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DTSTART;TZID=America/New_York:20251230T150000
DTEND;TZID=America/New_York:20251230T163000
DTSTAMP:20260405T133114
CREATED:20251205T061740Z
LAST-MODIFIED:20260105T113910Z
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SUMMARY:Holiday Rebroadcast: Screens in the First Five Years: What We Need to Know and Do
DESCRIPTION:This December 29\, 2025 holiday rebroadcast\, co-sponsored by Children and Screens: Institute of Digital Media and Child Development\, sought to offer research-backed\, practical strategies to help families and those who support them make informed choices about technology use for infants and toddlers. The conversation was moderated by Kris Perry\, MSW\, of Children and Screens who began the webinar by grounding the discussion in the latest science. Dimitri Christakis\, MD\, MPH\, also with Children and Screens\, emphasized that “research has found that there are really no demonstrable benefits to screen use before the age of 18 months. And in fact\, very strong suggestions that there’s harm associated with early screen use for children that young.” Yet he also noted that ages 2 to 5 represent “the sweet spot of media research\,” where high-quality programming can foster both cognitive and social-emotional growth. Rachel Barr\, Ph.D.\, of Georgetown University added\, “High quality content has really long-lasting positive benefits\,” particularly for children from low-resourced homes\, who stand to benefit the most. Together\, these insights highlighted the importance of distinguishing between harmful overexposure and intentional\, developmentally appropriate use.  \nThe panelists then turned to the real-world challenges families face in navigating a crowded and often misleading marketplace of apps and media. Kathy Hirsh-Pasek\, Ph.D.\, of Temple University and the Brookings Institution shared findings from her research: “We did a study of the hundred most downloaded apps and…how many of them had real educational value? Well\, I’ll give you the answer. It was two.” Rachel Franz\, M.Ed.\, of Fairplay shared poll data indicating that the majority of families with children under age 6 “believed that screen time was essential or necessary for their child’s learning and development. This included parents of infants who don’t need screen time. And we were concerned by that because there really isn’t evidence that supports that claim that it’s necessary or better than learning with other humans.” Meanwhile\, Barr pointed to video chat as a powerful example of technology that supports relationships\, noting that during the pandemic\, “grandparents who engaged in lots of activities…felt closer to their grandchildren.” These examples underscored that the benefits of screens depend not only on content but also on context\, co-engagement\, and the preservation of human connection.  \nLooking ahead\, the panelists called for clear principles to guide families\, educators\, and policymakers\, including highlighting Children and Screens Guide for Early Child Development and Media Use. Christakis reminded participants that “young children need laps\, not apps\,” emphasizing that technology should never displace essential caregiver interaction. Hirsh-Pasek cautioned against premature adoption of advanced tools\, stating\, “with our youngest children\, those 3 and under\, the answer is an unqualified no” when it comes to AI-enabled toys. Michelle Kang of National Association for the Education of Young Children (NAEYC)\, reinforced the field’s commitment to developmentally appropriate practice\, affirming that “technology cannot be a substitute for the loving and nurturing and responsive relationship that an adult has with a child in an early learning environment. It can’t.” 
URL:https://leo.gradelevelreading.net/event/screens-rebroadcast/
CATEGORIES:Partner Webinar,Past Event
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260113T150000
DTEND;TZID=America/New_York:20260113T163000
DTSTAMP:20260405T133114
CREATED:20251215T064206Z
LAST-MODIFIED:20260123T170722Z
UID:254016-1768316400-1768321800@leo.gradelevelreading.net
SUMMARY:Beyond Disruption: What Comes Next for U.S. Education Policy?
