In the final article of the forum, the field of adult basic education has mounted a strong response to COVID-19's disruption of classes and educational practices. As educators begin to think about the long-term consequences of this disruption, it might be useful to consider the ways that these changes and innovations could be built upon. In the first place, some of the innovations developed by programs and institutions address important structural problems in adult education programming. Additionally, the pandemic will increase the need for adult education as so many more people have experienced interrupted or deficient education and some subset of those will remain disconnected from K12. In order to understand these issues, Judy Mortrude outlines some of the key policy issues that have become clear over the past year and then makes a plea to adult educators to resist inertia and the pull to go back to the way it was. She is hopeful that adult educators will be bold in reimagining their future program design. By building on what educators have learned during the pandemic, they can focus more resources on building practitioners' and learners' digital and uniquely human skills which can, in turn, support resilience within the family, at work, and in local communities. [For the second article in the series, "The COVID-19 Pandemic from an Adult Literacy Practitioner-Scholar Perspective: "Where We Were," "Where We Are," "and Where We Should Be Going," see EJ1304822.]