FASTalk Message Development Relies on Family Feedback

Author: Megan Lorio

Developing FASTalk messages in our school communication platform follows a rigorous process, which includes gathering feedback directly from families. Without feedback from parents and families, we’d be missing critical insight from one of the most important stakeholders in a student’s learning journey.

As FEL’s Managing Editor, I am responsible for developing the FASTalk tips and activities that go home to parents and families each week. I served as a teacher for 7 years and as an instructional coach and school administrator for another 3 years in Washington D.C., NYC, and New Orleans. As a classroom teacher, I experienced firsthand the power of families as a critical partner in student learning. In my role as Managing Editor, I sit at the intersection of teaching and learning and family engagement, where I am able to bring my deep knowledge of instruction and translate that into messages for families that make a meaningful difference in supporting their child’s development. 

I recently co-facilitated focus groups with families in DeSoto Parish Public Schools, where they shared more about their experiences with FASTalk messages. In this post, I share some reflections about how this feedback will shape the FASTalk message development process.

How are curriculum-aligned messages developed? And why is family feedback so important?
When developing curriculum-aligned FASTalk tips and activities, our primary goal is to ensure that families gain an understanding of what their child is learning and how they can best support at home. Curriculum-aligned messages are developed by both focusing on the key standards for the grade level as well as fostering knowledge-building through parent-child interactions around specific themes and texts. We work to make sure that the messages sent home are accessible, relevant, and fun for families to complete! The messages aim to take the most critical goals of each of the curriculum’s units and give activity ideas that are actionable, so that families feel empowered to help at home and students meet curriculum and grade level goals. 

Family input is critical to the development of high-quality FASTalk parent-teacher messages. We frequently invite feedback about FASTalk from all families through surveys, polls, and focus groups. When we are developing new tips and activities, we check in more often with families, focusing on questions such as: “Are the messages engaging and fun for you to complete with your child?” And “Do the FASTalk messages help you better understand what your child is learning in their class? How so?” Throughout the development process, we work to elevate the voices of the families we serve to ensure that the messages are equipping families with the curricular information they need to best support their child’s instructional goals. 

How do you make sure that the suggested conversation prompts and activities can be easily incorporated into families’ lives? 
We know and understand that parents and families are busy! They need quick, actionable ideas to support their child’s learning at home. We work to develop FASTalk tips and activities that encourage opportunities for on-the-go conversation and connection between a family member and their child around learning. As we develop the messages, we think about whether families could try the activity on the way to school, at the grocery store, or before bedtime. The activities share ideas that incorporate learning into everyday routines and encourage positive, joyful interactions between a parent and their child. 
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Was any of the feedback from the focus groups surprising? In what ways?  
I was most surprised to hear the differences in how families hope to engage with their child’s learning depending on grade level. The session with middle school families affirmed that the needs of families develop and change as their child ages. Specifically, middle school families were less interested in understanding or practicing specific skills with their child and were more interested in FASTalk messages that encouraged back-and-forth interactions with their teenager and were clearly linking classroom learning to real-world experiences. For example, one middle school parent expressed that a sample middle school math message around approaching math problems when stuck was more helpful than a message about how to practice a specific math skill. As we develop new messages in mathematics, it will be important to incorporate this feedback to ensure that we are meeting the unique needs of middle school families. 

What’s hot off the press or in the works right now when it comes to the FASTalk messages?
In the past, FASTalk has primarily supported literacy learning through the messages that go home each week. As we grow and respond to the needs of families, students, and schools, we are focusing on developing a more robust library of math tips and activities. Families are eager for ways to engage with their children around multiple subject areas and we are excited to think about how we can incorporate math learning into the FASTalk experience for more families. We often hear from families that they lack confidence in supporting their child’s learning in math. We are excited to think about ways that FASTalk can be a part of equipping families with the information and resources they need to build that confidence!

We hear consistently from families that they are committed and very willing to support their child’s learning, but what is missing is the critical learning-focused information about what is happening in the classroom and how they can help.  FASTalk’s purpose-built messages and two-way communication capabilities ensure that families receive regular communication from school, delivered in their home language. 

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