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DTSTART;TZID=America/New_York:20240206T150000
DTEND;TZID=America/New_York:20240206T163000
DTSTAMP:20260404T065817
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SUMMARY:Getting All Students Up to Speed Using Evidence-Based Supplemental Reading Programs
DESCRIPTION: \n\n\n\n\n\n\n\n\n\nIn this GLR Learning Tuesdays webinar\, Getting Students Up to Speed Using Evidence-Based Supplemental Reading Programs\, co-sponsored with the LEARN Network\, moderator Adrienne D. Woods\, Ph.D. of SRI International shared the above quote as she explained the goal of The Leveraging Evidence to Accelerate Recovery Nationwide (LEARN) Network. \nWoods provided context to the attendees as to how and why the LEARN Network\, a three-year project funded by the Institute of Education Sciences (IES)\, came to be. She explained that the project was conceptualized as “part of the federal strategy to address both long-standing student achievement gaps and those exacerbated by the COVID-19 pandemic.” Within this program\, she explained\, there are four “product teams” that focus on literacy and math learning interventions. \nAs part of a deeper look into the product teams\, Woods first invited with the Targeted Reading Instruction-Flamingo Reading App (TRI-FRA) representatives — Mary Bratsch-Hines\, Ph.D.\, of University of Florida Lastinger Center for Learning and Heather Hanney Aiken\, Ph.D.\, of Frank Porter Graham Child Development Institute at University of North Carolina Chapel Hill — to provide an overview of that program. Bratsch-Hines explained that the program includes daily lessons for students\, as well as strong implementer supports like virtual coaching. Aiken shared that they’ve created a series of easy-to-implement\, high-quality reading lessons for classroom teachers\, and reading interventionists like co-panelist Erin McCain Heim of Southside Elementary School in Versailles\, Kentucky. Heim echoed the success of the TRI-FRA program in practice: \n“The ease of implementing TRI-FRA\, from setting the students up in the app to delivering the instruction\, has been really seamless. It provides a clear scope and sequence…the structure provides such a high level of comfort for both teachers and students.” \nWoods then engaged with the Peer Assisted Learning Strategies (PALS) team to learn more about the peer-tutoring program. Lauren Artzi\, Ph.D.\, and Billie Jo Day\, Ph.D.\, of American Institutes for Research (AIR) shared that PALS is a peer-mediated instructional program in which students are paired together for a reciprocal peer tutoring experience over the course of a 30-minute lesson. Artzi explained that the program allows for students to switch-off between the role of a “coach” and the role of a “leader” to contribute to a system in which students take ownership of their knowledge. Day notes that: “The key piece of this entire program is that students are getting the opportunity to read in a very supported way.”  \n Following the look at the PALS program\, Woods shifted to the final product team\, Strategic Adolescent Reading Intervention (STARI). Emily Hayden\, Ph.D. of the Strategic Education Research Partnership (SERP) explained that STARI is specifically designed for struggling middle school and high school readers\, equipping them with a full year of curriculum to address their reading challenges. Hayden emphasized the importance of addressing this slightly older student demographic\, as they may have faced years of reading struggles before reaching middle or high school\, leading to disengagement\, or internalized negative beliefs about their reading abilities. STARI is implemented in 45-minute classes that emphasize the development of complex reading skills through activities such as reciprocal teaching\, partner work\, guided reading and debates\, fostering both spoken language proficiency and critical thinking abilities. \nKate Leo\, MA\, EdS\, a teacher at Dowling Catholic High School in West Des Moines\, Iowa\, described the impact she has seen from the STARI program\, sharing that the students she taught through the program grew an average of 44 correct words per minute\, and moved up a fluency level. \n“The other thing we’ve noticed with being able to offer a supplemental support program within our school is that some of our students\, their parents are not English speakers\, and so they don’t know where to seek outside resources [for their child]. So\, I see this program as a way of making English equitable to all of our students in our school by bridging the gap\,” Leo said.
