# data[].attributes.body
Flexibility in professional/academic expectations in this new remote environment; acknowledging personal responsibilities in the home setting

# data[].attributes.body
Recognition of the demands and boundaries we all have when working from home (teachers, students and families alike); adding personnel support during off-hours to help students navigate their independent work

# data[].attributes.headline
Smaller Classes, Realistic Expectations for teachers, students, and parents

# data[].attributes.subject
Smaller Classes, Realistic Expectations for teachers, students, and parents

# data[].attributes.body
Do we have a team approach?

# data[].attributes.body
Promoting peer-to-peer engagement for both students and staff, restorative disciplinary models, encouraging outdoor time, etc.

# data[].attributes.headline
Access to Resources (internet, technology, staffing, and materials)

# data[].attributes.subject
Access to Resources (internet, technology, staffing, and materials)

# data[].attributes.headline
Consistent Lengths of School Days (for remote, hybrid, in-person)

# data[].attributes.subject
Consistent Lengths of School Days (for remote, hybrid, in-person)

# data[].attributes.body
Mindfulness, social-emotional, and culturally-responsive support for educator retention

# data[].attributes.body
Time and resources for schools and teachers to access professional development/community resources and time to forward plan so that we are no longer playing catching up

# data[].attributes.headline
Flexibility (response to the communities and districts and meet them where they are at)

# data[].attributes.subject
Flexibility (response to the communities and districts and meet them where they are at)

# data[].attributes.body
Emphasis on family communication and engagement. True engagement going beyond simply accessing, but understanding and interacting in school processes.

# data[].attributes.headline
Centering the Margins (who is in the room when decisions are being made, assessing curriculum with anti-racist lens, assessment reform)

# data[].attributes.subject
Centering the Margins (who is in the room when decisions are being made, assessing curriculum with anti-racist lens, assessment reform)

# data[].attributes.body
Be as transparent as possible with educators and families about remote learning(length/style) for the next few months

# data[].attributes.headline
Guarantee equity and access for students

# data[].attributes.subject
Guarantee equity and access for students

# data[].attributes.headline
Prioritize supporting teacher needs, both emotional and with professional development - limit adding responsibilities without also giving the tools and resources to adequately complete those responsibilities

# data[].attributes.subject
Prioritize supporting teacher needs, both emotional and with professional development - limit adding responsibilities without also giving the tools and resources to adequately complete those responsibilities

# data[].attributes.body
Competency Based, Student-Centered Approach, autonomy in education, not driven by a rigid schedule

# data[].attributes.headline
Strong reconsideration of implementation of MCAS until equity and access are restored

# data[].attributes.subject
Strong reconsideration of implementation of MCAS until equity and access are restored

# data[].attributes.body
Diversity, Inclusion and Anti-racism training; creation of standards and accountability measures to be adopted by all schools

# data[].attributes.body
Real remote plan for special needs (SpEd/ELL) and high needs (housing/food/economic insecurity) students so that their support is not continuously  interrupted due to COVID closures

# data[].attributes.headline
Let’s be leaders and address inequities; take actions, remove MCAS

# data[].attributes.subject
Let’s be leaders and address inequities; take actions, remove MCAS

# data[].attributes.body
A balance of supports and accountability that is consistent across districts or the state. Common expectations of schools, common place for resources and information.

# data[].attributes.headline
Using anti-racism to decolonize the curriculum

# data[].attributes.subject
Using anti-racism to decolonize the curriculum

# data[].attributes.body
(different districts have different needs)- take away any one size fits all resource allocation and funding allocation in this current climate

# data[].attributes.body
Performance based assessments. How can students be expected to take MCAS this year with last year being cut short and schools scaling back learning to power standards

# data[].attributes.headline
Emphasis and commitment to mental health

# data[].attributes.subject
Emphasis and commitment to mental health

# data[].attributes.body
(provide the resources, human capital and time commitment to address the overarching trauma experienced during this time - for students teachers and administrators)

# data[].attributes.body
State-wide lesson sharing and collaboration encouraged. Provide time to re-imagine teaching and learning.

# data[].attributes.headline
Collaborative feedback driven decision making  

# data[].attributes.subject
Collaborative feedback driven decision making  

# data[].attributes.body
Individuals representing all levels of school and district community; Just as teachers are encouraged to adjust our instruction through student feedback and input, decision makers school leaders - at every level - need to be bringing teachers and principals and community members to the table to brainstorm creative solutions for effective instruction.

# data[].attributes.body
Families need critical resources to address food, housing, technology, and financial needs. The pandemic has exacerbated inequality in low income communities and communities of color. Schools want to support families to the greatest extent and need policymakers to address these needs from a systemic level to alleviate the incredible stress our families are feeling.

# data[].attributes.body
There is a need for skill-sharing. Educators are innovating every single day. We need to collect and codify the wisdom across the state so educators can learn from successful practices.

# data[].attributes.body
School leaders need flexibility to make decisions that address the unique needs of their school community. Teachers want to be treated like professionals who care deeply about students’ needs and want to succeed in their classrooms.