, get into class, get into testing, um, learn the ropes here.
• 1:53
  SPEAKER_00: And um I I really think that's the an initial part of uh what really takes off between um GCA uh family engagement team and you know partnering with the parents.
• 2:08
  SPEAKER_01: That's awesome.
• 2:08
  SPEAKER_01: I love that you mentioned Strong Start.
• 2:10
  SPEAKER_01: So can you actually explain a little bit what Strong Start is and and like why why you think that's like that's the pivotal thing, that's the thing that really captures the partnering with parents.
• 2:26
  SPEAKER_00: Yeah.
• 2:27
  SPEAKER_00: Um, so strong start is like an onboarding process uh that the family engagement team does, and it takes place right after like a parent's application has been approved and um you know that they're into the system and stuff like that.
• 2:41
  SPEAKER_00: So uh what happens is they get assigned like an FEL and the FEO rolls through the onboarding process, such as um walking them to walking them to class.
• 2:52
  SPEAKER_00: Um and that's like a virtual session to help the parents realize how to move through the platforms.
• 2:58
  SPEAKER_00: Um, there's other things like uh there's virtual connections to teach them about all the other platforms like um nucleus, attendance, um lever, like just uh even though we are not academic, we're helping them get into the platform and navigate it.
• 3:19
  SPEAKER_00: Um, because when parents come into uh GCA, especially ones that have never been in a virtual setting, they're coming from a traditional brick and mortar, they don't that they're so overwhelmed, they're um confused, and then they're they're frustrated and nervous.
• 3:35
  SPEAKER_00: Um, so I really think the main part of Strong Start is uh when we partner with those parents and students sometimes, especially high school students, to uh navigate all the different platforms that um expose that GCA exposes to the students and families.
• 3:53
  SPEAKER_00: So go ahead.
• 3:57
  SPEAKER_00: I was gonna say it's um what when they we start in this strong start process, um you know, it takes a couple of weeks and it's included in like other areas, other departments, right?
• 4:09
  SPEAKER_00: Like we're doing pre-testing.
• 4:11
  SPEAKER_00: FELs do other certain FELs that do uh pre-admissions testing to make sure that they the students get a schedule.
• 4:18
  SPEAKER_00: Um so we are working with the parents to make sure that you know they get into the testing to get into the canvas to get into testing.
• 4:25
  SPEAKER_00: Um, so we even though we have this area where we're we're not really academic, we we collaborate and partner with the parents during Strong Start to make sure that they are successful when they're handed off and they start um classes with the teachers and so on and so forth.
• 4:46
  SPEAKER_01: No, that's that's great.
• 4:47
  SPEAKER_01: Sounds like a super helpful program, especially for, like you said, families that have no experience in virtual in virtual school.
• 4:55
  SPEAKER_01: Is Strong Start something that families only do when they initially come on GCA, or is Strong Start a module that every family does every year at the beginning of the year?
• 5:08
  SPEAKER_00: Uh we well, so like we kind of when school starts in like August, we have like our returning families and then we have new families.
• 5:15
  SPEAKER_00: So uh that initial part of Strong Start goes towards the new new families, like onboarding, but we definitely have a separate kind of strong start, if you will, for the returning families to help them um refresh.
• 5:29
  SPEAKER_00: Um, because there's many times that you know new things come out in Canvas that they didn't know about or that we didn't know about, and then we have to tell them.
• 5:36
  SPEAKER_00: Um, so we do have like a separate thing, it's not as um uh extensive as with new families, obviously.
• 5:43
  SPEAKER_00: Um, but we want to make sure that you know the returning families are just as successful as the new families.
• 5:49
  SPEAKER_00: So they do go through a strong start, it's just not as elaborate as the first time when they get enrolled into GCA.
• 5:57
  SPEAKER_01: And have you found that families or parents, uh particularly new parents, uh learning coaches that come through uh are initially nervous, but do you kind of see them kind of get the hang of it or learn the ropes through Strongstart?
• 6:16
  SPEAKER_01: Can you tell me a little bit about that?
• 6:18
  SPEAKER_00: Oh, yeah, that's actually like one of my favorite parts is you know, you have this parent that'll come in and they're they're super nervous.
