School culture is built through consistent expectations, shared language, and reinforcement over time. In a virtual school, creating that kind of culture requires intentional systems that reach students and staff across locations.

In this episode of GCA Unmuted: Voices of Virtual Education, we’re joined by Lakin Whitesides, PBIS Coordinator at Georgia Cyber Academy. Lakin shares how Positive Behavioral Interventions and Supports (PBIS) helps establish and sustain a positive school culture across a large, fully virtual environment.

The conversation explores how expectations are defined and reinforced, how students are recognized for positive behavior, and how educators work together to create consistency across classrooms. Lakin also discusses how success is measured, how PBIS adapts to a virtual setting, and what other schools can learn from building culture at scale.

This episode is part of GCA Unmuted’s ongoing documentation of how virtual schools develop systems that support student behavior, engagement, and community.

Thanks for listening to GCA Unmuted: Voices of Virtual Education, a podcast documenting how virtual school works in practice at Georgia Cyber Academy.

Each episode features educators, staff, and leaders sharing real stories and systems that support teaching and learning in a virtual environment.

Learn more about the podcast and explore past episodes at:
https://www.georgiacyber.org/about/unmuted

You can also watch full episodes and highlights on our YouTube channel:
https://www.youtube.com/@GCAchampions

Inclusion is not only about access. It is about meaningful participation, skill development, and helping students grow with purpose. In a virtual school, that work requires intentional design, flexibility, and a focus on the individual.

In this episode of GCA Unmuted: Voices of Virtual Education, we’re joined by Brandi Dozier-Muhammad, a Family and Consumer Sciences teacher in the LIFE Program at Georgia Cyber Academy. Brandi shares how the LIFE Program supports students with disabilities in developing independence, life skills, and confidence in a virtual environment.

The conversation explores how inclusion is approached through courses like Family and Consumer Sciences, how instruction is adapted to meet a range of needs, and how student voice and real-world application shape learning. Brandi also reflects on what meaningful inclusion looks like in practice and addresses common assumptions about whether virtual schools can support students with exceptional needs.

This episode is part of GCA Unmuted’s ongoing documentation of how virtual schools design inclusive environments that support all learners.

Thanks for listening to GCA Unmuted: Voices of Virtual Education, a podcast documenting how virtual school works in practice at Georgia Cyber Academy.

Each episode features educators, staff, and leaders sharing real stories and systems that support teaching and learning in a virtual environment.

Learn more about the podcast and explore past episodes at:
https://www.georgiacyber.org/about/unmuted

You can also watch full episodes and highlights on our YouTube channel:
https://www.youtube.com/@GCAchampions

Supporting student wellness is essential to learning, especially during the high school years when students are navigating academic expectations, relationships, and future decisions. In a virtual environment, counseling must be intentional, accessible, and grounded in strong relationships.

In this episode of GCA Unmuted: Voices of Virtual Education, we’re joined by Derrick Westry, a high school counselor at Georgia Cyber Academy. Derrick shares what counseling looks like in a virtual setting and how he supports students’ academic planning, mental health, and overall well-being.

The conversation explores how trust is built with students online, how counselors identify and respond to student needs, and how collaboration with teachers, graduation coaches, and families supports a whole-student approach. Derrick also reflects on the challenges and opportunities of providing counseling at a distance and addresses common concerns about whether meaningful support can happen in a virtual school.

This episode is part of GCA Unmuted’s ongoing documentation of how virtual schools support student wellness as an integrated part of learning.

Thanks for listening to GCA Unmuted: Voices of Virtual Education, a podcast documenting how virtual school works in practice at Georgia Cyber Academy.

Each episode features educators, staff, and leaders sharing real stories and systems that support teaching and learning in a virtual environment.

Learn more about the podcast and explore past episodes at:
https://www.georgiacyber.org/about/unmuted

You can also watch full episodes and highlights on our YouTube channel:
https://www.youtube.com/@GCAchampions

Strong student support begins with strong systems. Multi-Tiered Systems of Support (MTSS) provide a structured approach to identifying needs early, delivering targeted interventions, and ensuring every student has a clear path forward. In a virtual school, this work requires coordination, data-informed decisions, and collaboration across teams.

In this episode of GCA Unmuted: Voices of Virtual Education, we’re joined by Aimee Purser, MTSS Supervisor at Georgia Cyber Academy. Aimee explains how MTSS functions in a virtual environment and how academic and behavioral supports are layered to meet students where they are.

The conversation explores how Tier 1 supports benefit all students, how interventions are implemented and monitored, and how teams use data to guide decisions and adjust support. Aimee also reflects on the challenges and advantages of implementing MTSS online and addresses common questions about identifying struggling students in a virtual setting.

This episode is part of GCA Unmuted’s ongoing documentation of how virtual schools build responsive systems that support student growth and success.

Thanks for listening to GCA Unmuted: Voices of Virtual Education, a podcast documenting how virtual school works in practice at Georgia Cyber Academy.

Each episode features educators, staff, and leaders sharing real stories and systems that support teaching and learning in a virtual environment.

Learn more about the podcast and explore past episodes at:
https://www.georgiacyber.org/about/unmuted

You can also watch full episodes and highlights on our YouTube channel:
https://www.youtube.com/@GCAchampions

Before a student receives special education services, they must first be identified, evaluated, and given access to the support they need. In a virtual school, this process requires careful coordination between compliance, instruction, and family partnership.