DESCRIPTION:This Learning Tuesdays conversation examined a rapidly shifting education policy landscape and what it means for early learning\, literacy\, and equity in 2026. Moderated by John Gomperts of CGLR\, this session brought together national policy leaders to reflect on the forces that reshaped education in 2025 and to explore where leaders should focus in the year ahead. \nPanelists — Jean-Claude Brizard of Digital Promise Global\, Denise Forte of The Education Trust\, Robin Lake of Center on Reinventing Public Education\, and Michael J. Petrilli of Thomas B. Fordham Institute  — shared insights on federal retrenchment\, rising state responsibility\, the future of research and assessment\, and the implications of these shifts for student outcomes\, particularly for young learners and historically underserved communities. \nPanelists agreed that 2025 marked a significant inflection point for U.S. education policy\, with several developments shaping the landscape entering 2026. \nDisruption of federal research and data infrastructure: Panelists underscored the pausing of nearly $900 million in Institute of Education Sciences-funded research and the scaling back of NAEP as watershed moments. Beyond stalled studies\, these changes threaten long-term research capacity\, evidence generation\, and transparency — particularly for early literacy\, instructional improvement\, and continuous learning across the field. \nA diminished federal role and growing uncertainty around enforcement: Participants noted a clear pullback in federal oversight\, including weakened enforcement of civil rights and special education protections. This shift raises serious concerns about safeguards for vulnerable learners at a time when achievement gaps remain wide and persistent. \nA broader recognition of declining student outcomes: While learning loss and achievement gaps have been evident for years\, panelists observed that 2025 brought a new level of public acknowledgment across political lines. Recent NAEP results\, in particular\, have made the trajectory of student outcomes increasingly difficult to ignore — creating conditions for education\, including early literacy\, to reenter the national spotlight. \nStates at the center of the action: A central theme throughout the conversation was the growing importance — and strain — of state leadership. \nAs the federal government steps back from direct involvement\, states are increasingly expected to lead on accountability\, funding decisions\, and system design. Panelists emphasized that while states have new flexibility and opportunity\, many lack the capacity to act alone. \nRobin Lake highlighted the need to look beyond traditional power structures for leadership\, elevating the role of community leaders\, intermediary organizations\, and cross-sector partnerships. She emphasized that progress is emerging where local and state actors are organizing clearly around shared priorities and articulating what support they need to succeed. \n“What I’m seeing is local leaders getting organized and saying to their state and federal leaders: Here’s what we need to make progress on the ground\, and here are the policies that can help. With the federal role stepping back\, this kind of clarity and leadership is where momentum is building.” \n– Robin Lake\, Center on Reinventing Public Education \nPanelists stressed the importance of identifying what is working across states\, understanding how resources are being organized\, and sharing those lessons broadly — while also establishing guardrails to ensure equity\, voice\, and transparency are not lost in the process. \nAccountability\, research\, and evidence: The future of federal accountability and research infrastructure emerged as a critical concern. \nPanelists explored what it could mean for the U.S. Department of Education to focus more narrowly on accountability tools such as assessment and data\, rather than operational programs. Jean-Claude Brizard emphasized that federal investment in research and development has historically played an irreplaceable role — and that uncertainty surrounding the Institute of Education Sciences has far-reaching implications for how the field generates\, trusts\, and uses evidence moving forward. \nWithout strong national data and research capacity\, panelists warned\, states and districts risk fragmentation\, uneven quality\, and diminished ability to identify and scale what works for young learners. \nTechnology\, artificial intelligence (AI)\, and emerging risks: Looking ahead\, panelists identified technology — and particularly AI — as both a major opportunity and a growing risk. While AI is advancing rapidly\, the federal government is largely absent from regulation\, placing greater responsibility on states and communities to define guardrails around privacy\, safety\, pedagogy\, and equity. \nPanelists stressed that technology strategies must begin with clear learning goals and strong instructional foundations\, rather than vendor-driven solutions — and that mental health\, social-emotional learning\, and student well-being must remain central in these discussions. \nImplications for early learning and literacy: Throughout the conversation\, panelists returned to the urgency of early learning and literacy. While the Science of Reading continues to gain traction\, full implementation remains uneven and deeply dependent on teacher preparation\, leadership capacity\, and sustained support. \nDeclining enrollment\, workforce shortages\, and fiscal pressures further complicate the path forward — making it even more critical to focus on evidence-based instruction\, coherent systems\, and transparent data that families and educators can trust. \nAs the session concluded\, panelists emphasized that uncertainty does not preclude action. While federal leadership may be receding\, meaningful opportunities remain at the state\, local\, and community levels to strengthen early learning\, protect equity\, and improve outcomes for children. \nPersistent declines in NAEP results — and the widening gaps they reveal — are increasingly shaping the broader national conversation about education. How the field responds now\, particularly in early literacy and school readiness\, will influence whether education reemerges as a shared priority and how solutions are framed in the years ahead. \nThe conversation closed with a shared call to focus less on policy noise and more on what matters most: ensuring young children have access to high-quality instruction\, supportive systems\, and the resources they need to thrive — no matter how the policy landscape shifts. \n\n\n\n 
URL:https://leo.gradelevelreading.net/event/beyond-disruption/
CATEGORIES:Learning Loss Recovery Challenge,Learning Tuesdays,More Hopeful Futures?