• 6:26
  SPEAKER_00: Um, because really the the main goal of of anybody that's working in education is the success of the student, right?
• 6:32
  SPEAKER_00: Whether it's a parent, whether it's an FEL, whether it's a teacher, we we're here for the child, the student to make sure that they're successful.
• 6:40
  SPEAKER_00: Um, and you know, I as a parent, and I'm sure you know there's tons of parents here at GCA in different positions, but as a parent, you can um sympathize with that.
• 6:51
  SPEAKER_00: So uh when they come in and um you know they're they're panicking and they don't know what to do, um, and the FELs kind of um hold their hand and walk them through the process and and you know basically calm them down, if you will, to make sure that um, you know, it's gonna be okay.
• 7:10
  SPEAKER_00: We're I'm here, I'm here for you.
• 7:12
  SPEAKER_00: This is what we do.
• 7:13
  SPEAKER_00: Call me, email me, um, come into my virtual class session.
• 7:17
  SPEAKER_00: But you know, this it's gonna be okay.
• 7:18
  SPEAKER_00: It's gonna, and I I like to give my parents like an upfront message saying, hey, this is gonna you're gonna take about two weeks to get the hang of it.
• 7:27
  SPEAKER_00: Um, but after that, you're golden.
• 7:29
  SPEAKER_00: And then when they call you or you call them, you talk to them right after they get over that hump.
• 7:34
  SPEAKER_00: That's like the best feeling because you know that you helped them and now they're on a track to be more, you know, uh successful and the student's more successful at GCM.
• 7:46
  SPEAKER_01: So you said it's about like two weeks process a little bit, is once they kind of start feeling like they're getting their C legs a little bit with structure.
• 7:54
  SPEAKER_01: Okay.
• 7:55
  SPEAKER_00: Yeah, I say about two weeks on average.
• 7:58
  SPEAKER_00: Um, you know, parents start to get the the hang of it.
• 8:01
  SPEAKER_00: Um, you know, two two weeks from their start date.
• 8:03
  SPEAKER_00: So they go through the processes and learning things and going through the courses and and um learning how to do the ropes.
• 8:10
  SPEAKER_00: But once they get like their schedule and they're going into Canvas and they're going into um class and finding the assignments and just navigating um the platforms, uh after about two weeks, they're pretty they they've calmed down, they're pretty like, okay, yes, I got this, I can do it.
• 8:27
  SPEAKER_00: Um and then you know, when you talk to them and they're not panicking anymore, they're like, yeah, no, actually it's going really good.
• 8:33
  SPEAKER_00: It's like, oh, thank, you know, but that's awesome.
• 8:36
  SPEAKER_01: That's that's awesome.
• 8:38
  SPEAKER_01: So when you think about your role, Shannon, as a family engagement liaison, you're a part of a the the bigger family engagement team.
• 8:47
  SPEAKER_01: What what is what does that all involve?
• 8:50
  SPEAKER_01: So we heard about strong start, and obviously the support that you're doing in the beginning of the school with uh school year with new families, but obviously you're not assigned just new families, right?
• 9:02
  SPEAKER_01: You have it you have returning families, I would imagine.
• 9:05
  SPEAKER_01: You have new families.
• 9:07
  SPEAKER_01: So you navigate Strong Start, but what are some other things that just throughout the year uh you really see your role uh being and involving and responsibilities and duties that you have to families in this virtual school setting?
• 9:23
  SPEAKER_00: Um it's actually really funny because we kind of have our hands everywhere in different departments.
• 9:31
  SPEAKER_00: Um and the our main thing with parents is that we want to make sure that we know that VLs know all the information so that we can help them.
• 9:42
  SPEAKER_00: We're not teachers, so we can't teach them or talk about grades or assignments and things like that, but we can direct them to Canvas to say, hey, you know, you might want to look at Johnny's social studies class at his gradebook, he's missing some assignments.
• 9:57
  SPEAKER_00: Um, or you know, we can talk about how he's missing three days of school.
• 10:04
  SPEAKER_00: Um so we kind of talk about attendance there, like, hey, you know, if you get a couple more absences, you're gonna get notices about truancy, so on and so forth.