URL:https://leo.gradelevelreading.net/event/getting-all-students-up-to-speed-selecting-evidence-based-supplemental-reading-programs/
CATEGORIES:Past Event
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DTSTART;TZID=America/New_York:20240213T123000
DTEND;TZID=America/New_York:20240213T140000
DTSTAMP:20260404T065818
CREATED:20240122T223353Z
LAST-MODIFIED:20240219T155352Z
UID:246198-1707827400-1707832800@leo.gradelevelreading.net
SUMMARY:Relationships That Work in CGLR Communities With Coalition Leads\, Schools and Other Partners 
DESCRIPTION:“True partnerships are intentional in listening to the partner’s needs and what would work best for them. There will be a trust to sustain relationships that create success. A supportive community would do the work and collaboration\, and ensure work is data driven. When there’s unified collaboration in the community\, they are likely to be able to shift and adapt as needed to meet current climate needs to establish longevity\, dependability and confidence.” – Pastor Gary E. Lee\, First Baptist Church Middlesex\, North Carolina \n\n\n\n \n\n\nThis Crucible of Practice Salon session featured CGLR community coalition members from Nash and Edgecombe Counties\, North Carolina\, and Regina\, Saskatchewan\, Canada. Both teams presented how they work with schools and community partners to support the development of early literacy skills\, family engagement and ongoing program implementation for school-age children. Following the opening remarks and icebreaker for all attendees\, Debra Lanham with Down East Partnership for Children (DEPC) in North Carolina provided an overview of the demographics of the community and the coalition’s focus. Pattie Allen\, also with DEPC\, explained their definition of family engagement\, how this is woven into programs\, and the general strategy of working within existing networks including faith-based communities\, child care providers\, medical clinics\, libraries and schools. Kristen Miller\, Principal of G.W. Carver Elementary School\, shared how the partnership with DEPC has had a positive impact on student attendance and contributed to the creation and implementation of specific supportive programs.       \n\n“The whole point was for our Carver students to feel that they had someone\, not just the teachers they saw every day\, but a true connection to the community. This really made students have a sense of belonging. At the end of the year\, we saw every single student increase their attendance percentage in some way for that year.” – Kristen Miller\, G.W. Carver Elementary School \n\nViola Barnes-Gray with DEPC and Pastor Gary E. Lee from First Baptist Church Middlesex discussed how cultivating relationships between school and community partners contributed to the overall success of teams supporting students.    \n\n“Our Ready Schools and Ready Communities work is interwoven and goes hand in hand with building relationships. Around our five schools\, we target community partners representing the faith\, civic groups\, businesses and other organizations.” – Viola Barnes-Gray\, DEPC \n“We learned that building relationships between the community and schools requires front loading of the work before partners are connected to the social school teams.” – Pastor Gary E. Lee\, First Baptist Church Middlesex \n\nAfter the coalition members reviewed the lessons learned about family engagement\, Lanham talked about why the coalition and members are invested in helping children with literacy and the challenges families and children face in their community. The conversation also covered programs to address these challenges and explored how to nurture and sustain relationships.   \n\n“It is really critical that we give our children the tools and resources they need beginning at birth. And then build upon it so\, by the time they get to third grade\, they are proficient in reading.” – Debra Lanham  \n\nAfter the coalition from Nash and Edgecombe Counties shared their collaborative strategies\, Trish Dupuis and Sandi White with United Way Regina provided an overview of their work in Regina. Dupuis centered on the programs involved with their grade-level reading work and how these are built on a foundation of partnerships with schools. Their education initiatives involve 12 community schools in Regina\, Saskatchewan.   \n\n“United Way Regina strongly believes that education provides a pathway out of poverty.” – Trish Dupuis\, United Way Regina   \n\nDupuis reviewed how the schools were chosen and the data reviewed to identify which neighborhoods and schools to target\, including health and vision data. The teams wanted to ensure the most significant achievement gaps and the highest level of complex needs were being addressed by collaborative efforts. The impact of the coalition’s work was also shared with a review of kindergarten readiness assessment data\, third-grade reading assessment data\, and comparisons of these with baseline numbers. Overall\, the dedicated work in Regina’s Campaign for Grade-Level Reading decreased the achievement gap and supported children’s literacy outcomes in the schools where programs were implemented. The connection between vision and other health-related barriers to learning was also explored. White shared about her work facilitating Family Literacy Hubs\, which focuses on engaging families and improving school readiness. She described the guiding actions of Family Literacy Hubs and added detail about the programs and activities done through the hubs.     \n\n“In my role\, I want to provide programming that will empower families to feel like they can support their children with engaging literacy experiences within the home.”  – Sandi White\, United Way Regina 
URL:https://leo.gradelevelreading.net/event/building-and-sustaining-partnerships-between-cglr-communities-and-school-districts/
CATEGORIES:Crucible of Practice Salon,Past Event
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20240213T150000
DTEND;TZID=America/New_York:20240213T163000
DTSTAMP:20260404T065818
CREATED:20240206T023109Z
LAST-MODIFIED:20240216T204858Z
UID:246396-1707836400-1707841800@leo.gradelevelreading.net
SUMMARY:The Science of Reading for Emergent Bilinguals
DESCRIPTION:In this GLR Learning Tuesdays webinar\, The Science of Reading for Emergent Bilinguals\, attendees heard a riveting conversation about current work\, initiatives and thoughts around centering English learners and emergent bilinguals in the realm of the science of reading. Julie Sugarman\, Ph.D.\, with the Migration Policy Institute opened the conversation with Martha Hernandez\, M.A.\, of Californians Together and Kari Kurto\, MAT\, of The Reading League. They provided background context on the joint statement\, “Understanding the Difference: The Science of Reading and Implementation for English Learners/Emergent Bilinguals\,” and reviewed how it came about\, what was included and how it has been used since its publication. \n\n“We wanted to connect and we wanted to learn more….We started out by understanding each other’s ‘why\,’ which helped to kind of disarm everyone and break us out of our echo chambers….We asked some brave questions\, and we worked to understand how to find alignment\, which\, spoiler alert\, was not actually as hard as we thought in many areas.” – Kari Kurto\, MAT\, The Reading League \n\nNext\, Magaly Lavadenz\, Ph.D.\, with the Center for Equity for English Learners\, Claude Goldenberg\, Ph.D.\, from Stanford University and Elsa Cárdenas-Hagan\, Ed.D.\, from Valley Speech Language and Learning Center shared insights on language and literacy development\, how children learn to read\, and bilingual learners\, respectively. \nThe conversation touched on the need to distinguish between the science of reading as a body of knowledge and programmatic materials branded as “science of reading.” They also discussed legislation that includes this term\, and how such legislation needs to center English learners and emergent bilingual students for equitable learning opportunities. The panelists also stressed the importance of supports and systems for teachers to incorporate best practices. \n\n“We want to make sure also that we have the opportunity for that ongoing professional development. You see\, when we’re coming out of our universities today\, it’s an afterthought to think about students from linguistically diverse backgrounds. They should be included in all teacher education programs because everybody will work with a student that comes from linguistically diverse backgrounds.” – Elsa Cárdenas-Hagan\, Ed.D.\, Valley Speech Language and Learning Center \n\n\n\n 
URL:https://leo.gradelevelreading.net/event/the-science-of-reading-for-emergent-bilinguals/
CATEGORIES:Past Event
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DTSTART;TZID=America/New_York:20240220T123000
DTEND;TZID=America/New_York:20240220T140000
DTSTAMP:20260404T065818
CREATED:20240122T225158Z
LAST-MODIFIED:20240229T022043Z
UID:246202-1708432200-1708437600@leo.gradelevelreading.net
SUMMARY:Reading Universe: Scaling Teacher PD for Student Success