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260120T150000
DTEND;TZID=America/New_York:20260120T163000
DTSTAMP:20260405T133114
CREATED:20251215T073724Z
LAST-MODIFIED:20260131T142543Z
UID:254029-1768921200-1768926600@leo.gradelevelreading.net
SUMMARY:Tutoring Works! Lessons & Insights From Local Programs & Practitioners
DESCRIPTION:This session picked up on our series and our continued focus on tutoring as a critically important “Big Bets” strategy that is making a measurable impact on students learning recovery and acceleration. This week\, we were pleased to continue that exploration in a book talk with Liz Cohen of 50CAN and author of The Future of Tutoring: Lessons from 10\,000 School District Tutoring Initiatives. We also engaged four national\, state\, and local tutoring leaders in a discussion with Cohen to further unpack her findings and how they relate to their programming on the ground. \nI was thrilled to have the chance to moderate the discussion with Cohen about her engaging and actionable new book\, which covers the history of tutoring in the U.S.\, its major proliferation as a post-pandemic learning recovery strategy\, and her examination of so many school districts that made a big bet on tutoring by investing their ESSER dollars. I enjoyed asking her multiple questions about what has happened over the past five years and where we can go from here. Harkening back to CGLR’s session from last fall\, Implementation and Sustainability: What Makes High-Impact Tutoring Work and the series we plan to continue throughout 2026\, about successful implementation of Big Bet strategies\, Cohen shared what she identified as aspects of implementation that lead to success for a district: \n“I want to see someone who’s in charge of the [tutoring] program from the district. I want to see someone who has — as a significant part of their job — responsibility for overseeing tutoring implementation. I think if you don’t have leadership in the district\, then where do schools go when they have questions? Schools need to have guidance on how/when to schedule tutoring. Like\, when are you offering the tutoring and how? And how consistent is it? A lot of elementary schools in particular that have really adopted tutoring as a core practice have moved to a schedule that involves basically a period of the day that’s like an intervention block in which some kids are getting tutoring and some might be doing enrichment\, some might be doing some other small group. So you want to see some kind of model like that.” \nAfter my book talk with Cohen\, I had the opportunity to engage in discussion with four outstanding leaders from national\, state\, and local tutoring programs. Johnny Blount of Literacy Mid-South in Memphis; Sherri Flagg\, Ed.D.\, of Read United at United Way of Central Georgia; Crystal Rountree of Jumpstart for Young Children; and Kelli Soyer of the Iowa Reading Corps and the United Ways of Iowa each shared an overview of how their tutoring program works and the success they have achieved. These leaders also responded to what Cohen shared and asked her questions about her findings in connection to their work on the ground. This led to a robust and insightful conversation that went deeper into implementation\, the role of parents\, recruitment and training for tutors\, and more. Rountree expressed how a key element in the book resonates with her and the work of Jumpstart: \n“And Liz\, I will say one thing that really resonated with me in your book was how it frames tutoring as not just an emergency intervention\, but really as this core learning strategy. And from where I sit with young children who are on the ground with their tutors\, that distinction really does matter a lot. It changes how we design programs\, who we recruit\, and how we measure success. Something that has come up for us is that the work is really relational\, and tutoring works not just because of the academic content but also the caring adult that is working alongside the child.” \nMany more important ideas were discussed by the educators who came together for this GLR Learning Tuesdays webinar\, and we hope you found it informative and engaging. Please review the resources and the recording made available here for more information and plan to join us again next week for more insights on tutoring as a key learning recovery strategy and in all of our future sessions. \n\n\n\n \n\n			\n			\n				\n				\n				\n				\n			\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				If you were able to attend the session\, we would love to hear your feedback! We appreciate your help in filling out the following form as we seek to learn and understand the perspectives\, ideas\, critiques and recommendations that better inform our key audiences. \n			\n				Share Feedback
URL:https://leo.gradelevelreading.net/event/tutoring-work/
CATEGORIES:Big Bets Working,Upcoming Event
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260127T150000
