Building a retention culture in virtual schools

Retention program: a planned series of future events, items, or performances

A retention program focuses on trying to keep students and families from leaving.

Retention culture: a way of life of a group of people -- the behaviors, beliefs, values, and symbols that they accept, generally without thinking about them, and that are passed along by communication and imitation from one generation to the next

A retention culture offers students and families a place to belong.

houston@figment-consulting.com

"I know, let's pretend to be ourselves." The Mad Hatter

It was a quick line uttered by The Mad Hatter last night and I barely heard it. My family and I spent last night at Mickey's Halloween Party at the Magic Kingdom. Our oldest kids were off to Neverland, or Space Mountain after the stage shows and fireworks display and my wife and I were touring the property with our youngest watching for Disney characters and treat stands where they passed out candy.

Now, there are several characters I enjoy watching perform while they are on stage, and The Mad Hatter is one of them. So, we paused to listen in and observe as others stood in line for their photo opportunity with Hatter and Alice.

As the group, including the characters, lined up for their photo, that's when I heard The Mad Hatter say, "I know, let's pretend to be ourselves."

I love the play on words. I especially love the deeper meaning behind it.

I also believe they are words of wisdom for virtual schools. In my Virtual School Manifesto one of my Nine Essential Ingredients is Be a Specialist.

On the surface being a specialist means you serve a niche instead of attempting to be all things to everyone. At a deeper level it means virtual schools know who they are, why they exist, who they can best serve, and then carve out a space that is uniquely theirs. It's more than merely differentiating from competitors, It's more than merely positioning and branding. Being a specialist is knowing who you are, owning who you are, and being who you are.

Then the story you share with the world is an authentic one because you are pretending to be yourself instead of someone else.

houston@figment-consulting.com

Virtual schools: Do you know why your parents are leaving?

Do you know what question is most asked of Cast Members at Walt Disney World's Magic Kingdom?

Where is the nearest restroom? -- Nope.

Where is Mickey Mouse? -- Nope.

What time does the park close? -- Nope.

The question most asked of Magic Kingdom Cast Members is "What time does the 3 o'clock parade start?"

However, the response that Cast Members are trained to give is directed toward the real question being asked. Because, in reality, parents are not asking what time the 3 o'clock parade starts. So, the response is centered on the real question which is -- What time will the parade be where I am now?

Cast Members are trained to answer that question, and they go even further by recommending a great place to be nearby in order to see the parade.

Attrition rates are high and retention rates are low at virtual schools and many of them conduct exit interviews to try and obtain the reasons behind the departure. However, what they fail to comprehend is that there are answers behind the answers given by the families.

If you believe families are leaving your school due to "lack of socialization" then you are focused on the start time of the 3 o'clock parade. If you believe they are leaving because your school is "too rigorous" then you are focused on the start time of the 3 o'clock parade.

Instead there are reasons that go deeper as to why parents are leaving your school. Once you recognize that, then you can begin to comprehend them. Once you comprehend them, then you can understand them. Once you understand them, then and only then will you be able to craft solutions -- solutions that focus on the real issues.

houston@figment-consulting.com

Chief Crowfoot, railways, and virtual schools

Born in what is now Alberta, Canada, Crowfoot was made chief of the Big Pipes band of Native Americans in 1865, and one of three head chiefs of the Blackfoot tribe in 1870.

Well-known for his bravery in battle it is his relationship with the Canadian government and their desire to extend the transcontinental railroad that is of primary interest to me. In 1877 Chief Crowfoot persuaded the Blackfoot tribe to sign Treaty Seven with the Canadian government to allow for the connecting of the railways system from British Columbia in the west to the rest of Canada through their lands.

For his part in helping bring the negotiations to pass, Chief Crowfoot received a lifetime pass to travel on the railway. But, he never used it. Instead, he placed it in a small satchel that he carried around his neck and it remained there until he passed away in 1890. While he was given the opportunity to take advantage of and utilize this new form of transportation, he declined.

This is of interest to me because I see an interesting correlation between Chief Crowfoot and virtual school students and parents. Stay with me on this because there is one.

Much is made of the performance of virtual schools -- academically, attrition rates, and retention rates with much of the blame being given to the schools themselves. In many cases and in many ways, it is a valid argument -- virtual schools can do much more to enroll better-fit students, retain more of them, and engage them at a deeper level throughout the year.

However, it cannot go unstated that at some point in this relationship, students and parents must show up. And, they must be willing to put forth the effort in order to succeed.

Virtual schools can and should build better railways for students and families, and provide them lifetime tickets to fulfill their potential. But, students and families must be willing to use that ticket. There must be effort on their part. Instead, there is a small yet significant percentage of families who take the ticket but never jump on board for the ride. In that instance, there is little the virtual school can do.

Enrolling in a virtual school and engaging with a virtual school are two different acts altogether. For the relationship to work, there must be two involved -- school (teacher, administration, staff) and family (student, parent).