• 10:12
  SPEAKER_00: Um around uh, I guess it's coming up soon, um February, March, we start with like a re-registration process.
• 10:21
  SPEAKER_00: Um so we actually um the FELs will uh help process applications actually to get the um returning families re-registered for the next school year.
• 10:34
  SPEAKER_00: So during that time, we're talking to families about hey, let's log into your um parent infinite campus so we can complete the application so you guys can get um onboarded for next school year.
• 10:45
  SPEAKER_00: Um and then of course, you know, everybody does milestones and and such like that, but uh we make sure that the family is in a situation where um they can travel to uh milestones.
• 11:01
  SPEAKER_00: That's really important too.
• 11:02
  SPEAKER_00: Some of the um, I mean, I know that with that we all have like site coordinators and stuff like that, but the FELs are talking to these families every month, sometimes twice a month, multiple times a month.
• 11:15
  SPEAKER_00: Um, so we know if something's going on, where they're probably not gonna make it to testing or their address is changed.
• 11:21
  SPEAKER_00: Um, and so we kind of uh work in that area when testing comes starts coming up, making sure that they know what tests they're gonna take, um, they know where their site location is.
• 11:32
  SPEAKER_00: Um so they do uh we do a bunch of stuff during that time period as well.
• 11:38
  SPEAKER_01: Wow.
• 11:39
  SPEAKER_01: So you kind of like you said, y'all are a little spread out all over the place with your big initiatives though being obviously supporting these families throughout the year, but you know, your big initiatives with strong start, re-registration, testing milestones.
• 11:55
  SPEAKER_01: Um just as a point of clarification, do your do you have multiple students assigned individually and multiple family engagement liaisons could be assigned to one family, or do you have if a family let's say has three students, would you be responsible for all three students across those grade bands?
• 12:22
  SPEAKER_01: Does that make sense?
• 12:22
  SPEAKER_00: Yes, yes.
• 12:23
  SPEAKER_00: So like a uh an FEL will get um a family, and whether they have um one student enrolled in GCA or three students will have that particular family.
• 12:35
  SPEAKER_00: So that way the the parents not going to different FELs for each student.
• 12:39
  SPEAKER_00: We have one one unit, one collaboration, one FEL to help.
• 12:44
  SPEAKER_00: It's too confusing if you have too many FELs going on.
• 12:48
  SPEAKER_00: Um so the FELs usually um usually our caseloads are about uh 160, 150 students.
• 12:59
  SPEAKER_00: Um, and it could be like you know, single students or multiple students in a household um that we kind of manage throughout the throughout the year.
• 13:08
  SPEAKER_01: Sure, that you're supporting and responsible for.
• 13:10
  SPEAKER_00: Yeah.
• 13:11
  SPEAKER_01: Shannon, what do you think are like some common misconceptions that parents have about online schooling?
• 13:20
  SPEAKER_01: And how how do you address them uh when when they come in?
• 13:26
  SPEAKER_00: Uh actually I think the com most common misconception that I hear is that um, you know, we're a homeschool, number one, and we're not really a homeschool, even though it is at home, I get it.
• 13:39
  SPEAKER_00: Um so that's uh that's something that I think um I know I have as an FEL talked to parents about, you know, the difference of homeschooling and stuff like that.
• 13:48
  SPEAKER_00: Um and another thing is is that, you know, I really try even in the beginning as Strongstart to tell them, you know, we're we're a school, even though we're virtual, we're the same thing as if you went to a brick and mortar school.
• 14:03
  SPEAKER_00: So um are you expected to come to your students expected to come to class every day on camera?
• 14:10
  SPEAKER_00: Um, it's the same thing as if you walk in that classroom door.
• 14:14
  SPEAKER_00: Um, so I do think that sometimes they get that confused.
• 14:17
  SPEAKER_00: Well, we're a homeschool or like we have this um pace yourself or you don't really have to attend classes, it's optional.
• 14:25
  SPEAKER_00: Um, I find that to be the most common thing that I had to uh talk to families about and explain because they just don't really grasp that.
• 14:35
  SPEAKER_00: Um, I think they just think that, and maybe that's you know, the time period of COVID's fault.