DESCRIPTION:The ecosystem for literacy support is growing in a good way. There’s much more available than when Barksdale [Reading Institute] began its work. What makes Reading Universe distinct though is that it is FREE and also that it is a comprehensive scope and sequence for how to teach teachers to teach reading.– Kelly Butler\, ReadingUniverse.org and formerly with Barksdale Reading Institute (BRI) \n\n\n\n\n\nIn this Funder-to-Funder Conversation\, Kelly Butler of ReadingUniverse.org shared the above statement as she introduced the robust online resource that she is producing with WETA to enhance the capacity of educators nationwide to teach reading. Because she and the other funders who are investing in the build out of Reading Universe are committed to ensuring that the resource will be available to all teachers\, schools and districts at no cost\, they are seeking philanthropic support to expand it from the K–2 pilot that is available today to serve teachers in PreK–6. \nJane Park of Google Kids & Families moderated the conversation. She engaged the leaders behind the development of Reading Universe\, Butler and Tami Mount\, M.Ed.\, of WETA\, as well as its early philanthropic investors\, Michelle Knapik of the Emily Hall Tremaine Foundation and Marla Ucelli-Kashyap of AFT. The conversation also included Erika Bryant\, a first grade teacher at Pecan Park Elementary School in Jackson\, Mississippi\, who has used Reading Universe to enhance her own teaching as well as the teaching of the educators she is mentoring. \nUcelli-Kashyap began by sharing what AFT has heard from its member teachers in terms of an interest and hunger for just-in-time resources that could help them better support student learning. \n\nIt became clear that way too many teachers are using low leverage practices or required programs that just don’t meet their students’ needs. They want to be prepared and effective\, but they need support. Saying ‘Just Do It’ might work great in a Nike commercial\, but in a classroom not so much. – Marla Ucelli-Kashyap\, AFT \n\n\n\n\n			\n				\n				\n				\n				\n				Butler shared highlights from how BRI drew on the National Reading Panel research in 2000 to embed evidence-based practices across the educational pipeline. Beginning with pilot efforts in targeted Mississippi schools\, BRI was able to demonstrate progress spurring state leaders to scale the approach statewide. These efforts helped Mississippi advance from 49th among states on NAEP scores in 2003 to 21st in 2022. That success prompted BRI to begin moving the teacher training resources used in Mississippi online so that teachers across the country could access it. \n\nMany have referred to what happened in Mississippi as the ‘Mississippi Miracle’ but I like to think of it as a marathon. I encourage other states and philanthropists to consider that the R&D has been done and paid for by Mississippi\, including what is required for effective implementation. So\, take what we’ve learned\, skip the marathon and use Reading Universe to get to the work on the ground. We know how to teach reading. We just need to do it everywhere – Kelly Butler\, ReadingUniverse.org \n\nMount walked attendees through the Reading Universe site\, explaining how it functions as a bridge between the research and a teacher’s instructional practice. She pointed to the 10 maxims that Reid Lyon\, Ph.D.\, outlined to summarize five decades of research on reading development by neuroscientists\, psychologists\, linguists\, speech pathologists\, educators and other experts. Mount also navigated through the Reading Universe Taxonomy\, noting that it presents the essential reading skills\, shows how they are connected and lays the groundwork for teaching all students how to read and write through accessible\, bite-sized pieces\, demonstrated through videos of real teachers in real classrooms. \n\nWe bring to Reading Universe the values of PBS Media that is responsible\, authoritative and accessible to a general audience…. We try to excel not just in the authority of what we write\, but also in our production values. We shoot video at PBS standards – and there is a lot of video on the site – and we write text in clear colloquial English without a lot of jargon. Reading Universe is designed to be accessible to a general audience with the goal of attracting the biggest possible audience so we can have the biggest possible impact – Tami Mount\, WETA \n\nBryant shared how she had benefited from the Reading Universe resources when she was a novice teacher and BRI was first piloting the resources. She continues to use it as a resource to hone her teaching skills\, identifying research-based practices to meet the needs of a wide range of students. She also uses Reading Universe as she provides coaching and mentorship to new teachers\, pointing them to videos and skill-explainers that can enhance their instructional practices. \n\nWhat Reading Universe offers us as educators is the opportunity to have a hands-on tool to turn to. It’s very detailed in the way it’s set up so we’re able to quickly pinpoint the skills that we are looking for….I can pull it up during my break time or planning time to help me build my own lesson plans. It is such a benefit for us as educators to have the support there at our fingertips – Erika Bryant\, Pecan Park Elementary School \n\nAfter the deep dive into the history and potential of Reading Universe\, Butler\, Knapik and Ucelli-Kashyap engaged in conversation about the importance of philanthropy investing