In this episode of GCA Unmuted: Voices of Virtual Education, we’re joined by Veronica Williams and Martell Shavers of Georgia Cyber Academy. Together, they explain how Child Find and the Individuals with Disabilities Education Act (IDEA) guide the identification, evaluation, and support of students with disabilities in a virtual environment.

The conversation explores what happens from a family’s first concern to the delivery of services, how compliance and instructional teams work together, and how early identification helps students access meaningful support. Veronica and Martell also address common questions about whether virtual schools can meet the needs of students with disabilities and reflect on lessons that apply across educational settings.

This episode is part of GCA Unmuted’s ongoing documentation of how virtual schools build systems that ensure students are identified early and supported effectively.

Thanks for listening to GCA Unmuted: Voices of Virtual Education, a podcast documenting how virtual school works in practice at Georgia Cyber Academy.

Each episode features educators, staff, and leaders sharing real stories and systems that support teaching and learning in a virtual environment.

Learn more about the podcast and explore past episodes at:
https://www.georgiacyber.org/about/unmuted

You can also watch full episodes and highlights on our YouTube channel:
https://www.youtube.com/@GCAchampions

Supporting students with Individualized Education Programs (IEPs) requires thoughtful planning, strong collaboration, and a deep understanding of each learner’s needs. In a virtual school, that work must be intentional and flexible to ensure accommodations are meaningful and effective.

In this episode of GCA Unmuted: Voices of Virtual Education, we’re joined by Amy Blanchard, a special education teacher at Georgia Cyber Academy. Amy shares how IEPs are designed and implemented in a virtual environment and how individualized supports help students access instruction and make meaningful progress.

The conversation explores how relationships with families support student success, how accommodations are delivered in online classrooms, and how general education and special education teachers collaborate to meet student goals. Amy also reflects on lessons that extend beyond virtual schools and addresses common concerns about whether online learning can meet the needs of students with disabilities.

This episode is part of GCA Unmuted’s ongoing documentation of how virtual schools provide individualized support systems that help all students succeed.

Thanks for listening to GCA Unmuted: Voices of Virtual Education, a podcast documenting how virtual school works in practice at Georgia Cyber Academy.

Each episode features educators, staff, and leaders sharing real stories and systems that support teaching and learning in a virtual environment.

Learn more about the podcast and explore past episodes at:
https://www.georgiacyber.org/about/unmuted

You can also watch full episodes and highlights on our YouTube channel:
https://www.youtube.com/@GCAchampions

Paraprofessionals play a vital role in supporting students, teachers, and classrooms. In a virtual school, their work must be flexible, collaborative, and responsive to student needs across multiple settings.

In this episode of GCA Unmuted: Voices of Virtual Education, we’re joined by Kay Sheppard, a paraprofessional at Georgia Cyber Academy. Kay shares what her role looks like in a virtual environment and how paraprofessional support helps make personalized learning possible at scale.

The conversation explores how paraprofessionals support students academically, behaviorally, and socially, how they collaborate with teachers and support teams, and how relationships are built in an online setting. Kay also reflects on the challenges and rewards of supporting multiple students and classrooms and addresses common misconceptions about student support in virtual schools.

This episode is part of GCA Unmuted’s ongoing documentation of how virtual schools provide layered support systems that help students succeed.

Thanks for listening to GCA Unmuted: Voices of Virtual Education, a podcast documenting how virtual school works in practice at Georgia Cyber Academy.

Each episode features educators, staff, and leaders sharing real stories and systems that support teaching and learning in a virtual environment.

Learn more about the podcast and explore past episodes at:
https://www.georgiacyber.org/about/unmuted

You can also watch full episodes and highlights on our YouTube channel:
https://www.youtube.com/@GCAchampions

Instructional coaching plays a critical role in strengthening teaching and learning. In a virtual school, coaching must be intentional, relationship-driven, and designed to support teachers from a distance while maintaining clarity and consistency in instruction.

In this episode of GCA Unmuted: Voices of Virtual Education, we’re joined by Shamiya Hicks, Instructional Facilitator for K–5 ELA and Writing at Georgia Cyber Academy. Shamiya shares what instructional coaching looks like in a virtual environment and how she partners with teachers to strengthen literacy instruction, refine practice, and support student success.

The conversation explores how trust is built in coaching relationships online, how instruction can be observed and supported virtually, and how coaches balance consistency with teacher autonomy. Shamiya also reflects on lessons that extend beyond virtual schools and addresses common doubts about whether coaching can be effective without being physically present in the classroom.

This episode is part of GCA Unmuted’s ongoing documentation of how virtual schools support teacher growth and instructional quality in practice.

Thanks for listening to GCA Unmuted: Voices of Virtual Education, a podcast documenting how virtual school works in practice at Georgia Cyber Academy.

Each episode features educators, staff, and leaders sharing real stories and systems that support teaching and learning in a virtual environment.

Learn more about the podcast and explore past episodes at:
https://www.georgiacyber.org/about/unmuted

You can also watch full episodes and highlights on our YouTube channel:
https://www.youtube.com/@GCAchampions