• 14:39
  SPEAKER_00: I'm not sure, but they just think that when they come in here, it's a uh, you know, uh kind of a pace yourself learning environment.
• 14:49
  SPEAKER_00: Um, and uh so that's that's a challenge when you have that conversation and um you talk to the parents and you explain that and they're like, oh, that's not what I thought it was.
• 14:58
  SPEAKER_00: Um but but it's but you know, at the same time, it's like hey, but don't don't panic.
• 15:05
  SPEAKER_00: It's the same thing as just sending your your student to school, except you're you're here on the computer instead.
• 15:12
  SPEAKER_01: Did do those conversations ever morph into uh them being able to earn flexibility though?
• 15:21
  SPEAKER_01: Like is that a conversation that you have as FELS with your families and tell us a little bit about that?
• 15:28
  SPEAKER_00: Yes, I do because really, I mean, I'm not sure of, I mean, I'm sure there is, and I just don't know about it, but what other school really like if you uh basically get encouraged attendance or flexible attendance, I'm not sure other schools actually um do that.
• 15:43
  SPEAKER_00: I'm not I don't know that, but uh I do have that conversation with parents because it is such a talking point and reward, especially for when you get those families that are like my my student's gifted, my student, my student is advanced.
• 15:58
  SPEAKER_00: Um, so they already know the information.
• 15:59
  SPEAKER_00: They can just go in and do all the work.
• 16:02
  SPEAKER_00: Um so it is a challenge at first because I think for the first semester of new students, you you know have have to attend class that's required.
• 16:11
  SPEAKER_00: But really, I just tell them like this is your you know, your grace period to show us how how smart you are, how good you are at coming to class, how good you are at turning your work in at that time, um, how good you are at uh retaining the information and and being prompt and um participating in classes.
• 16:31
  SPEAKER_00: So once you do exactly what you're saying that you you can do, then um your reward is that you do get flexible attendance.
• 16:39
  SPEAKER_00: Um, and then you can kind of uh go from there with a more flexible uh school day or work day or whatever it is that um the student needs to do.
• 16:49
  SPEAKER_01: Sure.
• 16:49
  SPEAKER_01: If they've showed that they are proficient in the material and they can do it on their own, then absolutely, then they've shown that they don't exactly need the same support as other students.
• 17:01
  SPEAKER_01: How do you even navigate when those difficult conversations happen, whether it is regarding uh the I want flexibility versus you know, whether it's like, hey, grades are slipping, how do you kind of navigate those conversations while also still being partners, still having some trust, still maintaining the relationship?
• 17:27
  SPEAKER_00: Um, you know, and in each differ difficult conversation is is different.
• 17:33
  SPEAKER_00: Um, but the most important thing that a family engagement liaison does is we have this this heart, this empathy.
• 17:41
  SPEAKER_00: So when they when a parent calls or we have to call them and have uh a conversation like that, um, it's important that we are you know clear with our communication.
• 17:51
  SPEAKER_00: We um we show them empathy, we try to reach solutions.
• 17:55
  SPEAKER_00: Um, we're not defensive, we're not trying to uh put any blame on anybody or anything like that.
• 18:02
  SPEAKER_00: We listen.
• 18:03
  SPEAKER_00: Um, we ask questions so that we can get to what actually is the root of the problem, whether it's attendance, grades, um, you know, whatever the case may be.
• 18:14
  SPEAKER_00: Um and a lot of the time, like if a parent calls into an FEL and they're just having an issue with with grades, a lot of their their that conversation is fueled by their fear or their frustration with the situation.
• 18:30
  SPEAKER_00: You know, nobody, no parent wants their child to fail.
• 18:32
  SPEAKER_00: No parent wants them to be withdrawn for truancy.
• 18:35
  SPEAKER_00: Um, so they're they're they have this reaction, and it's important that um FELs, and I feel like most of the FELs do this, they they listen and they try to like de-escalate the situation um and the you know the the tone from the parent and just kind of approach it from from that perspective as a parent.
• 18:56
  SPEAKER_00: Like, hey, listen, I know that you know you don't want Johnny to get withdrawn for truancy and you want him to pass to the seventh grade.
• 19:03
  SPEAKER_00: So let's let's see what we can do.
