1. During board meetings where the public is virtual, the efficiency of using the chat function or email for public comment should be balanced with ensuring all members of the public feel that they have been heard. There are various mechanisms for permitting public comment at virtual BOE meetings: email, chat, speak on audio, speak on video. Reading negative emails/chat comments of community members aloud may be better delegated to a neutral observer (such as the District Clerk). 
2. Mentoring of new board members is especially important. Board officers play a key role in offline conversations with individual board members who have difficulty being on the same page on certain issues. In addition, board retreats allow board members to set ground rules for how they communicate with each other and with the public. 
3. Communication is clearest when there is one central figure of communication, usually the Superintendent, and parents can depend on regular updates (many communicate weekly).  One suggestion is video messages, which is a more conversational way to reach out to the community. 
4. The focus on SEL is often dependent on guidance counselors and school psychologists.  At elementary school, they can be out and among students during lunch or recess to gauge and assess students.  At the MS/HS level, they can reach out via push-in mini-lessons or provide training for adults leading advisory groups. Additionally, there needs to be a strong mental health focus on fully remote students, as that experience is especially isolating. 
5. There is a need to provide small group opportunities for students to work together virtually or in person - either through breakout rooms or connecting on cell phones while online with the class. In addition to small group work, students need extra help time with teachers which can be provided via online or in person office hours, dedicated extra help periods during the school day, or paying stipends for teachers to provide after school help. 
6. Modifying or reducing homework – especially homework that relies on internet searches or online materials – can reduce stress and screen time for students. 
7. Because we are only one marking period in, surveys are just starting in the districts regarding hybrid models and there is little data to determine if the programs are working.  There is concern, however, that assessments are going to be skewed based on inequity in parents’ ability to help at home, additional tutoring, and established learning Pods. There is also a general concern that there will be ‘COVID kids’ who may not catch up and meet benchmark standards. 
8. Additional support for teachers can be given through mindfulness sessions with trained professionals. Ensuring virtual opportunities to meet with peers/colleagues and robust professional development in managing a hybrid environment can help teachers feel more in control of the situation.
9. Parent education nights can be valuable opportunities to support parents – to help them better manage distance learning or simply to allow them to vent and be heard.
10. Future-oriented advocacy issues include helping to close the COVID achievement gap for all students and encouraging young people to become teachers.