in Reading Universe to ensure that all teachers have free access to these supports across the planned PreK–6 scope. \n\nIf you’re a national funder\, if you’re a place-based funder\, if you’re a niche funder like Tremaine…if you have anything to do with education\, you can find an entry point into the value proposition behind Reading Universe. We’re a niche funder\, a 35-year old family foundation working in the space of learning differences….As neuroscience gets better\, as the science of reading gets better\, we know that it is like oxygen for these kids — for anyone with learning differences in a classroom — to have structured literacy as a part of what’s happening in the system. It is actually a collective trauma\, generation after generation that we are not intervening with the science of reading for kids with learning differences. We really want to change that – Michelle Knapik\, Emily Hall Tremaine Foundation
URL:https://leo.gradelevelreading.net/event/reading-universe-scaling-teacher-pd-for-student-success/
CATEGORIES:Funder-to-Funder Conversation,Past Event,Reading & Math
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20240220T150000
DTEND;TZID=America/New_York:20240220T163000
DTSTAMP:20260404T065818
CREATED:20240207T182227Z
LAST-MODIFIED:20251021T062133Z
UID:246435-1708441200-1708446600@leo.gradelevelreading.net
SUMMARY:How Summer Learning’s Resurgence and Maximization is Accelerating In-School Learning
DESCRIPTION:In this GLR Learning Tuesdays webinar\, we took the opportunity to explore how summer learning is a “big bet working” for equitable learning recovery. Summer learning is a critical strategy to prevent the “summer slide” that occurs when schools are closed\, which became the “pandemic slide” during COVID school closures. Moderator Tracie Potts of the Learning Heroes Board of Advisors first engaged in discussion with Eric Mackey\, Ed.D.\, Alabama State Superintendent of Education. He shared about Alabama’s broad investment in summer learning and how the state’s “summer reading camps” advance the recently passed “Alabama Literacy Act” to ensure students are reading on grade level by the end of the third grade. Mackey emphasized that although these camps are focused on building literacy skills\, they also include the fun activities that are so important to make summer learning effective: \n\nThis last year we had about 30\,000 students involved in summer reading camps. We want them to be different. [The camps] certainly include high-quality instruction and we do an assessment at the end of camp and see that students have achieved greater reading levels. But we don’t it want to feel like school. We want it to feel more like it’s a summer camp experience. Now we have a lot of students depending on the school district for these learning experiences. So we’re blending the academic piece and also the fun stuff that actually draws students in and keeps them engaged throughout the summer. \n\nPotts then engaged with two national summer learning leaders\, Aaron Dworkin of the National Summer Learning Association and Polly Singh of The Wallace Foundation. The discussion covered the broad landscape of summer learning programs across the country and how states\, districts and communities are achieving real gains for students in their academic and developmental progress. Singh shared data from the Wallace Foundation’s National Summer Learning Project that demonstrates how consistent participation in summer learning makes an impact:    \n\nWe know that academics are what schools are held accountable for. [The Wallace Foundation] ran the National Summer Learning Project. It was the largest randomized control trial of its kind. In five large school districts across the country\, we saw effects in math and in reading\, and the gains were most prominent in our highest attendees. So after the first summer\, the math gains showed up. Immediately after the second summer\, we saw gains in both reading and math\, and they were sustained\, so we saw about 20% to 25% of a year’s worth of education gains. So three to four months of skills gain that was sustained for an entire year in young people. The science of learning\, the science of literacy\, the science of numeracy\, those skills need practice. And during summer learning time\, young kids just get more practice with those skills\, which is such an important facet of summer learning.  \n\nIn addition to these state and national leaders\, the conversation included local district leaders\, Andrew Maxey\, Ph.D.\, of Tuscaloosa City Schools in Alabama and Matthew Brewster of the Newark Board of Education in New Jersey. We learned from them about their critical summer learning partnerships with community-based organizations and how they engage both teachers and students in the combination of fun and academics to build enthusiasm and consistent participation.