• 19:04
  SPEAKER_00: Let's see who we can talk to.
• 19:07
  SPEAKER_00: Let's see um how we can get him into a session so that he can get extra help on his math and turn it in, whether it's late or not.
• 19:14
  SPEAKER_00: Um, so it's important that we when we have those conversations, we let the parent talk, we let him get it out and then say, okay, let's calm down and see what we can do.
• 19:28
  SPEAKER_01: And what systems or strategies do do y'all have in place as the family engagement team to make sure that communication is consistent?
• 19:40
  SPEAKER_01: Yeah, and that because you mentioned your caseload could be 150, 160 students.
• 19:45
  SPEAKER_01: That's a lot.
• 19:47
  SPEAKER_01: And within that, you have a number of families.
• 19:50
  SPEAKER_01: And so across the school, you're having to make conversations on you don't just have one a year.
• 19:56
  SPEAKER_01: I'm sure you're having them all throughout the year.
• 19:58
  SPEAKER_01: So it's like what systems strategies is is your team using or you using to make sure that you have consistent communication across the board that you're touching and supporting these families through through throughout uh the school year?
• 20:12
  SPEAKER_00: Um, well, we get uh like a weekly kind of um update data report for each student, right?
• 20:18
  SPEAKER_00: So we can see um in like a a list view, like, oh, this student, even though they might come in a household of three different siblings at GCA, we have one student who um has straight A's and no attendance issues.
• 20:34
  SPEAKER_00: Um, we have another one that is failing three classes and um has three absences and missing tons of work.
• 20:42
  SPEAKER_00: Um so when we we look at those reports and kind of um navigate that way so we can see like, oh, this student that, you know, grades are good, attendance is good, all that business.
• 20:55
  SPEAKER_00: They're a green student, right?
• 20:57
  SPEAKER_00: Like we might call them, they got they got their their processes going, they got their routines going.
• 21:02
  SPEAKER_00: We can respect that.
• 21:04
  SPEAKER_00: We're gonna call them um once a month, and instead we're kind of shift our focus over here to the one that looks like he might need a little bit more help with whether it's getting to class, whether it's turning and missing work, whether it's um uh walking to walking them through uh Canvas to navigate to see how to check the gradebook, how to look in the modules, whatever the case may be.
• 21:25
  SPEAKER_00: So that might be where um we're talking to the uh the parents or the student um multiple times a month to make sure that they get back on track.
• 21:35
  SPEAKER_00: So um we do kind of really value those uh that that data that comes in once a week um to to see where those students are at, um, academically or attendance wise, or just um and you know, there's there's many times where um you'll see a green student and then all of a sudden they're they're not green anymore, they're failing a couple classes.
• 21:59
  SPEAKER_00: So, you know.
• 22:00
  SPEAKER_00: as a as a FEO and being, I mean, I'm been here almost 10 years now.
• 22:04
  SPEAKER_00: So you know like something must be going on.
• 22:06
  SPEAKER_00: Something's going on with a student, something going on in the household.
• 22:09
  SPEAKER_00: And that's your initial um reaction as an FEO.
• 22:13
  SPEAKER_00: So you might want to call that family more that month.
• 22:17
  SPEAKER_00: Sorry.
• 22:17
  SPEAKER_00: To check in with them and see what's um what what's what's happening at home to cause this.
• 22:24
  SPEAKER_01: Oh that's smart.
• 22:25
  SPEAKER_01: That's a great point too.
• 22:26
  SPEAKER_01: The support's more targeted right so you use the data to decide okay we might need to have more communication here and less there.
• 22:37
  SPEAKER_01: What do you think Shannon then other schools can learn whether they're traditional whether they're virtual from how GCA approaches family engagement.
• 22:47
  SPEAKER_00: What like what could what could these other schools learn or what advice uh would would you have for other schools virtual or traditional about like hey this is what GCAs this is how our approach to family engagement works and this is I think the idea of all the well like we're families are essential partners um to the staff whether it be GCA, any other school we're we're partners because our main focus is for the student to succeed.
• 23:21
  SPEAKER_00: So when we reach out to parents we want to make sure that we're talking to them to get the best possible situation, the best possible solution to their academic success.