By not using the ticket given to him, Chief Crowfoot never realized the true value of what was offered to him. In the same way, students and parents who do not engage with their virtual school fail to realize the value of what is offered to them by the virtual school.

See, there was a correlation after all.

houston@figment-consulting.com

How, What, When.

How you say something matters as much as what you say.

When you say it matters as much as How and What.

Taken together How, What and When form a three-legged stool for sharing content properly.

Typically, virtual schools focus too much on What, pay little to no attention to How, and only think internally about When (When is a matter of convenience for them).

How, What and When must each play their proper role in order to support and enhance a content stool.

So, while content may be king, it rests on the throne of How, What and When.

houston@figment-consulting.com 

Better enrollments, higher retention, deeper engagement.

That was, in essence, my pitch to a prospective client. I had spent a couple of days with this virtual school, discussing where they had been, where they were, and where they wanted to go. I had walked them through my Virtual School Manifesto, shared with them where it diverged from current models, and outlined the measurable results that consisted of better enrollments, higher retention, and deeper engagement.

Better Enrollments

Currently there appears to be a thought process that better enrollments does not equal more enrollments. In reality, it may mean just that. It doesn't have to though. A third option though is that it could mean more enrollments and better enrollments over time.

However, the current model of enrolling as many students as possible, without taking into account true fit for the model, does a disservice to the families, students, and the school. The result is the high attrition rates we are now experiencing.

As I shared with this prospective client, my attention is centered on finding families who are willing to put in the work necessary to succeed.

"Virtual schools are not for everyone, so why therefore do we attempt to recruit anyone who will say Yes?"

Instead, I support the notion that we train our efforts, invest our dollars on finding families who align with our mission and have the necessary aspiration to show up and play the role they need to play. It is a team effort that requires both school and family.

Higher Retention

By default if we recruit better enrollments we should experience higher retention rates. However, that will only move the needle slightly. In order to have the type of impact that makes a difference, we need to move to a retention culture.

When we begin the process of dismantling the retention programs and build a culture centered on the learning experience, the families, and the service we can provide them, we then initiate a culture of retention. And this is where the real change can occur.

In most virtual schools, students who stay longer perform better on state tests (due to many reasons). It only makes sense then that virtual schools should work harder at serving and keeping their existing families than they do at recruiting new ones.

Now, combine a retention culture with recruiting better enrollments and you will have more of the "right" students with more of them staying longer.

Deeper Engagement

From showing up for online meetings, classes and field trips to being present and ready at the state tests, a deeper level of engagement by students and families will boost school performance.

My belief and experience is if we build a retention culture based on the aspects of customer service, it creates an environment in which families engage with their school at a deeper, more meaningful level. We want students to be present and we also want them to engage. Being there is the first step, participating is the goal.

Each point is a measurable metric. We can measure the quality of enrollments just as we can easily measure retention rates. And, we can also measure engagement levels by students and families.

This approach requires the school to be disciplined, and authentic in its message. It turns the attention away from more and shines the spotlight on better, higher and deeper. If done well and consistent, it will also lead to more, but more of what is desired -- better, higher and deeper.

houston@figment-consulting.com

Virtual schools and socialization.

Virtual schools across the country are faced with the dilemma of how to engage students who are spread around the state and never have to set foot in a building.

Most virtual schools tend to rely on the traditional field trips, online clubs, and even virtual field trips to fill this void and overcome the lack of student engagement. Unfortunately the results are minimal at best. Attrition rates continue to remain high and socialization (or lack thereof) is often cited as a reason for many parents who choose to remove their child. It is ironic when you look at the offerings provided by each virtual school to offset this and realize many of them are working hard and providing families with a multitude of options to interact and engage -- zoo trips, museum trips, online activities, clubs, and much more.

So, what is going on? My experience tells me that virtual schools are actually trying to solve the wrong problem. By focusing on socialization they are working hard to put band aids in place when the real wound is something else.

One need only to look at the current environment to better understand what is going on. Facebook, Instagram, Snapchat, Twitter, and other social platforms provide us a glimpse into the real issue. Each is built not on the idea of socialization but on Connectionalization (I know it is not a real word but one day it may be).

Students are looking for a place to connect, not socialize. They want to belong. As I mentioned in my Virtual School Manifesto: Nine Essential Ingredients, socialization is the school dance. It is organized by the school, promoted by the school, and monitored by the school. Then, students show up and many of them simply stand around and watch a few have a good time.

On the other hand, Connectionalization is what occurs in the hallways where friendships form and tribes emerge. It's organic more than it is scripted. Many times it is student led which can be frightening for many administrators. Yet, it creates an environment where students can feel like they belong.

Virtual schools who want to engage their students, retain more of them, and make them happy will become obsessed with being a Human Connection school.

It is Essential #7 in my Manifesto, and right now it is sorely lacking in virtual schools.

houston@figment-consulting.com