DTEND;TZID=America/New_York:20260127T163000
DTSTAMP:20260405T133115
CREATED:20251217T193228Z
LAST-MODIFIED:20260202T154242Z
UID:254192-1769526000-1769531400@leo.gradelevelreading.net
SUMMARY:High-Impact Tutoring as a Remedy for Pandemic Lost Learning: LAUSD Settlement
DESCRIPTION:As we move forward\, almost six years later\, from the beginning of what we call pandemic learning\, we still have a lot of very important questions to ask as we are here talking about what interventions are still needed and what really works. \n\nModerator Tracie Potts of Eisenhower Institute at Gettysburg College offered this important framing as she launched the January 27\, 2026 GLR Learning Tuesdays webinar\, High-Impact Tutoring as a Remedy for Pandemic Lost Learning: LAUSD Settlement. CGLR also looks forward to exploring this question — especially “what really works?” — throughout 2026 as we review successful implementation tactics for the “Big Bets” strategies that schools\, districts\, and states have implemented over the past 5–6 years. This week’s discussion focused on a very specific situation in California where a group of Black and Latino parents sued the Los Angeles Unified School District (LAUSD) in 2020\, claiming inequitable remote learning during the pandemic. In the settlement from this case\, the district agreed to implement three years of high-dosage tutoring\, along with evidence-based teacher development and family engagement\, and a robust set of additional strategies to re-engage chronically absent students and accelerate learning. \nPotts first engaged with three LA-area leaders who were integral to the case: Michelle Vilchez and Walt Rodríguez of Innovate Public Schools who served as the primary advocates and organizers for parents involved in the case\, and Edward (Ned) Hillenbrand of Kirkland & Ellis\, LLP who was one of the lead attorneys for the plaintiffs. Hillenbrand explained that the California Constitution includes explicit protections for public school students\, including the right to a free\, quality education and freedom from discrimination (race\, gender\, religion\, etc.). He explained how these protections enabled the lawsuit and then broke down the details of the case\, the parties involved\, the argument and factual allegations as well as the initial settlement and what it requires of the district. Vilchez and Rodríguez provided additional context about the concerns of parents during the pandemic and their need to find a way to have their voices heard. Vilchez explained: \n\nThe one thing that we have felt is common throughout our work in Los Angeles is that parents will be the first ones to tell you there is something wrong here. There is something not right. And that is a common thread regardless of black or brown or what region or district that they call home. And secondly is that they’re always ready to partner across divisions to be able to find suitable solutions for their children. \n\nIn his detailed review of the settlement\, Hillenbrand explained how experts and research were consulted to determine the outcomes — with tutoring being the leading intervention that parents had been requesting for their children\, which has also been proven effective to support learning recovery and acceleration when implemented effectively. His comments were followed by the insights of expert practitioner\, Sam Olivieri of Step Up Tutoring who provided more information on why tutoring is so important for learning recovery and additional background on the history of tutoring in Los Angeles and her organization’s long-standing partnership with the district. She also shared her anticipation for successful implementation of the case settlement in the coming months. Olivier’s optimism was matched by Adrián Sandoval of GPSN\, also a longtime partner of LAUSD who made it clear that although this case indicated the district provided inequitable distance learning during the pandemic\, district leaders actually put a great deal of effort and investment into implementation of innovations and strategies to support equitable learning recovery and have seen demonstrable gains: \n\nIt’s really important to recognize the gains the district has made since the pandemic. The district has had academic gains across the board\, many of which have outpaced other similar districts across the country\, and they have reached the pre-pandemic academic levels with regards to the outcomes on state testing. So that demonstrates that there has been some effort and some progress with regards to instruction and a path toward recovery. Despite those results\, we still know that the district overall has quite a lot of work to do to continue to improve. But we do want to name that those results that they’ve had thus far are not by accident. They are because of a concerted effort to provide targeted support. \n\n			\n			\n				\n				\n				\n				\n			\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				If you were able to attend the session\, we would love to hear your feedback! We appreciate your help in filling out the following form as we seek to learn and understand the perspectives\, ideas\, critiques and recommendations that better inform our key audiences. \n			\n				Share Feedback