• 23:40
  SPEAKER_00: So I think like even in like in a traditional brick and mortar school I know that um I've seen more uh schools come up with like a family engagement single person liaison.
• 23:53
  SPEAKER_00: So I would definitely think that those people would want to uh I'm obviously there's hundreds to thousands of um students in a traditional brick and mortar school for one family liaison.
• 24:08
  SPEAKER_00: But in those situations you definitely want to make sure that you get the same kind of data.
• 24:14
  SPEAKER_00: You're looking at that too.
• 24:15
  SPEAKER_00: You're looking to see like oh we have this student here who was making straight A's and now um they are not so what's you know make your rounds go through um uh the different classrooms or different grade levels where wherever you're at and those traditional schools kind of uh approach family engagement as something that is um like an essential partner to the student's uh success and what do you think makes GCA's approach to partnering with parents unique or what do you think makes it stand out?
• 24:55
  SPEAKER_00: Uh I think that we because we're virtual we take communication to the next level you know like I I don't I mean I I had a student here at GCA so even though I worked here uh I still got all the parent emails and the parent calls and all that stuff but at the same time like I would rather have that than not know anything.
• 25:25
  SPEAKER_00: And you know there's things that you can do to limit the notifications or so on and so forth.
• 25:31
  SPEAKER_00: But the the the communication that this school has to parents is um is is something that I think that we definitely excel in.
• 25:42
  SPEAKER_00: There's no nothing that we don't send out in an email or um you know in class or something like that that that happens that the parents weren't told about you know so yeah there's no surprises no no and you know I have a um I I do have a a daughter at a brick and mortar here in town and I can tell you right now there's probably about maybe five emails I get a semester from from different things that happen.
• 26:12
  SPEAKER_00: So I mean that's like an hour at GCA.
• 26:15
  SPEAKER_00: So even though it can be overwhelming with the communication that um that we have I definitely think that's the best part of GCA.
• 26:28
  SPEAKER_00: And the thing is is it can be communication in anything right it's um an attendance notification it's um something from our um family uh partnership people that uh want to tell you about um events that are coming up it's um virtual field trips or you know it could be anything that we're sending to the parents so that they they know all their options and I just um I don't know another another school virtual or traditional that that has communication like we have do you think that there are any like and is that what you would say like are there practices or systems in place that you know that other other schools you think or like things that we're doing that other schools could could do like uh for example um like a strong start like are there are there are there things or systems in place you know that they that we do that other schools could do that you think that could help like strengthen like trust and partnership with families um I I definitely think like a strong start um I even though it might be shaped a little bit differently because you're in like a traditional brick and mortar school um but like you know sometimes I think even at the beginning of this school year um the first day the first week of um my daughter's school she was like they just went into it right they're starting talking about algebra right away and it's like now listen I I can appreciate that but at the same time like let's talk about the expectations um let's show you what I expect from you in the classroom um and that's kind of like the the the strong start for traditional school right because we don't need to help them navigate through platforms at a traditional school um but you do need to uh make sure that they are uh informed um and that's basically what we're doing at strong start right is we are informing parents hey this is how you do this this is how you do this this is I'm here for you um these are the other people that are here for you um so the more information that you can um tell a parent that is really beneficial to the student's academic success that's that's the way to go because again like we're we're partners um nobody in education is like man I do not want that student to succeed so uh we're all on the same side so if that is um and I know those words are probably spoken in any school but if it has also to to be shown like hey parents why don't you come in the first um for like a volunteer or if you want to come in one day this week and and see how we operate in class um I mean there's probably lots of safety concerns nowadays and in traditional schools like that but anything like that or um I also think like we have a a ton of field trips um throughout the course of every month.
• 29:40
  SPEAKER_00: So and I don't know any field trips that happen um as you get especially older in high school and stuff like that.
• 29:49
  SPEAKER_00: So I think that's a a something that should happen still um it is beneficial for both the student families and invite the families to come like hey we're taking a field trip to um there's a couple different places up here but one of them was like a hiking field trip and it's like who doesn't want to do that?
• 30:08
  SPEAKER_00: You know what I mean?