URL:https://leo.gradelevelreading.net/event/how-summer-learnings-resurgence-and-maximization-is-accelerating-in-school-learning/
CATEGORIES:Big Bets Working,Past Event
ATTACH;FMTTYPE=image/jpeg:https://leo.gradelevelreading.net/wp-content/uploads/2024/02/Casey_KINETIK_2014_III_00160-scaled-e1707330021856.jpg
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20240227T150000
DTEND;TZID=America/New_York:20240227T163000
DTSTAMP:20260404T065818
CREATED:20240207T194552Z
LAST-MODIFIED:20251021T063016Z
UID:246449-1709046000-1709051400@leo.gradelevelreading.net
SUMMARY:Not Without Teachers: Intentional Teacher Development for Improved Student Outcomes
DESCRIPTION:“Teachers want to do right by their students\, and they want to teach using the most evidence-based literacy strategies….So what they need are high-quality professional learning opportunities to specifically collaborate with peers as they work to incorporate new techniques into their classrooms.” – Kira Orange Jones\, Teach Plus \n\nTeachers are the front line in turning curricula and instructional material into learning. Their effectiveness is key in learning and addressing the learning recovery need that the pandemic highlighted. During this Learning Tuesdays session\, Cynthia Hadicke\, Ed.D.\, of AIM Institute for Learning and Research acknowledged that we are having a teacher crisis\, with many veteran teachers leaving the field. Meanwhile\, more and more teachers are coming to the field through alternate certification\, and with this\, it is important that these teachers “understand the depth and complexity of teaching reading.” Jill Hoda of the Mississippi Department of Education added\, “We have to have courageous conversations and look at the ways things were done and how things should be done.” In addition\, she said\, “We need to make sure that not only new teachers but also veteran teachers are grounded in the science of reading.” \nKira Orange Jones of Teach Plus shared a preview of data from the organization’s recent survey of over 300 elementary literacy teachers across 24 states who indicated that they “have received more training in\, feel more comfortable with\, and are spending more time on vocabulary and reading comprehension than they do on phonics\, phonemic awareness and fluency….Almost 40% of teachers surveyed report that they do not receive currently any job-embedded coaching that supports their instruction in teaching all five of the pillars of reading.” \nElizabeth “Liz” Woody-Remington of The Learning Alliance in Indian River County\, Florida\, explained that it’s not simply training that teachers need. It’s the support of the translation science\, which is “job-embedded professional development that is collaborative\, intentional and sustained.” In this session\, we also heard success stories of how states\, districts and schools are implementing this in Mississippi\, Louisiana and Florida. \nIn Mississippi\, they have used the AIM pathways as the foundation for their science of reading training\, providing tiered and regional options that are open to teachers\, coaches and administrators. They have implemented a coaching model that includes comprehensive coach training\, which Hadicke describes as “a non-evaluative piece of the puzzle where teachers have the chance to learn\, practice and apply” skills. Mississippi has seen their NAEP 4th Grade Reading National Ranking move from 50th to 21st between 2013 and 2022. \nIn Jefferson Parish\, the largest district in Louisiana\, they are seeing significant progress also using the AIM pathways. Jones says about this work\, “this is actually possible\, because this proves it can happen at scale….The work that districts and states have taken on in partnership with education doesn’t have to remain an outlier example\, but rather could become the norm.” Jones\, continued adding\, “While initially we\, of course\, believe that experts need to be positioned to drive this type of \nprofessional learning\, what we have found is that teachers trust other teachers the most. And they trust them to provide professional learning and to essentially be responsible for leading continuous improvement efforts and professional learning communities to help teachers incorporate new skills into their practice.” \nLeslie Connelly of the School District of Indian River County\, Florida\, and The Learning Alliance described a program at the Moonshot School in Indian River that they launched with a weeklong summer institute on the science of reading for teachers\, which was attended by 85% of the staff. They have also given their staff extended collaborative planning time — two hours every week plus an additional five hours once every six weeks through a creative special schedule. The Moonshot School also opened demonstration classrooms that are always open for lesson studies and for teachers and coaches to collaborate to improve their practice. There is “buy in from the top level down and everybody gets coached. So\, it’s a very systematic coaching model here….We’re that hub of learning\,” said Connelly.
URL:https://leo.gradelevelreading.net/event/not-without-teachers-intentional-teacher-development-for-improved-student-outcomes/
CATEGORIES:Big Bets Working,Past Event
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