# data[].attributes.body
differing priorities:
Families have pressures and an agenda, teachers have various layers of expectations placed on them by authorities which influences their agendas, and the two (parent/guardians and teachers) do not necessarily align. Given the virtual realities we need to align for greater student achievements.

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6th graders adjusting to having multiple teachers not just 1 and the different expectations of teachers in online learning. 

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6th graders adjusting to having multiple teachers not just 1 and the different expectations of teachers in online learning. 

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Lack of opportunity to train with peers on equity

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Parents not feeling confident or willing to directly contact teachers with concerns or help requests

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Parents not feeling confident or willing to directly contact teachers with concerns or help requests

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Lack of relationship between home and school personnel

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Lack of relationship between home and school personnel

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Mental health of students living in a pandemic 

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Mental health of students living in a pandemic 

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Some contact information provided to the district for teachers to use has not been updated since students were in elementary school

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Not being able to have meaningful contact with families

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Not being able to have meaningful contact with families

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For whatever reason(s) contact with families from the school (teachers specifically) is typically hard to do.

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Is the practice of email explicitly taught anywhere?

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Parents do not understand the commitment to education.

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Parents do not understand the commitment to education.

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district inequity with funds and resources

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district inequity with funds and resources

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Actual positive parent support
Language barriers is a good one too!

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students who are tentative to trust adults and need time to adjust to new teachers and new trimester systems

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students who are tentative to trust adults and need time to adjust to new teachers and new trimester systems

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Lack of district outreach to engage community support

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Lack of district outreach to engage community support

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Home responsibilities interfere with online learning and asynchronous designated time.

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Home responsibilities interfere with online learning and asynchronous designated time.

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Students have inequitable access to stable internet and technical skills. Not all families are able to support students in the same way.

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Responsibility for younger siblings, lots of people at home, games, health issues etc.

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Home language at home does not translate with messages sent home.

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Home language at home does not translate with messages sent home.

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relationships
conflict mediation

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expectations for students outside of the classroom

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expectations for students outside of the classroom

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Caring for siblings/working to help support the family

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Funding
Ensuring all sites are engaging in equitable practices consistently
Biased testing
Access to technology
SES

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Not all students have the same level of support and accountability at home which makes teacher communication more difficult.

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Creating a system where info is easy to access but not overwhelming. It seems I hear this a lot...almost like it's too much communication. How do students/families manage all the communications they receive?

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Creating a system where info is easy to access but not overwhelming. It seems I hear this a lot...almost like it's too much communication. How do students/families manage all the communications they receive?

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District claims to care about equity, but actions show otherwise. 

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District claims to care about equity, but actions show otherwise. 

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School districts often implement bandaid solutions to things that require systems level change. That trickles down into everything we do or don't do as teachers.

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Conflicting messages from different sources, even within the district

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Conflicting messages from different sources, even within the district

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lack of opportunity to experience "equity workshops & PD.
lack of opportunity to train with other peer training.

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students having to work to support their families and not having the oopportunity to focus on their school work

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students having to work to support their families and not having the oopportunity to focus on their school work

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Teacher-centered curriculum and instruction rather than student-centered curriculum and instruction.

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Teacher-centered curriculum and instruction rather than student-centered curriculum and instruction.

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equity is not treating everyone the same

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Language barriers
difficulty navigating systems
Bureaucracy
Technology issues

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Teacher to teacher; admin to teacher; language barrier; parent to teachers

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Technology
Adult Support
Non-verbal students

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Students not understanding the language of mathematics because of language barriers or skill level

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Parents not involved, don't return communications

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Families not knowing where to find school/district information (e.g., tech support, curriculum materials, meals, login information)

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Families not knowing where to find school/district information (e.g., tech support, curriculum materials, meals, login information)

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Language

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Socio-economic status
EL Students
Parent Support

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Students not speaking the language that the lesson is being taught in.

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Students not having the same materials as others that limits their opportunities to learn with their peers

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Community ignorance

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Grades TK/PK, K-2  (ROOM 4)
more_vert

add
Grades 3-5 (ROOM 5)
more_vert

add

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language
time to invest in individual learning

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Technology barriers with both access and ability to use.

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poverty

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Cognitive disabilities
Monetary Resource Limitations