URL:https://leo.gradelevelreading.net/event/la-settlement/
CATEGORIES:Big Bets Working,Past Event
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260217T150000
DTEND;TZID=America/New_York:20260217T163000
DTSTAMP:20260405T133115
CREATED:20260127T212148Z
LAST-MODIFIED:20260225T165638Z
UID:254660-1771340400-1771345800@leo.gradelevelreading.net
SUMMARY:Beating the Odds: Community Bright Spots Where Smart Implementation Drives Student Success
DESCRIPTION:This session launched CGLR’s new series Precursors to Success and Impact\, which brings together our efforts to highlight bright spots and “Big Bet” strategies for accelerating learning recovery and advancement\, and zeros in on what it takes to successfully implement proven strategies. This series will focus “less on what to do and more on how to do what must be done; in other words\, how to successfully implement proven strategies.” As I explained in my introduction\, “We want to show that success is not only possible\, it is happening.” This week’s session gave us the chance to take a deep dive into implementation science while also hearing from “bright spot” districts and schools that are beating the odds through smart implementation of key strategies. \nThe discussion began with that deep dive into implementation science\, with Ximena Franco-Jenkins\, Ph.D.\, of the National Implementation Research Network at University of North Carolina-Chapel Hill defining implementation science as “the methods or techniques that we use to enhance the adoption\, implementation\, and sustainability of the evidence-based practice.” Franco-Jenkins shared this idea in a fun graphic showing one’s “plan” for implementation as a straight line next to the reality showing many divots and obstacles\, illustrating the many challenges that educators must get past to establish smooth implementation of an intervention. Franco-Jenkins further elucidated the importance of using implementation science to help address challenges and ensure that evidence-based practices are delivered effectively to students\, stating: \nImplementation science accounts for the challenges and the barriers of this real-world implementation. So we have and use tools and strategies to help mitigate those challenges and implement them with quality and really drive the outcomes. So implementation science is important because it really helps close the gap between what we know works and what actually happens in practice.…Too often strong programs or innovations don’t lead to better outcomes\, but this not because they are ineffective\, but because they aren’t implemented well. So implementation science really helps us accelerate that uptake of evidence-based practices\, supports that consistency and high-quality use across settings\, and helps the organizations or schools replicate\, scale\, and sustain what works over time. \nNext\, I had the opportunity to engage first with a national leader who has insights into implementation practices working for districts across the country and then with leaders from three “bright spot” communities who have been able to implement key “big bet” strategies and see real results for students. Raymond Hart\, Ph.D.\, of the Council of the Great City Schools shared the outcomes he has seen across districts and discussed the critical role of principals and school/district leaders in enabling smart implementation. Then\, Lindsey Blevins of Tuscaloosa City Schools in Alabama talked about how her district has successfully implemented statewide guidance for summer learning\, which she was able to demonstrate by sharing data on student gains. Alicia Sanborn followed with a discussion of the Fresno\, California\, Washington Unified School District’s successful implementation of tutoring in partnership with Ampact’s Reading and Math Corps. She shared how the backing from both district leaders and community partners has supported their effort. Finally\, Matthew Hornbeck of Hampstead Hill Academy in Baltimore\, Maryland\, reviewed his school’s integration of Public Impact’s Opportunity Culture and its commitment to providing teachers with coaching and training in support of continuous improvement in the classroom: \nWe have three full release coaches and those full release coaches have roughly 20 teachers under their wings\, and they meet with them for both support and supervision. You have a goal-setting meeting at the beginning of the year and you’ve got your midyear check-in and your end-of-year evaluation conference or outcomes conference. But it’s really the weekly meetings that they have while they’re in the classrooms every day [that make the difference.]
