# data[].attributes.body
Many of the group members showed fam concerns

Focus on students backgrounds

High percentage of Latinx fam’s going to work

Monitor attendance and family situations

Do not punish students for not coming to class/ turning in work, instead reachout to get to know families

Brainstorm how to emotionally support COVID

Have conversations with students about the pandemic

Prepare appropriate follow up regarding conversations with sensitive topics

Get to know students individually, everyone has a different fam situation

No “One side fits all in any subject” ensure where students stand, and that can help guide where conversations go

Allow students to have a space to connect with their friends

Multiple means of communication to ensure we are communicating with families

Give students questionnaires to get a sense of their situations

Accept be flexible with late work and late assignments

Even if families have a schedule, there has to be reminders/ check ins

Hard hearing from parents who have to work

Humanize working from home

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Building Meaningful Relationships:
- give out personal or Google Voice # (set boundaries)
-reach out to families on things other than academics = RAPPORT (current and past Ss)
- create care packages for incoming Ss (stress balls, coloring books, minute timer)
- set Zoom office hours (Ps and Ss to check in)

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How can we support the student who have younger siblings.
-be compassionate
maybe connect with families and start a parent group to support each other kids
-having a parent ambassador in the class
parents who don't speak english, tech issue with computers
-PARENTS NEED TRAINING ON COMPUTERS IN SPANISH ON HOW TO LOG ON, ETC
-HAVE PARENTS ATTEND THE CLASSES TOO
-VIDEO TUTORIALS AND LIVE

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Connect with parents as much as you can (zoom, phone calls) .

Don't bombard, let families know they are just as much part of the community.

Open communication: respect confidentiality even during online communication.

Student needs are different!

SEL: make sure we're engaging and extending that to families, so they're using it as well. Will help us connect with our students emotionally. Check-in resource

The value of including parents!!!!!!
A good time to rekindle our relationship with our parents, provide them with tools to navigate the academic and socio-emotional crisis, for more long lasting relationships to help with returning.

Creating communal spaces! (essential for the young ones) . Open Zoom time. Snack time and sharing time!  Essential school time!

During group check-ins, talking time they can share things in their room or ask about each others rooms. Or they can tell something about themselves if they don't want to. Great way to check their moods! Shifts focus to well-being over academic .

Check-in and share YOUR feelings to connect on a human level!

Sharing personal histories involving SPED and experiences, sibling translators. Showing your presence and support!

# data[].attributes.body
1. Flexible allowing students reach out to you not only on zoom or office hours, but through text or call.
2. Being mindful about what we are asking for our scholar.
3. Being Consistency when posting assignments for our scholars.
4. Fluid communication with families and giving them a lot of resources.
5. Weekly communication with students and having that consistency when checking it with them.
6. Adding more fun and joy where students can see their friends.
7. Having empathy

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-Build Connections/Bond with Families.
-Ask for their needs
-Provide safe virtual space and activities they can do during this time.
-Share some of your experiences to the students and families and how you are connecting. (Carne Asada's, Loteria, etc.)

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Challenges
-Having to navigate other systems that may be creating challenges for families
-phone calls can be impersonal and awkward
-Parents tend to block numbers or not want to connect if receiving overwhelming number of calls
What we can do differently
-Create more space for parents to share their experiences and what they need
-Youtube tutorials, parent surveys,
-Open communication and flexibility/accommodations
-Getting to know parents personally instead of jumping straight into information and details about academics
-Live Google Doc link for chats among scholars with teacher monitoring

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-Flexibility, compassion and understanding
-Connecting families with resources
-Technology assistance
-Family shares (invite families to share something about themselves, a talent, etc.)
-Share ideas for separating spaces (making a work space--especially when you have several students)--family workshops and collaboration spaces
-Parent Support Group
-Problem solve with families around accessing the Zoom, online learning if they are being babysat somewhere they don't have access/help
-Resources for mental health services, socialization, tending to their SEL needs
-Powerschool--important for families to know how to navigate it so they can check and can support students with it, can help keep updated on attendance too
-Reminders for families about the links/schedule for Zooms