• 30:09
  SPEAKER_00: Like you're going to the like this creek and you're walking around like the botanical gardens like invite your brothers and sisters and your grandparents to walk you know what I mean so uh I definitely think that um again GCA excels with the amount of field trips and um connections um uh here is a part of not part of a traditional school sure and I'm sure and I and I imagine that that's helpful and builds connection if you if FELs are out at a field trip and they see one of the families I'm sure that makes a huge difference.
• 30:45
  SPEAKER_01: What would you say to uh a parent like what would you say to a parent if they're unsure if they're on the fence about virtual school and thinking like you know what I'm not sure if this is going to be the right fit for my child what would you say to that parent?
• 31:00
  SPEAKER_00: Um I mean I've had that situation uh a couple of times and I basically uh encourage them to try it like you know what you're probably right you know best what's best for your you your child your situation and it might not work out um but let's try it first and see what happens um I'll take the time to train you in all the systems I'll walk you through it I'll make sure you know everything so that part is um you know covered but uh I always encourage them to try it first I mean unless they have some like really personal situation but um because there's no harm in that right we can try it if it doesn't work out um we can definitely do a a a withdrawal and you know get the student um enrolled in a different school that's best for them um but let's see how this works for your your student first um so I I always encourage them to to stay and try it and that you know not in a a pushy way or anything like that like no stay at GCA um but try it because there's so many times that the the unknown or the nervousness of starting this kind of program um and the overwhelmingness at first of it is like no no no this isn't gonna work and I want them to uh get over that hump and then look at it um and evaluate it first and then you know if a month down the road you're like no no really it's not working then I mean I'm I'm here for you I I'll I'll respect anything that you you want to do that's best for the student.
• 32:40
  SPEAKER_00: If you want to withdraw you want to withdraw but let's get to that point first let's actively um work through this month and see and see how it goes.
• 32:49
  SPEAKER_01: I imagine that's assuring too because uh what what you're kind of communicating is these parents aren't alone in the process.
• 32:57
  SPEAKER_01: So like y'all are supporting you're with them and they're not locked in to some contract or they can they can you know if it's if it's not working they can they can withdraw as you said.
• 33:08
  SPEAKER_01: Well Janet leave us with this last question here.
• 33:11
  SPEAKER_01: What is uh the biggest lesson or just a lesson that you've learned um after you said you've been in FEL for 10 years something like that.
• 33:21
  SPEAKER_01: So it's like you've been doing this a long time but what's like a lesson or that you've walked away or biggest lesson you've learned about like supporting families be uh along the way in virtual school?
• 33:33
  SPEAKER_00: Um never never assume you think you know what is happening with a parent or a student or a situation at home.
• 33:44
  SPEAKER_00: You never want to assume like oh they're fine oh they're not fine.
• 33:49
  SPEAKER_00: You want to uh make sure that you as an FEL um take responsibility and call that parent and and do have that difficult conversation whether it be about hey what's what's happening at home or or hey um something happened and I have to make a a a swarm referral.
• 34:11
  SPEAKER_00: So I I never tried I always try to put myself in their shoes um because again I'm a parent so I wouldn't want no judgment to come upon me if something was happening in my life and my son wasn't going to school right um so I I have to look at that in every situation even though it could be blaringly obvious that this student is just ditching class and he's got straight F's doesn't matter it doesn't matter um because uh that could be where you just need to have a couple conversations with that that student and you know maybe he doesn't have any um encouragement at home maybe he he's feeling a certain way not just he's lazy and doesn't want to come to class uh so you you always want to approach um a family a student uh a a parent a situation with um with with open eyes and and take it now you know you're listening to a parent and they can you can clearly see that something else is happening that's a different story but um I never approach it like that at first I always want to make sure that um you know you you listen um because that's that's what I feel is the most important thing um that you can do to uh build a relationship with with the parents um and students that's a that's a great reminder making sure you don't make assumptions and especially this this this will help you not like cloud your judgment and also to be able to maintain the relationship and support the family that's so good so today's a big idea when schools listen to communicate clearly and partner intentionally with family so our trust grows and students succeed thanks again to Jane and Ready for joining us and sharing her perspective if this episode gave you new insight into family partnership be sure to subscribe and join us next time on the unmuted voices of virtual episode