URL:https://leo.gradelevelreading.net/event/beating-the-odds/
CATEGORIES:Big Bets Working,Learning Tuesdays
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260224T150000
DTEND;TZID=America/New_York:20260224T163000
DTSTAMP:20260405T133115
CREATED:20260212T205821Z
LAST-MODIFIED:20260225T170748Z
UID:254833-1771945200-1771950600@leo.gradelevelreading.net
SUMMARY:Children’s Savings Accounts & Emerging Federal Policy: Opportunities & Implications
DESCRIPTION:Children’s Savings Accounts (CSAs) are a powerful driver of financial inclusion and long-term economic opportunity for young people as shown in a growing body research and experience over the past few decades. These programs help families build assets early\, cultivate a habit of saving\, and lay the groundwork for greater educational and financial success. In fact\, research shows that a child with as little as $500 in a CSA is several times more likely to enroll in and complete college than a peer with no savings. Over the past several years\, the Campaign for Grade-Level Reading has hosted sessions exploring the research behind these programs and the roles that philanthropy has been playing to foster their growth. With passage of H.R. 1 in 2025 establishing 530A accounts\, also known as Trump Accounts\, there is growing momentum and renewed attention on the critical importance of CSAs\, sparking us to return again to this issue. \n			\n				REGISTER\n			\n				\n				\n				\n				\n				Join us on February 24\, from 3-4:30 p.m. ET\, to hear from researchers\, practitioners\, and public officials who have been shaping\, implementing\, and studying CSAs across the country. We’ll explore what makes CSAs successful and how states and communities are harnessing their potential to expand opportunity for children growing up in economically challenged families. We will also consider the implications of this new federal program and the potential to align it with existing efforts to further their goals.\nWe hope you will join us for this timely and important conversation as we explore the potential of wealth-building accounts for children and youth.
URL:https://leo.gradelevelreading.net/event/child-savings-accounts/
CATEGORIES:Big Bets Working,Learning Tuesdays
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260303T150000
DTEND;TZID=America/New_York:20260303T163000
DTSTAMP:20260405T133115
CREATED:20260217T200806Z
LAST-MODIFIED:20260225T182141Z
UID:254884-1772550000-1772555400@leo.gradelevelreading.net
SUMMARY:More Than an Accessibility Feature: Same Language Subtitling (SLS)\, Learning\, and Literacy
DESCRIPTION:What can same-language subtitling (SLS) realistically contribute to children’s literacy — and where are its limits? In this exploratory session\, leaders from research\, media\, technology\, and policy will examine what the strongest evidence supports\, where SLS functions best as a scaffolding strategy\, and what responsible implementation in U.S. children’s media could look like. This conversation will build on a 2022 session which highlighted early efforts to promote SLS in India and the measurable gains in child and adult literacy those efforts were delivering.  \n\n			\n				REGISTER
URL:https://leo.gradelevelreading.net/event/childrens-savings-accounts-emerging-federal-policy-opportunities-implications/
CATEGORIES:Big Bets Working,Learning Tuesdays
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260310T150000
DTEND;TZID=America/New_York:20260310T163000
DTSTAMP:20260405T133115
CREATED:20260217T201615Z
LAST-MODIFIED:20260223T210823Z
UID:254894-1773154800-1773160200@leo.gradelevelreading.net
SUMMARY:Parents as Essential Partners: Beating the Odds and Reducing Chronic Absenteeism
DESCRIPTION:Three years ago\, as schools and districts grappled with the fallout from pandemic school closures and persistent chronic absence\, important new research found evidence that schools with strong family engagement were less likely to experience high chronic absence. The qualitative follow-up to that study\, set for release early next month\, reveals the factors that distinguish “bright spot” schools from their peers in the same communities. Join this session for a review of the 2023 study’s findings and a first look at the new report\, which explores the specific family engagement and parent partnership practices and mindsets that move the needle. You’ll also hear critical insights and reactions from CGLR national partners who are leaders in family engagement\, school attendance\, and lifting the essential role of parents as partners in achieving student outcomes.  \n\n			\n				REGISTER