# data[].attributes.body
-Flexibility, being compassionate with families at home.
-Understanding stability and were students are emotionally.
-Continue reaching out to families.
-Families love to support and be involved!
- Social interaction is still important with older scholars, especially being able to see their peers. "Social Fridays."
-Being understanding about family situations at home.
-Difficult for students to now have to balance school and home obligations.
-Willingness to accept the challenge of adapting to new ways of learnings.
-Educators challenging themselves with new/creative ways to educate scholars. Willingness to overcome.
-Connections before academics

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Providing a virtual safe place; priority for building relationships with families; supporting parents (community forum with guiding Qs); How To videos for tech for families; virtual office hours; SEL Mood Meter check-ins; celebrate Cultura parents can lead an activity online (making tortillas); culturally relevant books; spread more awareness/ diversity of Latinx countries;

# data[].attributes.body
-Relationship Building: Connect with families upfront for trust building
-Serving the WHOLE child: Show up emotionally for child first, academics will follow.
-Interviews with parents: Teaching the parents how to navigate online tools.
-Anxiety/Chronic Stress/traumas: Leverage SEL/Blueprint/Meta-Moment
- Being flexible and compassionate.
-We don't ask for help (something culturally) so offer it up front.
-Leverage different tools to teach: Lessons recorded, all assignments due on same day for consistency
-EL/IEP students: Think of them when planning and it will help the rest of the class.
-

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- Reach out to families, don't let the lack of proficiency in Spanish stop you from attempting to communicate. Families simply want us to try
- Let's sit in the discomfort of trying to communicate with each other and lean into it for the sake of our scholars
- We shared ideas to connect with families: sending a letter to families and scholars before the school year starts, virtual back to school week, creating a video on Loom, and 1:1 calls with families
- There is a Zoom functionality that translates Zoom meetings for us - reach out to principals about it because they have the functionality

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- stay consistent and be accessible to all families
- There has been an increase of parent contact since distance learning started. Sharing resources was easier.
- Online journals for SEL for students to jot down feelings without judgement
- engaging parents through principal chats, strategies for parent communication would be helpful
- For new families this is HARD. So RTA is doing weekly check ins for them. Feels connected.
- Flexibility will be reduced due to synchronous learning that did not exist in the Spring
- Checking in with advisory families before a larger announcement
- Managing own family duties alongside student families
- Mailing items home to spark and stay connected
- Leveraging older siblings for younger sibling contact.

# data[].attributes.body
- students unable to focus; need to care for themselves since parents may be at work; caring for siblings as well.
- older siblings feeling frustrated with caring for younger siblings
- getting to know all care providers to be able to provide support academically
- educating parents in navigating websites/computers; being able to provide caregivers with the tools to support their scholars
- students working during school hours to help provide financial support to families; will affect when students log in to classes
- connecting with families in regards to needs in home, rather than just academics; builds stronger rapport with the families

# data[].attributes.body
-Flexibility
-continue building relationships with families
-IEP families make sure to incorporate the whole family because they support the child
-identify families in high needs and have wellness check-ins
-be purposeful with what the students need from the teachers
-allowing students to share personal pictures not just academics (haircuts, animals, etc.)
-Once a week recipe (to build community as a class)
-Meal distribution/Drop-offs
-Town-halls (English/Spanish separate)

# data[].attributes.body
-How to support older siblings who are caring for younger siblings.
-Leveraging systemic communication (ex: using social media platforms for tips/updates)
-Can we do more parent training for technology to support their scholars.
-Parent Panel would have been very helpful to get insight on how we can support them. (The balance of parenting and educating)
-Making sure to continue our communication with students.
-Having very clear directions for families either by screen shots or video to show parents how to navigate different platforms.
-Using phone calls to check in with parents as well as students. Really check in on a holistic level.