URL:https://leo.gradelevelreading.net/event/parents-as-essential-partners-beating-the-odds-and-reducing-chronic-absenteeism/
CATEGORIES:Big Bets Working,Learning Tuesdays
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2024/05/AdobeStock_368278520_Preview.jpeg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260317T150000
DTEND;TZID=America/New_York:20260317T163000
DTSTAMP:20260405T133115
CREATED:20260217T201254Z
LAST-MODIFIED:20260318T041607Z
UID:254889-1773759600-1773765000@leo.gradelevelreading.net
SUMMARY:From Pipeline to Practice: Strategies to Build & Sustain a Diverse Teacher Workforce
DESCRIPTION:As achievement gaps and evolving classroom needs place unprecedented pressure on our schools\, teacher development has emerged as a “big bet” for accelerating equitable academic recovery. Join CGLR and the William Penn Foundation as we kick off a new sponsored series of sessions examining the systemic challenge that is the teacher workforce pipeline\, moving beyond quick fixes to explore holistic solutions situated across the entire pipeline from initial attraction to long-term retention. Hear how community coalitions have approached this work and align stakeholders to bridge the gap between emergency permitting and full certification\, how grow-your-own programs are building a workforce that reflects the diversity essential for student success\, and how state policy and leadership is informing a sustainable system of educator development. Welcome: Stephanie Waller\, William Penn Foundation.Panelists: Ginny Johnson\, TNTP; Scott Gaiber\, Elevate215; Ginny Johnson\, TNTP; Hannah Putnam\, National Council on Teacher Quality; and Cindy Young\, University of Tennessee.Moderator: Lisa Roy\, Ed.D.\, Colorado Department of Early Childhood. \n\n\n \n\n			\n				REGISTER
URL:https://leo.gradelevelreading.net/event/from-pipeline-to-practice-strategies-to-build-sustain-a-diverse-teacher-workforce/
CATEGORIES:Big Bets Working,Learning Tuesdays,Upcoming Event
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DTSTART;TZID=America/New_York:20260324T150000
DTEND;TZID=America/New_York:20260324T163000
DTSTAMP:20260405T133115
CREATED:20260317T051314Z
LAST-MODIFIED:20260318T050918Z
UID:255132-1774364400-1774369800@leo.gradelevelreading.net
SUMMARY:Leveraging the Federal Education Tax Credit: Identifying and Preparing Scholarship Granting Organizations (SGOs)
DESCRIPTION:March 24\, 3–4:30 p.m. ET  Identifying and Preparing Scholarship-Granting Organizations (SGOs) Co-Sponsored by Alliance for Youth Thriving  The success of the new federal education tax credit will hinge not only on state policy decisions\, but also on whether strong\, trusted organizations are ready to steward funds responsibly and deliver real opportunities for students. Building on earlier sessions in this series that explored the policy landscape and state implementation choices\, this conversation turns to the organizations that will carry the work forward. Experts across education\, youth development\, philanthropy\, and intermediary networks will examine why scholarship-granting organizations (SGOs) are central to effective implementation and what it takes to prepare for this role — ranging from organizations just beginning to explore what it means to become an SGO to those already operating across multiple states. Participants will also gain a practical look at how one state with several active SGOs is navigating the landscape and what it would take to expand allowable uses of funds to meet broader student and community needs. Panelists: Donna Cooper\, Children First PA; Jackie Guglielmo\, ACE Scholarships; Chris Smith\, Boston After School & Beyond; Mike Taylor\, National Association of Education Foundations; and Brent Wake\, Indiana Afterschool Network.  Moderator: Merita Irby\, Alliance for Youth Thriving. \n			\n				REGISTER
URL:https://leo.gradelevelreading.net/event/leveraging-the-federal-education-tax-credit-identifying-and-preparing-scholarship-granting-organizations-sgos/
CATEGORIES:Learning Tuesdays,Upcoming Event
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